史学家的“同情之理解”：评《袁氏当国》 转
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《袁氏当国》近日内地出版，重审袁世凯的是非功过 ●二次转型尚未成功，同志仍须努力●背叛共和，是否情非得已？●在“复辟”闹剧中，袁世凯担当了什么样的角色？ “自民国有史以来，吾尚未见一本、一篇甚或一页对袁(世凯)有正面评价之书。有之，或自不才始也”；对近代史稍有涉猎的读者不难看出，这句话的句式，乃戏仿谭嗣同的名言：“中国未闻有因变法而流血者，此国之所以不昌也。有之，请自嗣同始”。这个戏仿者，便是当代史学名家唐德刚先生；而对袁世凯“正面评价之书”，便是他写于1998年的《袁氏当国》。 长期以来，有关袁世凯的著作、论文，尤以论述自戊戌变法至洪宪改制之间史事者，几莫不以全盘否定为宗旨，厉声痛骂袁氏告密(出卖谭嗣同等人)、卖国(接受日本的“二十一条”)、窃国(改制当皇帝)的诸般劣行。然自上世纪八十年代以来，由于史观上的调整及新史料的发现，经杨天石、房德邻、孔祥吉、茅海建等史家“联名”“辩护”，袁世凯在戊戌政变中犯下告密罪、与日本磋商“二十一条”时犯下汉奸罪的指控已被驳回；唐德刚此时犹然自诩作为“正面评价”的开山之作，且此书又题为《袁氏当国》，那么，可以想见，对于袁氏最大一宗罪状——在共和年代突然开倒车、做皇帝，唐德刚此书将会有一番与众不同的阐释。拜读毕，窃谓此书固非人云亦云，然亦非强求立异、刻意翻案者，实在是深具“同情之理解”的“一家之言”。 三千年历史，两次大转型 所谓“同情之理解”，指的是唐德刚在“读破千卷史书”后，即已对洪宪登基前后之时局(历史事实)洞若观火，乃能结合自创之中国社会“转型”说(历史哲学)，用以“正面评价”袁世凯及同时诸人乃至那个时代。 唐德刚认为，三千年来中国经历过两次“转型”。第一次，即“废封建，立郡县；废井田，开阡陌”，使中国“从一个高等群居动物的部落主义(Tribalism)转向一个以自由农业生产为主的经济制度；和中央集权，以高度科学化的文官制度为骨干的，天无二日、民无二主的宇宙帝国(UniversalEmpire)”(唐德刚著《晚清七十年》，第37页，岳麓书社版)，这次转型肇端于战国时的商鞅变法，完成于汉武帝时的“盐铁专卖”，历时二百馀年。第二次，则肇端于辛亥革命，将“从帝国制度转入一个民主代议制度”。此一转型，在唐氏看来，虽历时近百年，犹未告成；如舟行三峡间，沿途尽是激漩急湍，凶险万状。然唐氏又坚信，“不论时间要拖多久”，此一转型必将完成，因为，这次转型“是客观存在的，是任何人和事都改变不了的”(本书第92页，后仅标页码)。袁世凯在民国建立后践踏法律、悍然改制，正是转型期内必然会出现的怪现状之一种，无足诧异；正如此后蒋介石的个人独裁，虽是“比传统帝制还不如的寡头政治”，但毕竟是时代的反映，是转型中“不可或缺的恶政(anecessaryevil)”(97页)。前途光明，道路曲折；革命尚未成功，同志尚须努力。二语，庶几为唐氏历史哲学的宗旨，然更可视作他对中国之爱的真情流露。他常常强调，“历史学家也是人嘛”，著书立说哪能毫无情感呢。由此，在“理解”唐氏的历史哲学之后，我们更易体察到他对人物及其时代的深切“同情”。 背叛共和，是主动还是被迫？ 据其所述，袁世凯之称帝，可概括为：为时所逼，为人所诱。 民国建立，首任总统为孙中山。但是，孙中山以及他的同志都明白，“袁世凯那时在国民心中的声望，似乎还在孙公之上”(37页)，以当日之混乱局势，舍袁世凯外，实无真正压得住台面的人物。袁世凯“声望”之隆，不仅在于他掌握了最精锐的部队——北洋六镇，更得益于他一手操办了清室逊位的大事——唐氏称为“不流血的宫廷政变”。以此，民国才能在武昌首义后迅速建立，而全国不致陷入旷日持久的内战，于国于民，袁氏此举功莫大焉。鉴及于此，孙中山只做了45天的临时大总统，便辞职让贤，与参议院诸君一道敦请袁世凯出任总统。 但是，孙中山并非全无机心者，为防止袁世凯日后专权过甚、妨害三权分立的民主制度，特地制定《中华民国临时约法》，将原定效仿美国之“模范”制度——总统权力甚大，改为法国的内阁制——首相当国。这部《约法》由宋教仁起草，他就是那个汲汲于担任内阁首相以架空袁世凯的人。然而，宋教仁是“一流的政治家，却是末流的政客”(62页)，他到处演讲，声言要组织清一色的国民党内阁，且不讳言“加强党务，宣传夺权”。袁世凯此时虽未萌称帝之心，但绝不甘心做一个内阁负责制下的“虚君”，因此，宋教仁旋即被暗杀，也就不足为奇了。当然，并无证据表明袁世凯直接下令杀宋；然其事为“袁党”主谋，则事实确凿，不容诡辩。 不过，孙中山因此发动“二次革命”，兴兵讨袁，在唐德刚看来却是大大的不对。他借用袁世凯的话，说：“共和国家以道德为基础，以法律为范围。就司法方面言之，非推究权案始末又经法庭公开者，不得轻加论断。就行政方面言之，非考求此案原委实与法律违反者，不宜信口雌黄”；孙中山此举，不啻视法律如废纸，欲以军事手段代替刑事侦判，直可称之为“叛军”矣。袁杀宋固为一错，国民党以暴易暴，也是一错。唐氏乃曰，“历史不是数学，两负不能变成一正”，“此例一开”，“三错、四错随之而来，就变成武力至上、军阀混战了”。杨度尝谓，宪法之可贵，在于“贤者不能逾法而为善，不肖者亦不能逾法而为恶”(《君宪救国论》)；梁启超很佩服这句话，说“于立宪精意，能一语道破”(《异哉所谓国体问题者》)。孙中山固为“贤者”，然罔顾国法，虽“为善”亦无足取也。至此，“第一次内战”开始，袁世凯与孙中山彻底翻脸。两方军事实力对比，国民党莫望北洋之项背，故不期月，袁世凯便平定了“叛乱”。孙中山奔日本，开始“联日倒袁，搞分裂活动”(83页)。战乱虽平，袁世凯之心却不能平：原来，共和之世，大家仍不讲法律，犹“须由枪杆决定一切”，这与帝制有何本质区别呢？此可谓为时所逼，袁世凯渐萌背叛共和、转回帝制之心。 袁世凯称帝，谁在背后推动？ 袁世凯身边，善于揣摩上意(readhismind)者，不乏其人，杀宋教仁固然是他们的功劳，推动帝制当然也少不了他们。除了众所周知的筹安会、请愿联合会，他们还从美国引进一位高人，为帝制给出了学理上的根据。此人便是一流政治学专家、时任哥伦比亚大学法学院院长、后来差点被推选为美国总统候选人的古德诺教授(F.J.Goodnow，1859－1939)。他被请到中国作了一年半调研，写出一篇《共和与君主论》，广征博引，结论曰：“中国如欲保存独立，不得不用立宪政治。而从其国之历史习惯、社会经济之状况与夫列强之关系观之，则中国之立宪以君主制行之为易，以共和制行之则较难也”(章伯锋、李宗一主编《北洋军阀》第二卷，951页)。吾国近代一直有崇洋之风，流被所及，袁世凯亦不例外。民主先进国家中第一流专家今亦赞同帝制，对此前“又想，又怕；又默认，又否认”(170页)的袁世凯来说，不啻服用了一颗超级大力丸，再经其子袁克定、智囊杨度等狂热分子一通天花乱坠的鼓吹，袁世凯终于把持不住，做出遗臭万年的事体。此可谓为人所诱也。 虽然可以理解，但是不能原谅 当然，虽可谓被逼被诱，袁世凯决不能以吾国足协惯于借口之“负该负的责任”逃罪，他必须负全责，盖“士君子为政，治国安邦，自应有其立身从政的原则与主见，而曰为小人所误，终是掩耳盗铃，自欺欺人而已”(152页)。不过，唐氏之议论若止于此，犹算不上真正的“同情之理解”。他的高明，在于厘清史事，取得对袁氏当国的“同情”后，能够表示出对近代史乃至整个中国历史的深刻“理解”：辛亥革命后，绵延数千年的帝制在表面上虽被废除，但中国要进入真正的民治时代——即完成第二次“转型”——仍需很长很长的时间方可奏功。袁氏痴梦固不久长，百年亦嫌其短矣。 唐氏之论，固可是者是之，非者非之。然其确具“同情之理解”，不愧为“通古今之变”的“一家之言”，则窃心许焉。简雅可诵之文字，引今证古之妙喻，尤其馀事耳。 《袁氏当国》唐德刚著，广西师范大学出版社2004年11月版 《南方都市报》2005年2月7日 |
发布于10月31日 15:25 | 评论数(0) 阅读数(1186) | 我的文章
Linguistics in Psycholinguistics & Neurolinguistics
Linguistics in Psycholinguistics & Neurolinguistics
June 17-25 2002
University of the Basque Country
Colin Phillips & Leticia Pablos, University of Maryland (USA)
Overview
