Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/43603
Title: Unifying Time to Contact Estimation and Collision Avoidance across Species
Author: Keil, Matthias S.
López i Moliner, Joan
Keywords: Psicologia fenomenològica
Circuit neuronal
Neurociència cognitiva
Phenomenological psychology
Neural circuitry
Cognitive neuroscience
Issue Date: 16-Aug-2012
Publisher: Public Library of Science (PLoS)
Abstract: The -function and the -function are phenomenological models that are widely used in the context of timing interceptive actions and collision avoidance, respectively. Both models were previously considered to be unrelated to each other: is a decreasing function that provides an estimation of time-to-contact (ttc) in the early phase of an object approach; in contrast, has a maximum before ttc. Furthermore, it is not clear how both functions could be implemented at the neuronal level in a biophysically plausible fashion. Here we propose a new framework- the corrected modified Tau function- capable of predicting both -type ("") and -type ("") responses. The outstanding property of our new framework is its resilience to noise. We show that can be derived from a firing rate equation, and, as , serves to describe the response curves of collision sensitive neurons. Furthermore, we show that predicts the psychophysical performance of subjects determining ttc. Our new framework is thus validated successfully against published and novel experimental data. Within the framework, links between -type and -type neurons are established. Therefore, it could possibly serve as a model for explaining the co-occurrence of such neurons in the brain.
Note: Reproducció del document publicat a: http://dx.doi.org/10.1371/journal.pcbi.1002625
It is part of: PLoS Computational Biology, 2012, vol. 8, num. 8, p. 1-14
Related resource: http://dx.doi.org/10.1371/journal.pcbi.1002625
URI: http://hdl.handle.net/2445/43603
ISSN: 1553-734X
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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