|
Date
|
Topics |
Suggested Readings /
Presentations |
| PART 1: Review of Basic Concepts | ||
|
Jan 6 |
Reference frames, coordinate systems, kinematics of translation and rotation.
Geometric Foundations |
Crawford et al. (2011) |
|
Jan 13 |
Organization of the Visual System
|
MA Goodale, AD Milner Trends in neurosciences 15(1), 20-25, 1992 (J. Miller)
de Haan EH, Cowey A. On the usefulness of 'what' and 'where' pathways in vision. . 2011 Oct; 15(10): 460-6 |
| Jan 20 |
Motor Systems: Gaze, Reach and Grasp |
Human parietal cortex in action. Culham JC, Valyear KF. (Meaghan) Imaging the premotor areas. Picard N, Strick PL. (Mani)
Anatomical organization of the eye fields in the human and non-human primate frontal cortex. Amiez C, Petrides M.
VESIA M, CRAWFORD JD (2012) Specialization of Reach function in Human Posterior Parietal Cortex. |
| PART 2: Visual Representation, Memory and Updating | Crawford et al. | |
| Jan 27 | Spatial Working Memory | Curtis CE (2006) Prefrontal and parietal contributions to spatial working memory. (Jasleen) LUCK SJ, VOGEL EK (2013) Visual working memory capacity: from psychophysics and neurobiology to individual differences (Noora) |
|
Feb 3
|
Spatial Coding visual
direction (egocentric, allocentric, extrapolation)
|
Fiehler, K., Wolf, C., Klinghammer, M., & Blohm, G. (2014). Integration of egocentric and allocentric information during memory-guided reaching to images of a natural environment. Chen, Y., Monaco, S., Byrne, P., Yan, X., Henriques, D. Y., & Crawford, J. D. (2014). Allocentric versus egocentric representation of remembered reach targets in human cortex.
The role of areas MT+/V5 and SPOC in spatial and temporal control of manual interception: an rTMS study. (Harbandhan)
|
|
Feb 10
|
Updating Egocentric visual direction: behaviour and neural
mechanism.
|
(Eitan) Gaze-centered
remapping of remembered visual space in an open-loop pointing
task.
Gaze-centered
updating of visual space in human parietal cortex. |
| Feb 17 | Reading Week | |
| Feb 24 | Trans-Saccadic Integration of Features and Objects | Trans-saccadic perception. Melcher D, Colby CL. .
Cortical mechanisms for trans-saccadic memory and integration of multiple objects features. Prime SL, Vesia M, Crawford JD.
Role of early visual cortex in trans-saccidic memory of object features. Malik P, Dessing JC, Crawford JD.
|
| PART 3: Sensorimotor Transformations | Crawford et al. | |
| Mar 2 | From Vision to Movement | Visual-Motor transformations within frontal eye fields during head-unrestrained gaze shifts in the monkey. Sajad A, Sadeh M, Keith GP, Yan X, Wang H, Crawford JD.
Human posterior parietal cortex encodes the movement goal in a pro-/anti-reach task. Gertz H, Fiehler K.
Human parietal
"reach region" primarily encodes intrinsic visual direction, not extrinsic
movement direction, in a visual motor dissociation task. |
|
Mar 9 |
Caculating Movement Direction and Distance.
|
Sober SJ, Sabes PN.
Dorsal premotor neurons encode the relative position of the hand, eye and goal during reach planning Pesaran B, Nelson MJ, Andersen RA. (Harbandhan) |
|
Mar 16 |
Reference Frame
transformations: Behaviour
Reference Frame
transformations: neural mechanisms
|
(Wai)
(Dan) The superior
colliculus encodes gaze commands in retinal coordinates. (Eitan) |
| Mar 23 | Coordinating Eye, Head and Hand | |
| Review or Make-up | ||
|
Review or Make-up |
|
Most classes will consist of an introduction by the professor, followed by informal, interactive powerpoint presentations on the assigned papers, led by a student.
EVALUATION
Undergraduate student evaluation:
10% for participation in the class discussion about the selected articles.
30% for formal seminar presentations topical to the lecture at two different times.
10% for essay proposal with annotated bibliography, due six weeks before last class
50% for final essay, due April 4. 1% will be deducted for each day late.
Students will be responsible for giving an oral presentation on a topical article pertinent to the lecture of the day. They will do this twice so that they will have the opporunity to learn from their first presentation. The essay will be 3000-4000 words (not including references). It will describe a real-life situation (like catching a baseball, for example) in scientific terms, incorporating something from each lecture section. The purpose of this essay is not only to test the students knowledge, but more importantly to help them synthesize and apply this knowledge to real-world situations in a useful and memorable way. Undergraduates will be required to cite 15 papers and these may be review articles and/or papers covered in class. They will need to be able to coherently demonstrate that they understood the main concepts and where they apply. Undergraduates will receive formal feedback about their essay proposal.
Graduate Student evaluation:
10% for participation in the class discussion about the selected articles.
30% for formal seminar presentations topical to the lecture at two different times.
60% for final essay, due April 4. 1% will be deducted for each day late.
In the final essay (5000-6000 words), graduate students will be required to properly cite at least 30 journal articles. At least 20 of these must be original research papers (not reviews), including at least 10 papers that were not covered in the class. Graduate students will be required to show a greater depth of original synthesis and application of the concepts to a real life situation. Graduate students will require approval of their essay topic, but will not have to submit a formal proposal.
2010 The Visuomotor Neuroscience Lab
Web
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Pettypiece
charlie.pettypiece@gmail.com