Cognitive control has long been one of the most active areas of computational modeling work in cognitive science. The focus on computational models as a medium for specifying and developing theory predates the PDP books, and cognitive control was not one of the areas on which they focused. However, the framework they provided has injected work on cognitive control with new energy and new ideas. On the occasion of the books' anniversary, we review computational modeling in the study of cognitive (...) control, with a focus on the influence that the PDP approach has brought to bear in this area. Rather than providing a comprehensive review, we offer a framework for thinking about past and future modeling efforts in this domain. We define control in terms of the optimal parameterization of task processing. From this vantage point, the development of control systems in the brain can be seen as responding to the structure of naturalistic tasks, through the filter of the brain systems with which control directly interfaces. This perspective lays open a set of fascinating but difficult research questions, which together define an important frontier for future computational research. (shrink)

The purpose of this study was to determine the effects of academic controversy as a teaching strategy in elementary science methods classes. The academic controversy model was used with 80 elementary science methods students in one class at Utah State University and two classes at Westminster College in Pennsylvania. Small groups of students engaged in one of the following class-selected controversies: (1) the effects of smoking; (2) genetic engineering, and (3) an environmental issue dealing with the widening of a canyon (...) road. Qualitative data were collected from student note cards, transcriptions of taped controversies, synthesis papers, and a post-controversy survey. Results were consistent, regardless of the topic or group of students. Outcomes indicated that (a) students demonstrated a high level of task commitment as they participated in this learning model, (b) students had a positive attitude toward the use of the academic controversy model, (c) students perceived a high level of content attainment, and (d) students exhibited positive attitudes toward other members of their controversy group. (shrink)

Deception studies emphasize the important role of event-related potentials (ERPs) to uncover deceptive behavior based on underlying neuro-cognitive processes. The role of conflict monitoring as indicated by the frontal N2 component during truthful and deceptive responses was investigated in an adapted Concealed Information Test (CIT). Previously memorized pictures of faces should either be indicated as truthfully trustworthy, truthfully untrustworthy or trustworthy while concealing the actual untrustworthiness (untrustworthy-probe). Mean, baseline-to-peak and peak-to-peak amplitudes were calculated to examine the robustness of ERP findings (...) across varying quantification techniques. Data of 30 participants (15 female; age: M = 23.73 years, SD = 4.09) revealed longer response times and lower correct rates for deceptive compared to truthful trustworthy responses. The frontal N2 amplitude was more negative for untrustworthy-probe and truthful untrustworthy compared to truthful trustworthy stimuli when measured as mean or baseline-to-peak amplitude. Results suggest that deception evokes conflict monitoring and ERP quantifications are differentially sensitive to a-priori hypotheses. (shrink)