Univerity of Wisconsin-Madison

Psychology 621 (a.k.a. lab meeting)
Cognitive Neuroscience of Working Memory
Spring 2020

In this course we emphasize the critical evaluation of topical issues and data in working memory research. Toward this end, we also emphasize the methods of neuroimaging, neuropsychology, repetitive transcranial magnetic stimulation (rTMS), electroencephalography (EEG), and experimental psychology.

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 requirements for 1-credit registrants are simply to come to class having read the assigned paper, and prepared to participate in the discussion. 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.


Meeting time and place: Fridays at 9:55 am in Brogden Psychology Building Room 519

Instructor: Brad Postle, 515 Psychology, 262-4330,

Office hours: By appointment.

With the exception of time-sensitive emergencies, email is the most effective and preferred way for you to contact me.

All readings are either available for download from the Lab Meeting tab on the Postlab website, or you may request a hard copy by emailing Jackie Fulvio at

Background readings

Postle BR (2015). The cognitive neuroscience of visual short-term memory, Current Opinion in Behavioral Sciences, 1: 40-46.

Aschwanden C (2014). Harassment in Science, Replicated. New York Times, August 11.

Postle BR (2017). Harassment in the academic setting. (View the first 12 minutes or so of the lecture)


Spring 2020

January 24

Lebedev, M.A., Ossadtchi, A., Mill, N.A. et al. Analysis of neuronal ensemble activity reveals the pitfalls and shortcomings of rotation dynamics. Sci Rep 9, 18978 (2019) doi:10.1038/s41598-019-54760-4


January 31

Auksztulewicz, R., Myers, N. E., Schnupp, J. W., & Nobre, A. C. (2019). Rhythmic temporal expectation boosts neural activity by increasing neural gain. Journal of Neuroscience, 39(49), 9806-9817.

February 7

Oh, B., Kim, Y. & Kang, M. Ensemble representations reveal distinct neural coding of visual working memory. Nat Commun 10, 5665 (2019) doi:10.1038/s41467-019-13592-6


February 14

Wessel, J.A. (2019). β-Bursts Reveal the Trial-to-Trial Dynamics of Movement Initiation and Cancellation. The Journal of Neuroscience, 8 January 2020, 40(2):411-423; doi:10.1523/JNEUROSCI.1887-19.2019 


February 21

February 28

Wolff, M. J., Jochim, J., Akyurek, E. G., Buschman, T. J., & Stokes, M. G. (2019). Drifting codes within a stable coding scheme for working memory. bioRxiv, 714311.


March 6

deBettencourt, M.T., Keene, P.A., Awh, E. et al. Real-time triggering reveals concurrent lapses of attention and working memory. Nat Hum Behav 3, 808–816 (2019) doi:10.1038/s41562-019-0606-6


March 13

No lab meeting

March 20

No lab meeting - Spring break


March 27

Mark J Roberts, Gesa Lange, Tracey Van Der Veen, Eric Lowet, Peter De Weerd, The Attentional Blink is Related to the Microsaccade Rate Signature, Cerebral Cortex, Volume 29, Issue 12, December 2019, Pages 5190–5203,

April 3

Stemmann, H., & Freiwald, W. A. (2019). Evidence for an attentional priority map in inferotemporal cortex. Proceedings of the National Academy of Sciences116(47), 23797–23805. doi: 10.1073/pnas.1821866116


April 10

Bae, G. Y., & Luck, S. J. (2019). Reactivation of previous experiences in a working memory task. Psychological science30(4), 587-595.


April 17

Kanth, S. T., & Ray, S. (2020). Electrocorticogram (ECoG) is highly informative in primate visual cortex. Journal of Neuroscience.

April 24

Postle, B. R. (2020). Skeletomotor Control. In Essentials of Cognitive Neuroscience (2nd ed., pp. 188–217). Wiley-Blackwell.


May 1

Athalye, V. R., Carmena, J. M., & Costa, R. M. (2019). Neural reinforcement: re-entering and refining neural dynamics leading to desirable outcomes. Current Opinion in Neurobiology60, 145–154. doi: 10.1016/j.conb.2019.11.023


May 8

Alagapan, S., Riddle, J., Huang, W. A., Hadar, E., Shin, H. W., & Frohlich, F. (2019). Network-targeted, multi-site direct cortical stimulation enhances working memory by modulating phase lag of low frequency oscillations. Cell Reports29(9), 2590–2598. doi: 10.1101/514554


May 15

Salahub, C., Lockhart, H. A., Dube, B., Al-Aidroos, N., & Emrich, S. M. (2019). Electrophysiological correlates of the flexible allocation of visual working memory resources. Scientific Reports9(1), 1-11.


May 22

Wang, S., Itthipuripat, S., & Ku, Y. (2020). Encoding strategy mediates the effect of electrical stimulation over posterior parietal cortex on visual short-term memory. Cortex. 


May 29

Bone, M. B., Ahmad, F., & Buchsbaum, B. R. (2020). Feature-specific neural reactivation during episodic memory. Nature Communications11(1), 1-13.


June 5

Rac-Lubashevsky, R., & Kessler, Y. (2018). Oscillatory correlates of control over working memory gating and updating: an EEG study using the reference-back paradigm. Journal of cognitive neuroscience30(12), 1870-1882.


June 12

Bichot, N. P., Xu, R., Ghadooshahy, A., Williams, M. L., & Desimone, R. (2019). The role of prefrontal cortex in the control of feature attention in area V4. Nature Communications10(1), 1-12.




Where to take complaints about a Teaching Assistant or Course Instructor:

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 him or her, you should discuss it with the course instructor. If you do not want to approach the instructor, make an appointment to speak to the Department Chair, Professor Patricia Devine, by emailing:

If your complaint has to do with sexual harassment, you may also take your complaint to Dan Barnish, Undergraduate Program Coordinator, phone 262-0512 or email him at His office is located on the second floor of the Psychology building, room 223.

If you believe the TA or course instructor has discriminated against you because of your religion, race, gender, sexual orientation, or ethnic background, you also may take your complaint to the Office of Equity and Diversity, room 179-A Bascom Hall, or go to:

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.

For detailed information on how to avoid plagiarism, please see the following website:

Your instructor will contact you if s/he has concerns about academic misconduct. You will have an opportunity to explain your work and address your instructor’s concerns. Following the meeting, if your instructor believes that you engaged in misconduct, s/he will decide on an action. Following UW protocol, your instructor will inform the Dean of Students’ Office of the outcome of the meeting and proposed sanction. Penalties for substantiated cases of academic misconduct include a zero on the assignment or exam, a lower grade in the course, and failure in the course. Repeated acts of academic misconduct may result in more serious actions such as probation or suspension. For complete information on proper conduct, academic misconduct, and sanctions, please see UWS Chapter 14:

Instructional Accommodations

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 studentʼs educational record is confidential and protected under FERPA.

Pandemic/Catastrophic Readiness

In the event that this course is no longer able to meet face-to-face, students should be up to date with course readings and prepared to be evaluated on their knowledge/reading of these materials via email communication with the professor or the lab manager. These readings can be found on the lab website at under the “Lab Meeting” tab. All questions during any such event should be addressed to the lab manager, Jackie Fulvio ( In additions students should monitor the UW-Madison homepage for emergency information and updates.

©2021 PostLab.