This course has two main goals, which will be pursued in parallel.
(i) to explore the integration of detailed, cross-linguistic models of language structure into theories of language acquisition and processing, including theories of how language is processed in the brain.
(ii) to provide participants with a hands-on introduction to the experimental tools used in these areas of linguistics, through a series of hands-on lab exercises.
The course will focus on areas in which there is a growing interaction between work in linguistic theory and laboratory-based research in language acquisition and processing, and neurolinguistics.
Schedule
Most of the readings may be downloaded. Readings that are not downloadable will be made available in hard copy form.
* indicates the primary or foundational reading for each class
+ indicates that the downloadable file is very large and cannot be printed (except from MacOS X Preview); a hard copy will be made available
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Date |
Practical Session (afternoon) |
Class Session (4-7pm) |
Readings |
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1. Monday (17/6) |
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Levels of Representation in Speech Perception |
Infant Development *+ Werker 1995 (3.3Mb) * Stager & Werker 1997 (300k) Cognitive Neuroscience Phillips 2001 (254k) |
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2. Tuesday (18/6) |
Speech Perception: Categorical Perception |
Language Acquisition & Cross-language Variation |
Principles *+ Crain & Thornton 1998, A, B, C (9Mb total) Kazanina & Phillips 2001 (383k) Parameters Snyder 2001 (96k) Kim et al. 1999 (42k) |
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3. Wednesday (19/6) |
Language Acquisition: Truth Value Judgment |
Lexical Access: Generation & Selection |
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4. Thursday (20/6) |
Lexical Access |
Sentence Structure: The Unification Problem |
Competence & Performance *+ Townsend & Bever 2001 (8.9Mb) Unity Phillips 1996 (ch. 5) (1.2Mb) Phillips 2001b (1Mb) |
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5. Friday (21/6) |
Sentence Processing: Ambiguity Resolution |
Psychogrammar: How Smart is Parsing? |
Chain Formation * Stowe 1986 Traxler & Pickering 1996 (148k) Aoshima, Phillips & Weinberg 2002 (556k) Chain Composition * MacDonald 1989 Pickering & Barry 1993 Clahsen & Featherston 1999 |
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6. Monday (24/6) |
Neurogrammar: Time & the Brain |
Time & the Brain *+ Friederici 1995 (1.1Mb) Hahne & Friederici 1999 (240k) Kaan et al. 2000 (428k) * Friederici 2001 (128k) | |
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7. Tuesday (25/6) |
Language Acquisition: Corpus-based Research |
Language Production & Language Acquisition |
Child Production Poeppel & Wexler 1993 * Phillips 1995 (189k) Wijnen et al. 2001 (460k) Adult Production + Dell 1995 (3.8Mb) * V. Ferreira 1996 (260k) F. Ferreira 2000 (145k) |
Labs, Software
Day 2 - Speech Perception: 3 small experiments run using the free Presentation software package:
Instructions (preliminary guide only; these instructions were prepared for a class at Georgetown University, using more experiments, run on Mac computers)
Download experiment files
Download Presentation
Download DirectX, a free multimedia library for Windows (required for Presentation)
Day 3 - Truth Value Judgment: designing experiments for investigating the syntax-semantics interface with young children (ideally in Spanish/Basque)
No special software required.
