Cognitive Neuroscience of Working Memory

Cognitive Neuroscience of Working Memory

Psychology 697

Cognitive Neuroscience of Working Memory

Spring 2004

In this course we emphasize the critical evaluation of topical issues and data in working memory research. Toward this end, we also emphasize the methods of neuroimaging, neuropsychology, repetitive transcranial magnetic stimulation (rTMS), and experimental psychology.

Format: Each week we discuss (at least) one article from the recent literature. These discussions are organized as informal presentations that will give us an opportunity to discuss and assess in detail the theory, methods, results, and interpretation associated with that particular paper. On occasion, these discussions are supplemented with, or supplanted by, an informal presentation of the design and/or results from an experiment being conducted in the Postle laboratory (see section on "3 credits", below). Following the discussion of a particular paper or project, we end the morning with an attempt to integrate what we've learned from this specific information into the perspective of contemporary cognitive neuroscience inquiry.

Levels of participation: The class may be taken for 1, 2, or 3 credits. The requirements for 1-credit registrants are simply to come to class having read the assigned paper, and prepared to participate in the discussion. The additional requirements for 2-credit registrants are to lead one of the weekly discussions, and to write a 3-5 page paper that 1) summarizes the paper; 2) summarizes the question that it was intended to address; and 3) proposes either a) a better way to test this question, or b) a hypothesis that captures an important "next question" that can now be addressed and an experimental design that would effect this hypothesis test. The additional requirements for 3-credit registrants are to participate in a research project in the Postle laboratory that entails at least 10 hr./wk. of research time during the Fall 2003 and Spring 2004 semesters. Three-crediters should register for Psychology 618* (Fall) and Psychology 697 (Spring); their in-class presentations will likely focus on their own experiments.

* The call number for 618 is 80850, and for 697 is 18118.

Grading:1-credit: in-class participation

2-credit: in-class participation and the paper.

3-credit: in-class participation, paper, and research

Instructor: Brad Postle, 515 Psychology, 262-4330, .

Office hours: by appointment.

With the exception of time-sensitive emergencies, email is the most effective and preferred way for you to contact me.

All readings are either available for download at, or in hardcopy in room 165 (The Lab) during the week prior to class.

Background readings

Menon & Kim (1999). Spatial and temporal limits in cognitive neuroimaging with fMRI. Trends in Cognitive Sciences, 3, 207-216.

Aguirre & D'Esposito (1999). Experimental design for brain fMRI. In: Functional MRI (Moonen and Bandettini, Eds.). Springer Verlag, Berlin. (pp. 369-380).

January 23 Introduction

Mesulam, M.-M. (2002). The human frontal lobes: transcending the default mode through contingent encoding, in (Stuss & Knight, Eds.) Principles of Frontal Lobe Function, Oxford, 8-30.

Presenter: Postle

January 30

Verbal storage in a premotor–parietal network: evidence from

fMRI-guided magnetic stimulation

U. Herwig,a,c,* B. Abler,a C. Scho¨nfeldt-Lecuona,a A. Wunderlich,b

J. Grothe,a M. Spitzer,a and H. Waltera


Rami et al. (2003). Effects of repetitive transcranial magnetic stimulation on memory subtypes: a controlled study. Neuropsychologia, 41, 1877-1883.

February 13

BP practice talk

February 20

Salthouse & Hedden (2002). Interpreting reaction time measures in between-group comparisons. Journal of Clinical and Experimental Neuropsychology, 24, 858-872.


Salthouse & Ferrer-Caja (2003). What needs to be explained to account for age-related effects on multiple cognitive variables? Psychology and Aging, 18, 91-110.


February 27

Pessoa, Kastner, &Ungerleider (2003). Neuroimaging studies of attention: from modulation of sensory processing to top-down control. The Journal of Neuroscience, 23, 3990-3998.


March 5

Mecklinger, Weber, Gunter, Engle (2003). Dissociable brain mechanisms for inhibitory control: effects of interference content and working memory capacity. Cognitive Brain Research, 18. 26-38.


March 12

Group analysis in functional neuroimaging: selecting subjects

using similarity measures

Ferath Kherif,a,b,d Jean-Baptiste Poline,a,b,* Se´bastien Me´riaux,a,b Habib Benali,a,c

Guillaume Flandin,a,e and Matthew Brettd


March 19

No meeting -- Spring break.

March 26

Transient hemodynamics during a breath hold challenge in a two part

functional imaging study with simultaneous near-infrared spectroscopy

in adult humans

Bradley J. MacIntosh,a,b L. Martyn Klassen,a,b and Ravi S. Menona,

Presenter ______

April 2

Effects of Spontaneous Eye Movements on Spatial Memory

in Macaque Periarcuate Cortex

Puiu F. Balan and Vincent P. Ferrera

April 9



April 16

No meeting – Cognitive Neuroscience Society

April 23

No meeting – Wisconsin Symposium on Emotion

April 30

Selective interference with verbal short-term

memory for serial order information:

A new paradigm and tests of a timing-signal


Richard Henson, Tom Hartley, and Neil Burgess

Institute of Cognitive Neuroscience, University College London,

London, UK

Graham Hitch and Brenda Flude


May 7

Michael F. Glabus1,2, Barry Horwitz3, John L. Holt1,2,

Philip D. Kohn1,2, Brooke K. Gerton1,2, Joseph H. Callicott2,

Andreas Meyer-Lindenberg1,2 and Karen Faith Berman1,2

. Interindividual Differences in Functional

Interactions among Prefrontal, Parietal and

Parahippocampal Regions during Working



Where to take complaints about a Teaching Assistant or Course Instructor:

Occasionally a student may have a complaint about a T.A. or course instructor. If that happens, you should feel free to discuss the matter directly with the T.A. or instructor. If the complaint is about the T.A. and you do not feel comfortable discussing it with him/her, you should discuss it with the course instructor. If you do not feel the instructor has resolved the matter to your satisfaction, then you should speak to the Psychology Undergraduate Advisor, Ms. Arlene Davenport (Room 428 Psychology) or the Department Chair, Professor Janet Hyde (Room 238 Psychology). You should also speak to either of these individuals if the complaint is about the instructor and you do not feel comfortable discussing it directly with him/her.

If you believe the T.A. or course instructor has discriminated against you because of your religion, race, gender, sexual orientation, or ethnic background, you also may take your complaint to the Affirmative Action Office (Room 175 Bascom Hall). If your complaint has to do with sexual harassment, you may also take your complaint to Ms. Arlene Davenport, the Psychology Department sexual harassment contact person.