Psychology 621 (a.k.a. lab meeting)
Cognitive Neuroscience of Working Memory
Spring 2025
In this course we emphasize the critical evaluation of topical issues and data in research on visual cognition, with an emphasis on human and nonhuman primates. Toward this end, we also emphasize the methods of neuroimaging, neurophysiology, neuropsychology, repetitive transcranial magnetic stimulation (rTMS), electroencephalography (EEG), experimental psychology, and computational modeling.
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 meeting 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 or 3 credits. The requirement for all students enrolled in this section of Psychology 621 is to come to class having read the assigned paper, and prepared to participate in the discussion. The first hour of class consists of a “pre-lab meeting,” led by lab Research Scientist and course coordinator Dr. Jacqueline Fulvio, during which undergraduate students participate in discussions tailored to enhance understanding of the theoretical motivation for, and methods used in, that week’s featured paper. Lab meeting begins at 9:55 (i.e., class is joined by professor and trainees). 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 two consecutive semesters. Availability of 3-credit option depends on current needs of the lab. The course number is Psychology 621. The in-class presentations of 3-crediters typically focus on their own experiments.
Grading:
- 1-credit: in-class participation*
- 3-credit: in-class participation*, paper, and research
Guidelines for evaluating in-class participation:
Outstanding Contributor: Contributions in class reflect exceptional preparation. Ideas offered are always substantive, provide one or more major insights as well as direction for the class. Challenges are well substantiated and persuasively presented. If this person were not a member of the class, the quality of discussion would be diminished markedly. (1-credit grade = A)
Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive, provide good insights and sometimes direction for the class. Challenges are well substantiated and often persuasive. If this person were not a member of the class, the quality of discussion would be diminished. (1-credit grade = AB)
Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights but seldom offer a new direction for the discussion. Challenges are sometimes presented, fairly well substantiated, and are sometimes persuasive. If this person were not a member of the class, the quality of discussion would be diminished somewhat. (1-credit grade = B)
Non‐Participant: This person says little or nothing in class. Hence, there is not an adequate basis for evaluation. If this person were not a member of the class, the quality of discussion would not be changed. Note that this status will be applied to students who are chronically late to class, because not being present is equivalent to being ‘not a member of the class.’ (1-credit grade = C)
Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive, provide few if any insights and never offer a constructive direction for the class. Integrative comments and effective challenges are absent. If this person were not a member of the class, valuable airtime would be saved. (D)
**Please note: A student’s class participation grade will be negatively impacted if the professor has the impression that the student has spent an excessive amount of class time engaged in activities unrelated to class (e.g., checking social media, sending emails, etc.).
Meeting time and place: Fridays 9:00 – 10:45 am in Brogden Psychology Building, Room 519 unless otherwise noted.
Instructor: Brad Postle, 515 Psychology, postle@wisc.edu
Coordinator: Jacqueline Fulvio, 165 Psychology, jacqueline.fulvio@wisc.edu
Office hours: By appointment.
With the exception of time-sensitive emergencies, email is the most effective and preferred way for you to contact us.
All readings are either available for download from the Lab Meeting tab on the Postle Lab website, or you may request a hard copy by emailing Jackie Fulvio at jacqueline.fulvio@wisc.edu
Background readings
Aschwanden C (2014). Harassment in Science, Replicated. New York Times, August 11.