The chapters by Crain & Thornton (1998) are most important for this exercise. In particular Chapter 27 of the book (listed above as link "C")
Day 4 - Lexical Access: 2 small experiments run using the free Presentation software package (we plan to use Spanish):
Instructions (preliminary guide only; these instructions were prepared for a class at Georgetown University, using the Psyscope software on Mac computers)
Download Spanish Word Frequency List (345k)
Download experiment files These are the same files as for the lab on Day 2 - no need to download for a second time
Download Presentation
Download DirectX, a free multimedia library for Windows (required for Presentation)
Day 5 - Sentence Processing: Designing materials for studies on sentence processing (ideally, in Spanish and/or Basque)
No special sofware required
Day 7 - Child Speech: Corpus-based research on child spontaneous speech
Instructions (these instructions were prepared for a class at the U. of Maryland, where students were using both Macs and PCs)
CHILDES
Download Adam corpus (640k zip archive)
Download Boxer Text Search free download of evaluation copy, valid for 15 days from time of download
发布于10月28日 19:23 | 评论数(0) 阅读数(1128) | 我的文章
Electrophysiology of Language at the University of Maryland Reading list
Readings
There is no textbook for the course. Readings for the course will mostly be drawn from recent handbooks or journal articles. One objective of the course is for you to become able to read, understand and critically evaluate the primary literature in electrophysiology of language.
Readings will be available from the Linguistics Department (1401 Marie Mount Hall) or electronically, typically in PDF format. Some software manuals, databases etc. may be downloaded and/or burned to a CD-RW.
- van Berkum, J., P. Hagoort, & C. Brown. 1999. Semantic integration in sentences and discourse: evidence from the N400 [PDF]. Journal of Cognitive Neuroscience, 11, 657-671.
- Dehaene-Lambertz, G., E. Dupoux, A. Gout, et al. 2000. Electrophysiological correlates of phonological processing: A cross-linguistic study [PDF-Cognet ]. Journal of Cognitive Neuroscience, 12, 635-647.
- Embick, D., M. Hackl, J. Schaeffer, M. Kelepir, & A. Marantz. 2000. A magnetoencephalograhic component whose latency reflects lexical frequency [PDF] . Cognitive Brain Research, 10, 345-348.
- Fiebach, C., M. Schlesewsky & A. Friederici. 2001. An ERP investigation of syntactic working memory during the processing of German wh-questions. Journal of Memory and Language, in press.
- Friederici, A., Y. Wang, C. Herrmann, B. Maess, & U. Oertel. 2000 - Localization of early syntactic processes in frontal and temporal cortical areas: a magnetoencephalographic study. Human Brain Mapping, 11, 1-11. [The response component studied here, the ELAN, has been observed in many of Friederici's other studies. What is novel here is the analytical approach taken here to localization using MEG. Interesting, though not uncontroversial.]
- Friederici, A. 2001. The neural basis of syntactic processing. (to appear in Cognition)
- Friederici, A., A. Mecklinger, K. Spencer, K. Steinhauer & E. Donchin. 2001. Syntactic parsing preferences and their on-line revisions: a spatio-temporal analysis of event-related brain potentials [PDF]. Cognitive Brain Research, 11, 305-323.
- Gardner, A. et al. (2001). Instructions for setting-up EEG experiments using NeuroScan Quick-Caps [PDF]. Cognitive Neuroscience of Language Lab, University of Maryland. [This is your primary reference for setting-up EEG recording sessions. Have this handy when you run a study. If you think that something could be added - please send suggestions to colin@glue.umd.edu.]
- Hagoort, P., C. Brown & L. Osterhout. 1999. The neurocognition of syntactic processing. [Hard Copy] In: Brown & Hagoort (eds.), The Neurocognition of Language. Oxford: Oxford University Press, pp.273-316. [A useful overview chapter. A good place to start for reading about syntax and electrophysiology.]
- Hahne, A. & A. Friederici. 1999. Electrophysiological evidence for two steps in syntactic analysis: early automatic and late controlled processes [PDF]. Journal of Cognitive Neuroscience, 11, 194-205. [An elegant, simple manipulation. Two response components, the ELAN and the P600, have both been observed in connection with syntactic error detection. Manipulation of the probability (i.e. expectancy) of the error has no effect on the earlier ELAN, but greatly affects the later P600 component. Once concern: the ELAN has only been observed in very limited syntactic environments.]
- Hari, R., S. Lev鋘en, & T. Raij. 2000. Timing of human cortical functions during cognition: role of MEG. Trends in Cognitive Sciences, 4, 455-462. [This is a primary reading. Riitta Hari is one of the leading researchers using MEG. It is a review article, which covers some of the technical aspects of MEG, as well as summarizing some results obtained using MEG. Its coverage of technical topics is clear, but dense. For a gentler coverage of some of these issues, see the introductory sections of Phillips et al. 1995.]
- Helenius, P., R. Salmelin, E. Service & J. Connolly. (1998). Distinct time courses of word and context comprehension in the left temporal cortex. Brain, 121, 1133-1142.
- Kaan, E., A. Harris, E. Gibson, & P. Holcomb. 2000. The P600 as an index of syntactic integration difficulty. Language and Cognitive Processes, 15, 159-201.
