Melbourne School of Psychological Sciences - Research Publications
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ItemEmotional reactivity following surgery to the prefrontal cortex(WILEY, 2018-03)We aimed to elicit emotion in patients with surgically circumscribed lesions of the prefrontal cortex (PFC) in order to elucidate the precise functional roles in emotion processing of the discrete subregions comprising the ventromedial PFC, including the medial PFC and orbitofrontal cortex (OFC). Three components of emotional reactivity were measured: subjective experience, behaviour, and physiological response. These included measures of self-reported emotion, observer-rated facial expression of emotion and measurements of heart rate and heart rate variability (HRV) during film viewing, and a measure of subjective emotional change since surgery. Patients with lesions to the ventromedial PFC demonstrated significant differences compared with controls in HRV during the film clips, suggesting a shift to greater dominance of sympathetic input. In contrast, patients with lesions restricted to the OFC showed significant differences in HRV suggesting reduced sympathetic input. They also showed less facial expression of emotion during positive film clips, and reported more subjective emotional change since surgery compared with controls. This human lesion study is important for refining theoretical models of emotion processing by the ventromedial PFC, which until now have primarily been based on anatomical connectivity, animal lesion, and human functional neuroimaging research. Such theories have implications for the treatment of a wide variety of emotional disorders.
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ItemEvaluation of Semantic Change of Harm-Related Concepts in Psychology(ASSOC COMPUTATIONAL LINGUISTICS-ACL, 2019)
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ItemDo Additional Features Help or Hurt Category Learning? The Curse of Dimensionality in Human Learners(WILEY, 2019-03)The curse of dimensionality, which has been widely studied in statistics and machine learning, occurs when additional features cause the size of the feature space to grow so quickly that learning classification rules becomes increasingly difficult. How do people overcome the curse of dimensionality when acquiring real-world categories that have many different features? Here we investigate the possibility that the structure of categories can help. We show that when categories follow a family resemblance structure, people are unaffected by the presence of additional features in learning. However, when categories are based on a single feature, they fall prey to the curse, and having additional irrelevant features hurts performance. We compare and contrast these results to three different computational models to show that a model with limited computational capacity best captures human performance across almost all of the conditions in both experiments.
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ItemSocioeconomic Differences in the Effectiveness of the Removal of the "Light" Descriptor on Cigarette Packs: Findings from the International Tobacco Control (ITC) Thailand Survey(MDPI, 2011-06)Many smokers incorrectly believe that "light" cigarettes are less harmful than regular cigarettes. To address this problem, many countries have banned "light" or "mild" brand descriptors on cigarette packs. Our objective was to assess whether beliefs about "light" cigarettes changed following the 2007 removal of these brand descriptors in Thailand and, if a change occurred, the extent to which it differed by socioeconomic status. Data were from waves 2 (2006), 3 (2008), and 4 (2009) of the International Tobacco Control (ITC) Thailand Survey of adult smokers in Thailand. The results showed that, following the introduction of the ban, there was an overall decline in the two beliefs that "light" cigarettes are less harmful and smoother than regular cigarettes. The decline in the "less harmful" belief was considerably steeper in lower income and education groups. However, there was no evidence that the rate of decline in the "smoother" belief varied by income or education. Removing the "light" brand descriptor from cigarette packs should thus be viewed not only as a means to address the problem of smokers' incorrect beliefs about "light" cigarettes, but also as a factor that can potentially reduce socioeconomic disparities in smoking-related misconceptions.
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ItemShort-term and long-term stability in electronic communication networks(Academy of Management, 2013-01-01)Network researchers typically focus on patterns of stable relationships, where stability represents the unfolding of social processes over long time frames. By contrast, we argue and empirically demonstrate that social interactions exhibit regularities across different time frames (short and long-term), reflecting distinct social processes.
