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Matthew Ricci obtained an MA/BA in Mathematics (analysis), from the University of Pennsylvania. He is expected to receive a PhD in Computational Neuroscience from Brown University in 2020. His research interests are in: Hierarchical models of the visual cortex, models of the cerebellar Purkinje cell in eyeblink conditioning, classical Al/non-Hebbian models of biological learning. Funding is provided by: NIH Training Grant 5T32EY018080-08 and NSF Graduate Research Fellowship.

Michael Frank was awarded the Radboud Excellence Professorship, 2015, for “eminent researchers who have had a significant impact in their discipline and beyond” Donders Institute for Brain, Cognition and Behavior, Radboud University, Nijmegen, The Netherlands. On February 15th, he was also awarded a three year NSF grant titled, “How Prefrontal Cortex Augments Reinforcement Learning,” with himself as PI and Anne Collins as Co-PI, $592,520. Between July 2014 and July 2015, Michael Frank was awarded a BIBS Innovation Award, titled “Integrated Computational Psychiatry: Behavioral, Neurophysiological, and Optogenetic Testing of Antipsychotic-Driven Aberrant Learning in the Cortico-Striatal D2 Pathway,” Co-PI with Kevin Bath and Chris Moore, $100,000.

Less Reward, More Aversion When Learning Tricky Tasks

 published on 04 November 2014

We can easily learn by seeking reward or avoiding punishment. But either way, we’d rather have any task be easy. A new study finds a direct behavioral and physiological linkage between those inclinations: When even subtle conflict made an experimental task harder, it affected the perception of reward and punishment, skewing how subjects learned the task.

Read more about this research on https://news.brown.edu/articles/2014/11/conflict.

Working Memory Hinders Learning in Schizoprenia

published on 07 October 2014

Trouble with working memory makes a distinct contribution to the difficulty people with schizophrenia sometimes have in learning, according to a new study. The researchers employed a specially designed experiment and computational models to distinguish the roles of working memory and reinforcement learning.

Read more about this research on https://news.brown.edu/articles/2014/10/schizophrenia

TA Applications for Fall 2015 Now Open

Undergraduates can apply for open TA positions for Fall 2015 with our online application form.

Prof. Sheila Blumstein Honored for Research on the Acoustics of Speech

For her research revealing how acoustic signals are transformed into words and speech and the neural substrates of those processes, Professor Sheila Blumstein received the Silver Medal in speech communication from the Acoustical Society of America Oct. 29 at its meeting in Indianapolis. Read more about this honor at the Brown News site.

NSF Awards Grant to Investigate Explaining, Exploring, and Reasoning in Museum Settings

Prof. Dave Sobel and his colleagues Maureen Callanan (UCSC) and Cristine Legare (UT-Austin) have won a collaborative NSF grant entitled 'Explaining, Exploring, and Scientific Reasoning in Museum Settings.' The $1.3M grant partners the researchers with three children's museums (Providence Children's Museum, Children's Discovery Center, San Jose, and The Thinkery in Austin). Their objective is to investigate how diverse samples of parents and children engage in explanation and exploration of scientific concepts and learn from those interactions. In addition to uncovering patterns of family explanation and exploration, the proposed studies will measure children’s causal understanding, and will build on this knowledge base to develop and test effective interventions for promoting exploration and explanation and engaging in causal learning .

New Book from Prof. Pauline Jacobson: Compositional Semantics - An Introduction to the Syntax/Semantics Interface

Compositional Semantics: An Introduction to the Syntax/Semantics Interface  by Pauline Jacobson has been published by the Oxford University Press. Professor Jacobson's book provides a ground-up introduction to formal semantics for advanced undergraduates and graduate students in linguistics, philosophy and other related fields, and can also be  read by scholars in fields closely related to linguistics in order to gain an understanding of the fundamentals and breadth of natural language formal semantics. The book adopts the approach of Direct Compositionally, according to which the syntax and semantics of natural languages work together and which has formed  the basis of the author's research program for three decades. Alongside this, the book presents a more mainstream competing view making use of an intermediate level of Logical Form and compares the two with respect to a rich domain of empirical phenomena. The author's own research on direct compositionality and 'variable-free semantics' is woven into the text throughout,  and the work highlights and integrates this research into a coherent framework for analyzing syntax and semantics.  

Read more about this new title at the Oxford University Press site.

Choice Bias: A Quirky Byproduct of Learning From Reward

The price of learning from rewarding choices may be just a touch of self-delusion, according to a new study in Neuron.

The research by Jeffrey Cockburn, a graduate student in the research group of senior author Michael Frank, links a fundamental problem in neuroscience called “credit assignment” — how the brain reinforces learning only in the exact circuits that caused the rewarding choice — to an oft-observed quirk of behavior called “choice bias” – we value the rewards we choose more than equivalent rewards we don’t choose. The researchers used computational modeling and behavioral and genetic experiments to discover evidence that choice bias is essentially a byproduct of credit assignment.

Read more about this research at the Brown News site.

Coaching Parents on Toddler Talk to Address Low-Income Word Gap

By age four, toddlers in low-income families hear 30 million fewer words than those in high-income families. As a result, these children tend to have smaller vocabularies and fall behind in reading. Professor James Morgan contributes to a PBS report about Providence Talks, a program that gets low-income parents talking more to their toddlers.

Watch the video online.