- Kluender, R. & M. Kutas. 1993. Bridging the gap: evidence from ERPs on the processing of unbounded dependencies. Journal of Cognitive Neuroscience, 5, 196-214.
- Kutas, M. & K. Federmaier. 2000. Electrophysiology reveals semantic memory use in language comprehension. Trends in Cognitive Sciences, 4, 463-470.
- Lewine, J. D. & W. W. Orrison. 1995. Magnetoencephalography and magnetic source imaging. In: W. Orrison et al. (eds.), Functional Brain Imaging. St Louis, MO: Mosby Year-Book, pp.369-417. [The earlier sections of this article provide an excellent introduction to MEG.]
- N滗t鋘en, R. 1995. The mismatch negativity: a powerful tool for cognitive neuroscience. Ear and Hearing, 16, 6-18.
- N滗t鋘en, R., M. Tervaniemi, E. Sussman, P. Paavilainen, & I. Winkler. 2001. Primitive intelligence in the auditory cortex. Trends in Neurosciences, 24, 283-288.
- N滗t鋘en, R., A. Lehtoskoski, M. Lennes, M. Choeur, M. Huotilainen, A. Ilvonen, M. Vainio, P. Alku, R. Ilmoniemi, A. Luuk, J. Allik, J. Sinkkonen & K. Alho. 1997. Language-specific phoneme representations revealed by electric and magnetic brain responses. Nature, 385, 432-434.
- Neville, H. Nicol, J. L., Barss, A., Forster, K. I., Garrett, M. F., 1991. Syntactically based sentence processing classes: Evidence from event-related brain potentials. Journal of Cognitive Neuroscience, 3, 151-165.
- Pascual-Leone, A., V. Walsh, & J. Rothwell. 2000. Transcranial magnetic stimulation in cognitive neuroscience - virtual lesion, chronometry, and functional connectivity. Current Opinion in Neurobiology, 10, 232-237.
- Phillips, C. 2001. Levels of representation in the electrophysiology of speech perception. Cognitive Science, 25, 679-699.
- Phillips, C., A. Marantz, M. McGinnis et al. 1995. Brain mechanisms of speech perception: a preliminary report [PDF]. MIT Working Papers in Linguistics, 26, 153-191. [Although the sections of this paper that describe specific MEG studies are superceded by later articles, the introductory section provides a gentle introduction to some of the technical background to MEG studies. This was written with a linguistic audience in mind, so may be more accessible than some of the other introductory articles in this list.]
- Phillips, C., T. Pellathy, A. Marantz, et al. 2000. Auditory cortex accesses phonological categories: an MEG mismatch study. [PDF-Cognet ]Journal of Cognitive Neuroscience, 12, 1238-1255.
- Poeppel, D. & A. Marantz. 2000. Cognitive neuroscience of speech processing. In: A. Marantz, Y. Miyashita & W. O'Neil (eds.), Image, Language, Brain. Cambridge, MA: MIT Press, pp.29-50.
- Pylkk鋘en, L., Stringfellow, A. & Marantz, A. 2001.Neuromagnetic evidence for the timing of lexical activation: an MEG component sensitive to phonotactic probability but not to neighborhood density [PDF]. In press, Brain & Language.
- Regan, D. 1989. Human Brain Electrophysiology. Elsevier. [This is a comprehensive and high-level review of EEG techniques and research. It may be daunting in places, but it is a valuable reference work, which can be consulted when you have specific questions. We will aim to make a copy available in the lab.]
- Roberts, T., D. Poeppel & H. Rowley. 1998. Magnetoencephalography and magnetic source imaging. [Hard copy] Neuropsychiatry, Neuropsychology & Behavioral Neurology, 11, 49-64. [This is a primary reading. It covers similar ground to the Hari et al. 2000 article above, but goes into more detail in some areas, and less in others. Some sections are directed to a clinical audience, and are less essential. If this is technically daunting, start with the introduction to Phillips et al. 1995, and then return here for more detail.]
- Roberts, T., P. Ferrari, S. Stufflebeam, & D. Poeppel. 2000. Latency of the auditory evoked neuromagnetic field components: stimulus dependence and insights toward perception [PDF]. Journal of Clinical Neurophysiology, 17, 114-129. [This is a review article that is relevant to the results of Project 2 (EEG experiment). It covers a large number of studies which have investigated how the timing of the auditory M100 response varies as a function of the auditory stimulus. No need to memorize every detail, but it would be quite worthwhile to absorb the interpretation provided of the M100 variability, and to understand the evidence that leads to these conclusions.]
- Rugg, M. & M. Coles. 1995. Electrophysiology of Mind: Event-related Brain Potentials and Cognition. Oxford: Oxford University Press. [Hard copy, selections] [This is a primary reading on EEG, providing a general introduction.]
- Segalowitz, S. & H. Chevalier. 1998. Event-related potential (ERP) research in neurolinguistics: parts 1-2. In: H. Whitaker (ed.), Handbook of Neurolinguistics. Academic Press, pp. 95-123.
- Sharma, A. & M. F. Dorman. 1999. Cortical auditory evoked potential correlates of categorical perception of voice-onset time. Journal of the Acoustical Society of America, 106, 1078-1083.
- Steinhauer, K., K. Alter & A. Friederici. 1999. Brain potentials indicate immediate use of prosodic cues in natural speech processing. Nature Neuroscience, 2, 191-196.
- Yvert, B., A. Crouzeix, O. Bertrand, A. Seither-Preisler & C. Pantev. 2001. Multiple supratemporal sources of magnetic and electric auditory evoked middle-latency components in humans. Cerebral Cortex, 11, 411-423. [This is a detailed recent study of auditory evoked responses, somewhat earlier than the M100 that is the focus of the articles by Roberts, Poeppel and others. This is not a primary article, but it is instructive to read this to see (a) the detailed localization that can be obtained for different sources that are active only a few milliseconds apart, and (b) the demanding experiments that are required in order to show this ... imagine being a subject in a study in which you had to listen to the same sound 8000 times!]