Spring 2024
January 24 – meet in room 338 (Berkowitz)
Barbosa, J., Nejatbakhsh, A., Duong, L.R., Harvey, S.E., Brincat, S.L., Siegel, M., Miller, E.K., & Williams, A. H. (2025). Quantifying Differences in Neural Population Activity With Shape Metrics. bioRxiv, 2025-01. https://doi.org/10.1037/xge0001309 [Download pdf here]
January 31 – meet in room 338 (Berkowitz)
Chen, J., Zhang, C., Hy, P., Min, B., Wang, L. (2024). Flexible control of sequence working memory in the macaque frontal cortex, Neuron, 112, 1–13. https://doi.org/10.1016/j.neuron.2024.07.024 [Download pdf here] *this is a re-read from last semester
February 7
Whittington, J.C.R., Dorrell, W., Behrens, T.E.J., Ganguli, S., & El-Gaby, M. (2025). A tale of two algorithms: Structured slots explain prefrontal sequence memory and are unified with hippocampal cognitive maps. Neuron, 113(2), 321-333. https://doi.org/10.1016/j.neuron.2024.10.017 [Download pdf here]
February 14 – meet in room 338 (Berkowitz)
Zeng, Y., Sauseng, P., & Alamia, A. (2024). Alpha Traveling Waves during Working Memory: Disentangling Bottom-up Gating and Top-down Gain Control. Journal of Neuroscience, 44(50). https://doi.org/10.1523/JNEUROSCI.0532-24.2024 [Download pdf here]
February 21 – meet in room 338 (Berkowitz)
Zhang, M., & Yu, Q. (2024). The representation of abstract goals in working memory is supported by task-congruent neural geometry. PLoS Biology, 22(12), e3002461. https://doi.org/10.1371/journal.pbio.3002461 [Download pdf here]
February 28
She, L., Benna, M.K., Shi, Y., Fusi, S., & Tsao, D.Y. (2024). Temporal multiplexing of perception and memory codes in IT cortex. Nature, 629, 861-868. https://doi.org/10.1038/s41586-024-07349-5. [Download pdf here]
March 7
Verschooren, S., Vermeylen, L., Boeve, S., & Pourtois, G. (2024). Perceptual decoupling underlies internal shielding benefit during switches between external and internal attention: Evidence from early sensory ERP components. Weblink [Download pdf here]
March 14
Szul, M. J., Papadopoulos, S., Alavizadeh, S., Daligaut, S., Schwartz, D., Mattout, J., & Bonaiuto, J.J. (2023). Diverse beta burst waveform motifs characterize movement-related cortical dynamics. Progress in Neurobiology, 228, 102490. https://doi.org/10.1016/j.pneurobio.2023.102490 [Download pdf here]
March 21
Chunharas, C., Wolff, M.J., Hettwer, M.D., Rademaker, R.L. (2025). A gradual transition toward categorical representations along the visual hierarchy during working memory, but not perception. https://elifesciences.org/reviewed-preprints/103347v1
March 28
no class, spring break
April 4
Hervault, M., & Wessel, J. R. (2025). Common and unique neurophysiological processes that support the stopping and revising of actions. Journal of Neuroscience, 45(13), 1-15. https://doi.org/10.1523/JNEUROSCI.1537-24.2025 [Download pdf here]
April 11*
Hautekiet, C., Niklaus, M., & Oberauer, K. (2025). Susceptibility to visual interference in working memory: Different results depending on the prioritization mode? Journal of Experimental Psychology: Human Perception and Performance. Advance online publication. https://doi.org/10.1037/xhp0001315 [Download pdf here]
*The paper will be discussed in pre-lab meeting; Jackie will present results in preparation for an invited talk during the main meeting.
April 18
Koenig, L., & He, B. J. (2025). Spontaneous slow cortical potentials and brain oscillations independently influence conscious visual perception. PLoS biology, 23(1), e3002964. https://doi.org/10.1371/journal.pbio.3002964 [Download pdf here]
April 25
No meeting
May 2
Dissertation practice with chapter reading
ETHICS OF BEING A STUDENT IN THE DEPARTMENT OF PSYCHOLOGY
The members of the faculty of the Department of Psychology at UW-Madison uphold the highest ethical standards of teaching and research. They expect their students to uphold the same standards of ethical conduct. By registering for this course, you are implicitly agreeing to conduct yourself with the utmost integrity throughout the semester.
In the Department of Psychology, acts of academic misconduct are taken very seriously. Such acts diminish the educational experience for all involved – students who commit the acts, classmates who would never consider engaging in such behaviors, and instructors. Academic misconduct includes, but is not limited to, cheating on assignments and exams, stealing exams, sabotaging the work of classmates, submitting fraudulent data, plagiarizing the work of classmates or published and/or online sources, acquiring previously written papers and submitting them (altered or unaltered) for course assignments, collaborating with classmates when such collaboration is not authorized, and assisting fellow students in acts of misconduct. Students who have knowledge that classmates have engaged in academic misconduct should report this to the instructor.
