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My research explores normal and impaired reading, spelling, writing, and visual perception. In cognitive neuropsychological studies of adults and children with brain damage or learning disabilities, we are using behavioral and functional neuroimaging methods to examine deficits in the early perceptual stages of reading (e.g., Schubert & McCloskey, 2014; Schubert, Reilhac, & McCloskey, 2018), and in the writing processes that translate knowledge of a word’s spelling into the movements necessary to write the word (e.g., McCloskey, Reilhac, & Schubert, 2018). Our aims are to gain insight into normal mental representations and processes and how these are instantiated in the brain, as well as to advance our understanding of cognitive deficits and how they may be treated. We are also exploring the representations and processes underlying reading and writing through behavioral studies of neurotypical participants (e.g., Wong, Wadee, Ellenblum, & McCloskey, 2018), and computational modeling.
In the domain of visual perception, we are probing representations of object orientation and shape acquired through vision and touch. Here we exploit errors in recalling the orientations of objects to make inferences about the structure of shape and orientation representations (e.g., McCloskey, 2009; Gregory & McCloskey, 2010; Hatfield, McCloskey, & Park, 2016; Chaisilprungraung, German, & McCloskey, 2019). These studies use behavioral and functional neuroimaging methods, with participants including neurotypical adults and children, individuals with perceptual deficits, and congenitally blind adults.
Finally, I am interested in foundational issues in cognitive science, including the rationale for adopting a representational/computational conception of the mind, the relationship between cognitive science and neuroscience, the rationale for using deficits as a basis for conclusions about normal cognition (e.g., McCloskey & Chaisilprungraung, 2017), and the role of simulation in cognitive science (e.g., McCloskey, 1991).
In the domain of visual perception, we are probing representations of object orientation and shape acquired through vision and touch. Here we exploit errors in recalling the orientations of objects to make inferences about the structure of shape and orientation representations (e.g., McCloskey, 2009; Gregory & McCloskey, 2010; Hatfield, McCloskey, & Park, 2016; Chaisilprungraung, German, & McCloskey, 2019). These studies use behavioral and functional neuroimaging methods, with participants including neurotypical adults and children, individuals with perceptual deficits, and congenitally blind adults.
Finally, I am interested in foundational issues in cognitive science, including the rationale for adopting a representational/computational conception of the mind, the relationship between cognitive science and neuroscience, the rationale for using deficits as a basis for conclusions about normal cognition (e.g., McCloskey & Chaisilprungraung, 2017), and the role of simulation in cognitive science (e.g., McCloskey, 1991).
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biorxiv(2024)
Social cognitive and affective neuroscience (2024)
Cognitive neuropsychologyno. 5-8 (2022): 276-295
Proceedings of the National Academy of Sciences of the United States of Americano. 27 (2020): 16055-16064
Journal of psychiatry and brain scienceno. 3 (2020)
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