发布于10月28日 19:21 | 评论数(0) 阅读数(1068) | 我的文章
Prof. Colin Phillips Co-Director, Cognitive Neuroscience of Language Laboratory
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Colin PhillipsAssociate Professor of Linguistics | ||
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301-405-3082 (office) 301-405-7104 (fax) email: {colin at umd dot edu} office: 1413F Marie Mount Hall | ||
I teach courses on various aspects of language and mind at the graduate and undergraduate level.
My research combines theoretical linguistics with language processing, language acquisition and neurolinguistics, with the primary focus on how the human mind/brain makes rapid and effortless language understanding possible. The ultimate objective is to be able to seamlessly integrate models of language, from high-level theoretical models all the way down to the neurophysiological level.
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Fall 2005 SemesterPsycholinguistics I (LING 640) CNL Lunch Talks |
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Curriculum Vitae |
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Last updated 8/28/05 |
发布于10月28日 19:02 | 评论数(0) 阅读数(1238) | 我的文章
Patricia K. Kuhl, Ph.D. Outstanding Professor!!
Patricia K. Kuhl, Ph.D.
Co-Director, UW Institute for Learning and Brain SciencesProfessor, Department of Speech & Hearing Sciences
Bio | CV | Publications | Research | About the Lab | Recent Media | Contact Dr. Kuhl
Dr. Patricia K. Kuhl is a Co-Director of the University of Washington Institute for Learning and Brain Sciences. Her research focuses on language acquisition and language processing by the brain. She has played a major role in demonstrating how early language exposure alters the mechanisms of perception. Her work also shows that language processing involves many senses, including vision, both in early infancy and in adulthood.
Dr. Kuhl's research has broad implications, extending to psychology and biology for its identification of critical periods in development; to linguistics and education for its applicability to bilingual education; to neuroscience for its implications for brain mapping of complex information; and to engineering for its implications concerning how computers might be programmed to respond to spoken language.
In 1997, she was awarded the Silver Medal of the Acoustical Society of America. In 1998, she received the Faculty Lectureship Award from the University of Washington and was elected to the American Academy of Arts and Sciences. And in 1999, she served as President of the Acoustical Society of America.
Dr. Kuhl was one of six scientists invited to the White House in 1997 by President and Mrs. Clinton to speak at their Early Learning and the Brain Conference. In 2001, she was invited back to the White House to speak at President and Mrs. Bush's White House Summit on Early Cognitive Development. In 2002, Dr. Kuhl was a key presenter at the Early Learning Summit for the Northwest in Boise, organized by Patricia Kempthorne, wife of Idaho governor Dirk Kempthorne, and attended by First Lady Laura Bush.
Dr. Kuhl is a co-author of The Scientist in the Crib: Minds, Brains, and How Children Learn (Morrow Press, 1999). She has appeared on the PBS series NOVA, The Mind, The Power of Ideas, and The Secret Life of the Brain. She has discussed her research on language acquisition on CNN, NBC's The Today Show and NBC Nightly News With Tom Brokaw, ABC's Good Morning America, The CBS Evening News With Dan Rather, CNN, and in The New York Times, Time, and Newsweek. She is an Emeritus Affiliate of Gerry Edelman抯 Neuroscience Research Group in La Jolla, California; a member of the Santa Fe Consortium for Human Potential; and a Fellow of the American Association for the Advancement of Science, the American Psychological Society, and the Acoustical Society of America. Dr. Kuhl is married to Dr. Andrew Meltzoff, and they have one daughter.
More on Dr. Kuhl:
Bio | CV | Publications | Research | About the Lab | Recent Media | Contact Dr. Kuhl
发布于10月28日 18:58 | 评论数(0) 阅读数(1148) | 我的文章
Research Assistant and Postdoc informations
Research Assistant and Directed Undergraduate Research Opportunities in the Program in Cognitive Affective Neuroscience (PICAN)
Research assistants can be involved in any of the program's projects. Typical research assistant roles include collecting data (e.g., running experiments involving collection of behavioral, physiological and functional neuroimaging data as well as self-report measures), screening subjects for research eligibility, clinical interviews, data management, preparing data for analysis (e.g., tracing brain structures on MRI's), helping to analyze collected data (if you want to... you don't have to), and helping to prepare lab research for publication. Research assistants are welcome to suggest new insights into experiments and modifications to experimental designs; these are taken very seriously and often lead to new directions in the research we are conducting.Useful Skills and Qualities. We're particularly looking for people who have a BA in psychology, neuroscience, computer science, or a related field or are in their 3rd or fourth year of a relevant undergraduate program, who aren't afraid of computers, who have good interpersonal skills, and who are willing to learn new tasks. Research assistants who are most successful in this environment enjoy teamwork, are detail-oriented, responsible, flexible, and are interested in research.
Undergraduates doing directed research in the lab can participate in any of the activities above and are also helped to pursue a new research question for their directed research project. Their project can involve re-analyzing already collected data to answer a new question of interest to them, or can involve creating a new manageable project (e.g., involving pilot physiological data collection or self-report measures).
Requirements. Undergraduates are requested to commit to at least 6 hrs/week. Participation in the lab for a full semester is requested.
Useful skills and qualities. Undergraduates who are most successful working in this environment are working towards a degree in psychology, neuroscience, computer science, or a related field, aren't afraid of computers, are willing to learn new tasks, enjoy teamwork, and are responsible and interested in research.
We have biweekly administrative/planning/project-review lab meetings and weekly scientific lab meetings which all RA's and undergraduate research assistants should attend.
If you're interested in being a research assistant or completing directed undergraduate research, please send us the following information: A statement of why you're interested in being involved in the lab, a summary of your academic/professional background (a resume or vita would be perfect but not necessary), your GPA in your major, contact info, and when would be best to contact you.
Information can be sent by e-mail to me at: pican@msx.upmc.edu or by US-mail to: Greg Siegle, Ph.D., Western Psychiatric Institute and Clinic, 3811 O'Hara St, Pittsburgh, PA 15213
Program in Cognitive Affective Neuroscience links
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http://www.pitt.edu/~gsiegle/
Greg J. Siegle, Ph.D.