ACADEMIC INTEGRITY
By enrolling in this course, each student assumes the responsibilities of an active participant in UW-Madison’s community of scholars in which everyone’s academic work and behavior are held to the highest academic integrity standards. Academic misconduct compromises the integrity of the university. Cheating, fabrication, plagiarism, unauthorized collaboration, and helping others commit these acts are examples of academic misconduct, which can result in disciplinary action. This includes but is not limited to failure on the assignment/course, disciplinary probation, or suspension. Substantial or repeated cases of misconduct will be forwarded to the Office of Student Conduct & Community Standards for additional review. For more information, refer to https://conduct.students.wisc.edu/academic-misconduct/.
COMPLAINTS
Occasionally, a student may have a complaint about a TA or course instructor. If that happens, you should feel free to discuss the matter directly with the TA or instructor. If the complaint is about the TA and you do not feel comfortable discussing it with the individual, you should discuss it with the course instructor. Complaints about mistakes in grading should be resolved with the TA and/or instructor in the great majority of cases. If the complaint is about the instructor (other than ordinary grading questions) and you do not feel comfortable discussing it with the instructor, make an appointment to speak to the Associate Chair for Undergraduate Studies, Professor Kristin Shutts, kshutts@wisc.edu.
If you have concerns about climate or bias in this class, or if you wish to report an incident of bias or hate that has occurred in class, you may contact the Chair of the Department, Professor Allyson Bennett (allyson.j.bennett@wisc.edu) or the Chair of the Psychology Department Climate & Diversity Committee, Martha Alibali (martha.alibali@wisc.edu). You may also use the University’s bias incident reporting system, which you can reach at the following link: https://doso.students.wisc.edu/services/bias-reporting-process/.
Concerns about Sexual Misconduct
All students deserve to be safe and respected at UW-Madison. Unfortunately, we know that sexual and relationship violence do happen here. Free, confidential resources are available on and off campus for students impacted by sexual assault, sexual harassment, dating violence, and stalking (regardless of when the violence occurred). You don’t have to label your experience to seek help. Friends of survivors can reach out for support too. A list of resources can be found at https://www.uhs.wisc.edu/survivor-resources/
If you wish to speak to someone in the Department of Psychology about your concerns, you may contact the Chair of the Department, Professor Allyson Bennett (allyson.j.bennett@wisc.edu) or the Associate Chair of Undergraduate Studies, Professor Kristin Shutts, (kshutts@wisc.edu). Please note that all of these individuals are Responsible Employees (https://compliance.wisc.edu/titleix/mandatory-reporting/#responsible-employees).
ACCOMMODATIONS POLICIES
The University of Wisconsin-Madison supports the right of all enrolled students to a full and equal educational opportunity. The Americans with Disabilities Act (ADA), Wisconsin State Statute (36.12), and UW-Madison policy (Faculty Document 1071) require that students with disabilities be reasonably accommodated in instruction and campus life. Reasonable accommodations for students with disabilities is a shared faculty and student responsibility. Students are expected to inform faculty [me] of their need for instructional accommodations by the end of the third week of the semester, or as soon as possible after a disability has been incurred or recognized. Faculty [I], will work either directly with the student [you] or in coordination with the McBurney Center to identify and provide reasonable instructional accommodations. Disability information, including instructional accommodations, as part of a student’s educational record is confidential and protected under FERPA.
UW-Madison students who have experienced sexual misconduct (which can include sexual harassment, sexual assault, dating violence and/or stalking) also have the right to request academic accommodations. This right is afforded them under Federal legislation (Title IX). Information about services and resources (including information about how to request accommodations) is available through Survivor Services, a part of University Health Services: https://www.uhs.wisc.edu/survivor-services/ .
DIVERSITY & INCLUSION
“Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals.
The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background – people who as students, faculty, and staff serve Wisconsin and the world.” https://diversity.wisc.edu/