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Itemf2MOVE: fMRI-compatible haptic object manipulation system for closed-loop motor control studies(IEEE, 2015-04)Functional neuroimaging plays a key role in addressing open questions in systems and motor neuroscience directly applicable to brain machine interfaces. Building on our low-cost motion capture technology (fMOVE), we developed f2MOVE, an fMRI-compatible system for 6DOF goal-directed hand and wrist movements of human subjects enabling closed-loop sensorimotor haptic experiments with simultaneous neuroimaging. f2MOVE uses a high-zoom lens high frame rate camera and a motion tracking algorithm that tracks in real-time the position of special markers attached to a hand-held object in a novel customized haptic interface. The system operates with high update rate (120 Hz) and sufficiently low time delays (<; 20 ms) to enable visual feedback while complex, goal-oriented movements are recorded. We present here both the accuracy of our motion tracking against a reference signal and the efficacy of the system to evoke motor control specific brain activations in healthy subjects. Our technology and approach thus support the real-time, closed-loop study of the neural foundations of complex haptic motor tasks using neuroimaging.
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ItemUnderstanding Academic Educators' Work in Supporting Student Wellbeing(Higher Education Research and Development Society of Australasia Inc, 2017)Universities are increasingly concerned with student mental health, as empirical studies indicate a high prevalence and severity of psychological distress among student populations (Larcombe et al., 2016; Bore et al., 2016). From a developmental systems perspective, discussions about student wellbeing must include the perspectives and needs of academic educators. Edward L. Deci and Richard M. Ryan’s Self-Determination Theory (Ryan & Deci, 2000) offers several suggestions for how academic educators can facilitate wellbeing through their teaching, but there is still little evidence of the work that educators do to promote student wellbeing as part of their everyday practice. Using an online survey, we asked 315 academic educators from diverse disciplines at three universities about their experiences with student mental health: their awareness of related issues, their strategies, and institutional supports. In general, respondents were aware and concerned about student mental health. They described diverse strategies for promoting student wellbeing, many of which were common practices in higher education, and all of which were consistent with Self-Determination Theory approaches. The implication for educators concerned with wellbeing is to identify the elements of their teaching that might already be promoting wellbeing. Respondents also wanted greater institutional support around responding to student distress and around mental health literacy. Their comments highlight the importance of a developmental systems approach to student wellbeing in which university systems work together and support each other.
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ItemExploring misconceptions as a trigger for enhancing student learning(Higher Education Research and Development Society of Australasia, Inc, 2017)This article addresses the importance of confronting misconceptions in the teaching of the STEM disciplines. First, we review the central place for threshold concepts in many disciplines and the threat misconceptions pose to quality education. Second, approaches will be offered for confronting misconceptions in the classroom in different contexts. Finally, we discuss what we can learn about these approaches and the common threads that reveal successful approaches. These steps have been explored in relation to four case studies across diverse disciplines. From these case studies, a set of principles about how best to address misconceptions in STEM disciplines has been distilled. As conceptual knowledge increases in importance in higher education, effective strategies for helping students develop accurate conceptual understanding will also be increasingly critical.
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ItemConceptual event units of putting and taking in two unrelated languages(Cognitive Science Society, 2012)People automatically chunk ongoing dynamic events into discrete units. This paper investigates whether linguistic structure is a factor in this process. We test the claim that describing an event with a serial verb construction will influence a speaker’s conceptual event structure. The grammar of Avatime (a Kwa language spoken in Ghana) requires its speakers to describe some, but not all, placement events using a serial verb construction which also encodes the preceding taking event. We tested Avatime and English speakers’ recognition memory for putting and taking events. Avatime speakers were more likely to falsely recognize putting and taking events from episodes associated with takeput serial verb constructions than from episodes associated with other constructions. English speakers showed no difference in false recognitions between episode types. This demonstrates that memory for episodes is related to the type of language used; and, moreover, across languages different conceptual representations are formed for the same physical episode, paralleling habitual linguistic practices.