Assistant Professor, Department of Psychiatry
University of Pittsburgh School of Medicine
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Roles and Affiliations: Director: Program in Cognitive Affective Neuroscience (PICAN) Director of Affective Neuroscience: Biometrics Research Program and Clinical Cognitive Neuroscience Lab. Assistant Professor: University of Pittsburgh, Department of Psychology,, Cognitive Program and Clinical Program. Assistant Professor: Center for the Neural Basis of Cognition. Research Associate: VA Pittsburgh Healthcare System |
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I direct the Program in Cognitive Affective Neuroscience, which has a number of ongoing projects.
We also have opportunities for graduate students and post-docs as well as undergraduates, and research assistants.
Web-based projects include:
The Balanced Affective Word List Project and the
Connectionist Models of Cognitive, Affective, Brain, and Behavioral Disorders website
Webmaster for: Program in Cognitive Affective Neuroscience, Biometrics Research Program, Cognitive Therapy and Research, Cognitive Clinical Assessment Lab
I received my Ph.D. through the San Diego State University / University of California, San Diego Joint Doctoral Program in Clinical Psychology.
On-line Preprints
Siegle, G.J., Steinhauer, S.R., Thase, M.E. (2004). Pupillary Assessment and Computational Modeling of the Stroop Task in Depression. International Journal of Psychophysiology. 52, 63-76. pdfSiegle, G. J., Steinhauer, S.R., Stenger, V.A., Konecky, R., Carter, C. S., (2003). Use of concurrent pupil dilation assessment to inform interpretation and analysis of fMRI data. Neuroimage. 20(1), 114-124. pdf
Siegle, G. J., Steinhauer, S.R., Carter, C. S., Ramel, W., Thase, M.E. (2003). Do the seconds turn into hours? Relationships between sustained pupil dilation in response to emotional information and self-reported rumination. Cognitive Therapy and Research. 27, 365-383. pdf
Siegle, G. J., Steinhauer, S.R., Thase, M.E., Stenger, V.A., Carter, C. S., (2002). Can't Shake that Feeling: fMRI Assessment of Sustained Amygdala Activity in Response to Emotional Information in Depressed Individuals. Biological Psychiatry, 51, 693-707. pdf
Siegle, G. J., Granholm, E., Ingram R., Matt, G. (2001). Pupillary response and reaction time measures of sustained processing of negative information in depression, Biological Psychiatry, 49, 624-636. html
Siegle, G. J., Steinhauer, S. R., Carter, C., Thase, M. E. (2000). Convergence and divergence in measures of rumination. In G. Siegle and C. Papageorgiou (Chairs), Depressive rumination: Nature and Consequences. Meeting of the Association for the Advancement of Behavior Therapy, New Orleans, LA.html
Siegle, G. J., Ingram, R. E., & Matt, G. E. (2002). Affective interference: Explanation for negative information processing biases in dysphoria? Cognitive Therapy and Research, 26, 73-88.html
Siegle, G.J. (1999) A neural network model of attention biases in depression, in Reggia, J. and Ruppin, E. (Eds.) Disorders of brain, behavior, and cognition: The neurocomputational perspective. (pp. 415-441) New York, NY: Elsevier html
Siegle, G. J. (1999).Cognitive and Physiological Aspects of Attention to Personally Relevant Negative Information in Depression, Unpublished Doctoral Dissertation, San Diego State University, University of California, San Diego.
Williams, G., Conner, J., Siegle, G. J., Ingram, R., & Cole, D. (1998). Is more negative less positive? Relating dysphoria to emotion ratings. Presentation at the meeting of the Western Psychological Association, Albuquerque, New Mexico.
Siegle, G. J. (1996). Rumination on affect: Cause for negative attention biases in depression?, Unpublished Masters Thesis, San Diego State University, San Diego, CA.
To link to more publications: click here
Other
Here's an animation showing the location of the amygdala. Roma Konecky and I made this from an SPGR image acquired on a 1.5T GE scanner using BrainVoyager to align and smooth the image, MRICro to trace the amygdala, AFNI to create the rendering, and WWW Gif Animator to concatenate the frames.Here are a few interesting mathematical functions I've been playing with lately.
发布于10月28日 18:54 | 评论数(0) 阅读数(1013) | 我的文章
Research Assistant and Postdoc informations
Research Assistant and Directed Undergraduate Research Opportunities in the Program in Cognitive Affective Neuroscience (PICAN)
Research assistants can be involved in any of the program's projects. Typical research assistant roles include collecting data (e.g., running experiments involving collection of behavioral, physiological and functional neuroimaging data as well as self-report measures), screening subjects for research eligibility, clinical interviews, data management, preparing data for analysis (e.g., tracing brain structures on MRI's), helping to analyze collected data (if you want to... you don't have to), and helping to prepare lab research for publication. Research assistants are welcome to suggest new insights into experiments and modifications to experimental designs; these are taken very seriously and often lead to new directions in the research we are conducting.Useful Skills and Qualities. We're particularly looking for people who have a BA in psychology, neuroscience, computer science, or a related field or are in their 3rd or fourth year of a relevant undergraduate program, who aren't afraid of computers, who have good interpersonal skills, and who are willing to learn new tasks. Research assistants who are most successful in this environment enjoy teamwork, are detail-oriented, responsible, flexible, and are interested in research.
Undergraduates doing directed research in the lab can participate in any of the activities above and are also helped to pursue a new research question for their directed research project. Their project can involve re-analyzing already collected data to answer a new question of interest to them, or can involve creating a new manageable project (e.g., involving pilot physiological data collection or self-report measures).
Requirements. Undergraduates are requested to commit to at least 6 hrs/week. Participation in the lab for a full semester is requested.
Useful skills and qualities. Undergraduates who are most successful working in this environment are working towards a degree in psychology, neuroscience, computer science, or a related field, aren't afraid of computers, are willing to learn new tasks, enjoy teamwork, and are responsible and interested in research.
We have biweekly administrative/planning/project-review lab meetings and weekly scientific lab meetings which all RA's and undergraduate research assistants should attend.
If you're interested in being a research assistant or completing directed undergraduate research, please send us the following information: A statement of why you're interested in being involved in the lab, a summary of your academic/professional background (a resume or vita would be perfect but not necessary), your GPA in your major, contact info, and when would be best to contact you.
Information can be sent by e-mail to me at: pican@msx.upmc.edu or by US-mail to: Greg Siegle, Ph.D., Western Psychiatric Institute and Clinic, 3811 O'Hara St, Pittsburgh, PA 15213
Program in Cognitive Affective Neuroscience links
|
|
|
|
http://www.pitt.edu/~gsiegle/
Greg J. Siegle, Ph.D.
Assistant Professor, Department of Psychiatry
University of Pittsburgh School of Medicine
|
Roles and Affiliations: Director: Program in Cognitive Affective Neuroscience (PICAN) Director of Affective Neuroscience: Biometrics Research Program and Clinical Cognitive Neuroscience Lab. Assistant Professor: University of Pittsburgh, Department of Psychology,, Cognitive Program and Clinical Program. Assistant Professor: Center for the Neural Basis of Cognition. Research Associate: VA Pittsburgh Healthcare System |
|
I direct the Program in Cognitive Affective Neuroscience, which has a number of ongoing projects.
We also have opportunities for graduate students and post-docs as well as undergraduates, and research assistants.
Web-based projects include:
The Balanced Affective Word List Project and the
Connectionist Models of Cognitive, Affective, Brain, and Behavioral Disorders website
Webmaster for: Program in Cognitive Affective Neuroscience, Biometrics Research Program, Cognitive Therapy and Research, Cognitive Clinical Assessment Lab
I received my Ph.D. through the San Diego State University / University of California, San Diego Joint Doctoral Program in Clinical Psychology.
On-line Preprints
Siegle, G.J., Steinhauer, S.R., Thase, M.E. (2004). Pupillary Assessment and Computational Modeling of the Stroop Task in Depression. International Journal of Psychophysiology. 52, 63-76. pdfSiegle, G. J., Steinhauer, S.R., Stenger, V.A., Konecky, R., Carter, C. S., (2003). Use of concurrent pupil dilation assessment to inform interpretation and analysis of fMRI data. Neuroimage. 20(1), 114-124. pdf
Siegle, G. J., Steinhauer, S.R., Carter, C. S., Ramel, W., Thase, M.E. (2003). Do the seconds turn into hours? Relationships between sustained pupil dilation in response to emotional information and self-reported rumination. Cognitive Therapy and Research. 27, 365-383. pdf
Siegle, G. J., Steinhauer, S.R., Thase, M.E., Stenger, V.A., Carter, C. S., (2002). Can't Shake that Feeling: fMRI Assessment of Sustained Amygdala Activity in Response to Emotional Information in Depressed Individuals. Biological Psychiatry, 51, 693-707. pdf
Siegle, G. J., Granholm, E., Ingram R., Matt, G. (2001). Pupillary response and reaction time measures of sustained processing of negative information in depression, Biological Psychiatry, 49, 624-636. html
Siegle, G. J., Steinhauer, S. R., Carter, C., Thase, M. E. (2000). Convergence and divergence in measures of rumination. In G. Siegle and C. Papageorgiou (Chairs), Depressive rumination: Nature and Consequences. Meeting of the Association for the Advancement of Behavior Therapy, New Orleans, LA.html
Siegle, G. J., Ingram, R. E., & Matt, G. E. (2002). Affective interference: Explanation for negative information processing biases in dysphoria? Cognitive Therapy and Research, 26, 73-88.html
Siegle, G.J. (1999) A neural network model of attention biases in depression, in Reggia, J. and Ruppin, E. (Eds.) Disorders of brain, behavior, and cognition: The neurocomputational perspective. (pp. 415-441) New York, NY: Elsevier html
Siegle, G. J. (1999).Cognitive and Physiological Aspects of Attention to Personally Relevant Negative Information in Depression, Unpublished Doctoral Dissertation, San Diego State University, University of California, San Diego.
Williams, G., Conner, J., Siegle, G. J., Ingram, R., & Cole, D. (1998). Is more negative less positive? Relating dysphoria to emotion ratings. Presentation at the meeting of the Western Psychological Association, Albuquerque, New Mexico.
Siegle, G. J. (1996). Rumination on affect: Cause for negative attention biases in depression?, Unpublished Masters Thesis, San Diego State University, San Diego, CA.
To link to more publications: click here
Other
Here's an animation showing the location of the amygdala. Roma Konecky and I made this from an SPGR image acquired on a 1.5T GE scanner using BrainVoyager to align and smooth the image, MRICro to trace the amygdala, AFNI to create the rendering, and WWW Gif Animator to concatenate the frames.Here are a few interesting mathematical functions I've been playing with lately.
发布于10月28日 18:53 | 评论数(0) 阅读数(1232) | 我的文章
An Introduction to the Event-Related Potential Technique
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An Introduction to the Event-Related Potential Technique Steven J. Luck 稽古轩主按：好书。 The event-related potential (ERP) technique in cognitive neuroscience allows scientists to observe human brain activity that reflects specific cognitive processes. In An Introduction to the Event-Related Potential Technique, Steve Luck offers the first comprehensive guide to the practicalities of conducting ERP experiments in cognitive neuroscience and related fields, including affective neuroscience and experimental psychopathology. The book can serve as a guide for the classroom or the laboratory and as a reference for researchers who do not conduct ERP studies themselves but need to understand and evaluate ERP experiments in the literature. It summarizes the accumulated body of ERP theory and practice, providing detailed, practical advice about how to design, conduct, and interpret ERP experiments, and presents the theoretical background needed to understand why an experiment is carried out in a particular way. Luck focuses on the most fundamental techniques, describing them as they are used in many of the world's leading ERP laboratories. These techniques reflect a long history of electrophysiological recordings and provide an excellent foundation for more advanced approaches. The book also provides advice on the key topic of how to design ERP experiments so that they will be useful in answering questions of broad scientific interest. This reflects the increasing proportion of ERP research that focuses on these broader questions rather than the "ERPology" of early studies, which concentrated primarily on ERP components and methods. Topics covered include the neural origins of ERPs, signal averaging, artifact rejection and correction, filtering, measurement and analysis, localization, and the practicalities of setting up the lab. Steven J. Luck is Professor of Psychology and Principal Investigator for the Cognitive Neuroscience Laboratory at the University of Iowa.
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Table of Contents
A Brief Introduction to ERP's | ||
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| The raw EEG recorded directly from a subject is a summation of all the electrical activity occuring in the brain at a given moment in time. In this form, it tells us little more than that the subject is awake or asleep. To parse out only the information we are interested in, we must time-lock and average the signal. This means that we mark the point in time when a stimulus occurs and average together a large number of trials so that everything that happens 100ms poststimulus, for example, is averaged with everything else that occurs 100ms poststimulus. | ||
| This averaging process allows us to filter out all brain activity that is not related to the appearance of the stimulus. Any neural activity unrelated to the experiment will not occur at a consistent time relative to the stimuli. This random variation will be averaged out given enough trials. This leaves us with an ERP waveform isolating the electrophysical activity related to that visual stimulus. Many of the waveform's peaks have been linked to specific cognitive mechanisms. Because of the electrophysiology involved, ERP's have a very fine temporal resoloution but little spatial resolution. Temporal information, however, is fundamental to understanding how something works. Thus, ERP's are a crucial tool in understanding cogntive processing. |
发布于10月27日 22:05 | 评论数(0) 阅读数(1800) | 我的文章
Email and letter writing share fundamental pattern
Email and letter writing share fundamental pattern
- 18:00 26 October 2005
- NewScientist.com news service
- Kurt Kleiner
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Both Charles Darwin and Albert Einstein relied on pen, paper, and the postal service to communicate with correspondents around the world. But researchers have now found the pattern of their replies is the same as that of computer users answering email today, with both following the same mathematical formula.
The pattern could reflect some basic biological encoding that shows up in everything from humans at work to birds foraging for food, according to Albert-L醩zl?Barab醩i, a physicist at the University of Notre Dame in Indiana, US.
In previous work, Barab醩i looked at how long it took people to answer their email, and found a "bursty" pattern ?most emails are answered fairly quickly, but a few sit around for a long time, and some sit around for a very long time.
To describe the pattern, Barab醩i created a mathematical model in which people prioritise their emails, then respond to the high priority emails quickly and the low-priority emails more slowly. When he crunched the numbers, his model fit the observed results perfectly (Nature, vol 435, p 207).
Prolific writers
The behaviour might seem obvious ?most people will respond quickly to an email from their boss, even while less important emails linger for days or weeks in their inboxes. But for those dealing with big, complicated networks like the internet, understanding these sorts of bursty patterns could be the difference between a system crashing or not.
Having done this work, Barab醩i wondered if the patterns were only a characteristic of email, or if they held up generally for human correspondence. With his co-author Jo鉶 Gama Oliveira at the University of Aveiro in Portugal, he looked at the detailed catalogues of the letters of Darwin and Einstein.
These two icons worked in a time when scientific communication was largely by written letter ?Darwin sent at least 7591 letters in his career, and Einstein sent 14,500, writing an average of half a letter and one letter per day, respectively.
Yet despite the differences between electronic communication and paper, the same pattern held up ?both men answered most of their mail quickly, within about 10 days. But some of the answers took months or even years to send (Nature, vol 437, p 1251). "From the scientific point of view, the interesting thing is that there is a fundamental way that we do things," Barab醩i says.
Biologists have noticed similar patterns when they plot the actions of birds foraging for food. Birds will make many short flights, but occasionally very long ones ?the same pattern found in answering letters and emails. Barab醩i suggests that animals might use a common mechanism, selected by evolution, to decide among competing tasks.
发布于10月27日 15:01 | 评论数(0) 阅读数(1333) | 我的文章
Brain Images Reveal Menstrual Cycle Patterns
| Brain Images Reveal Menstrual Cycle Patterns | |
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For any woman who has found herself becoming inexplicably angry or sad during her menstrual cycle, the possibility that her "time of the month" may be responsible is not news. But although a great deal of research has looked at the influence of hormones on nerves, very little work has delved into the role a woman's menstrual cycle can play in emotions. | ||||||
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| Now neuroscientist Xenia Protopopescu of the Weill Medical College of Cornell University and her team have used functional magnetic resonance imaging to monitor the activity of a part of the brain called the orbital frontal cortex, which is known to be associated with regulating emotion and controlling behavior.
To capture the activity, Protopopescu examined 12 healthy women between the ages of 22 and 35 while they read a series of negative, neutral and positive words meant to illicit emotional responses. The women were tested before and after their periods and were specifically selected as females who reported having no premenstrual mood symptoms--characterized as irritability, tension, depression, loss of control, sleep-disturbance, fatigue, food cravings, physical symptoms and social withdrawal--in order to provide Protopopescu with a foundation for future studies of women with symptoms. | ||||||
| The scientists found that during the one to five days before menses, the subjects showed greater activity in the middle front part of the brain region and less activity on the sides. After menses, more activity occurred on the sides with less activity showing up in the middle front area. The women reported feeling no mood changes throughout the month, so the researchers offer another explanation for the shift in activity. "Because of what's known about these regions, we speculate that the increase in activity is in some way modulatory," says team member David Silbersweig, vice chairman for research in Cornell's Department of Psychiatry.
According to the report, the reallocation of activity from one part of the brain region to another may reflect the organ's ability to compensate for hormonal changes and help a woman maintain a consistent emotional state. The scientists are now working to compare these results with imaging work on subjects that experience more severe premenstrual mood symptoms. --Tracy Staedter |
发布于10月27日 14:58 | 评论数(0) 阅读数(1160) | 我的文章
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