Phase effects on group velocity propagation in a V-type system with spontaneously generated coherence

The effects of the relative phase between two laser beams on the propagation of a weak electromagnetic pulse are investigated in a V-type system with spontaneously generated coherence (SGC). Due to the relative phase, the subluminal and superluminal group velocity can be unified. Meanwhile, SGC can be regarded as a knob to manipulate light propagation between subluminal and superluminal.

Upper level and phase controlling group velocity in V-type system

With the external field coupling the two upper levels, we investigate the light pulse propagation properties with weak probe field in a V-type system. Due to the external upper level (UL) coupling field, the dispersion of the system has been influenced by the relative phase. It is shown that the UL field and the relative phase can be regarded as switches to manipulate light propagation between subluminal and superluminal. (c) 2007 Elsevier B.V. All rights reserved.

Controlling the group velocity in a five-level K-type atomic system

The properties of a five-level K-type system are investigated. With the controlling fields, the properties of the dispersion and absorption of the system are changed greatly. The system can produce anomalous dispersion regions with absorption and normal dispersion regions with absorption or transparency. Furthermore, the group velocity can be varied from subluminal to superluminal by varying the intensity of the controlling field and the probe detunings in principle. (C) 2008 Elsevier B.V. All rights reserved.

Neural and computational representations of decision variables

These studies explore how, where, and when representations of variables critical to decision-making are represented in the brain. In order to produce a decision, humans must first determine the relevant stimuli, actions, and possible outcomes before applying an algorithm that will select an action from those available. When choosing amongst alternative stimuli, the framework of value-based decision-making proposes that values are assigned to the stimuli and that these values are then compared in an abstract “value space” in order to produce a decision. Despite much progress, in particular regarding the pinpointing of ventromedial prefrontal cortex (vmPFC) as a region that encodes the value, many basic questions remain. In Chapter 2, I show that distributed BOLD signaling in vmPFC represents the value of stimuli under consideration in a manner that is independent of the type of stimulus it is. Thus the open question of whether value is represented in abstraction, a key tenet of value-based decision-making, is confirmed. However, I also show that stimulus-dependent value representations are also present in the brain during decision-making and suggest a potential neural pathway for stimulus-to-value transformations that integrates these two results.

More broadly speaking, there is both neural and behavioral evidence that two distinct control systems are at work during action selection. These two systems compose the “goal-directed system”, which selects actions based on an internal model of the environment, and the “habitual” system, which generates responses based on antecedent stimuli only. Computational characterizations of these two systems imply that they have different informational requirements in terms of input stimuli, actions, and possible outcomes. Associative learning theory predicts that the habitual system should utilize stimulus and action information only, while goal-directed behavior requires that outcomes as well as stimuli and actions be processed. In Chapter 3, I test whether areas of the brain hypothesized to be involved in habitual versus goal-directed control represent the corresponding theorized variables.

The question of whether one or both of these neural systems drives Pavlovian conditioning is less well-studied. Chapter 4 describes an experiment in which subjects were scanned while engaged in a Pavlovian task with a simple non-trivial structure. After comparing a variety of model-based and model-free learning algorithms (thought to underpin goal-directed and habitual decision-making, respectively), it was found that subjects’ reaction times were better explained by a model-based system. In addition, neural signaling of precision, a variable based on a representation of a world model, was found in the amygdala. These data indicate that the influence of model-based representations of the environment can extend even to the most basic learning processes.

Knowledge of the state of hidden variables in an environment is required for optimal inference regarding the abstract decision structure of a given environment and therefore can be crucial to decision-making in a wide range of situations. Inferring the state of an abstract variable requires the generation and manipulation of an internal representation of beliefs over the values of the hidden variable. In Chapter 5, I describe behavioral and neural results regarding the learning strategies employed by human subjects in a hierarchical state-estimation task. In particular, a comprehensive model fit and comparison process pointed to the use of "belief thresholding". This implies that subjects tended to eliminate low-probability hypotheses regarding the state of the environment from their internal model and ceased to update the corresponding variables. Thus, in concert with incremental Bayesian learning, humans explicitly manipulate their internal model of the generative process during hierarchical inference consistent with a serial hypothesis testing strategy.

Part I. Coenzyme B12 as a hydroformylation-type catalyst. Part II. Mechanisms of hydrogen transfer in the methylmalonyl coenzyme a mutase reaction

Part I

The mechanism of the hydroformylation reaction was studied. Using cobalt deuterotetracarbonyl and 1-pentene as substrates, the first step in the reaction, addition of cobalt tetracarbonyl to an olefin, was shown to be reversible.

Part II

The role of coenzyme B₁₂ in the isomerization of methylmalonyl coenzyme A to succinyl coenzyme A by methylmalonyl coenzyme A mutase was studied. The reaction was allowed to proceed to partial completion using a mixture of methylmalonyl coenzyme A and 4, 4, 4-tri-²H-methylmalonyl coenzyme A as substrate. The deuterium distribution in the product, succinyl coenzyme A, was shown to best fit a model in which hydrogen is transferred from C-4 of methylmalonyl coenzyme A to C-5’ of the adenosyl moiety of coenzyme B₁₂ in the rate determining step. The three hydrogens at the 5’-adenosyl position of the coenzyme B₁₂ intermediate are then able to become enzymatically equivalent before hydrogen is transferred from the coenzyme B₁₂ intermediate to form succinyl coenzyme A.

Theoretical research on noncollinear match conditions of the type I optical parametric process

Broad bandwidth group match conditions are reported for a noncollinear type I optical parametric process. The theoretical calculations corresponding to two special situations in practice were made, respectively, which are in accordance with the published experimental results. Furthermore, we provide a method to not only achieve maximal parametric bandwidth output but also match the group velocities between three waves. (c) 2006 Optical Society of America.

Uso de hipermídia adaptativa no desenvolvimento de cursos virtuais de computação gráfica

O Ensino à distância (EaD) procura utilizar propostas pedagógicas para desenvolver sistemas inclusivos de ensino e aprendizagem. Estas propostas tem colaborado no sucesso que a EaD tem alcançado no meio empresarial corporativo. Neste meio, a demanda por cursos de formação técnica tem sido tão alta, que as empresas envolvidas no design instrucional de EaD criaram a noção de cursos à distância expressos, ou seja, cursos cuja a concepção e elaboração devem atender as tradicionais necessidades de rapidez do mercado de trabalho. Esta dissertação procura soluções para um tipo de ensino à distância ainda pouco explorado. O cenário que procuramos equacionar é o do ensino de ferramentas (softwares) para desenho vetorial, onde a metodologia de ensino é parte do processo de ensino corporativo. No processo atual de ensino de ferramentas de computação gráfica, o aluno submete ao professor, normalmente pela internet, o seu trabalho para que uma avaliação seja feita. Nesta dissertação sugerimos que este processo seja modificado de duas formas. Primeiro, no design instrucional para esta situação, trabalhamos constantemente a questão de avaliação não só na sua forma tradicional (atribuição de graus e valores) mas também como aperfeiçoamento do processo de ensino. A hipermídia adaptativa entra nesta proposta como facilitador da relação alunoprofessor-conhecimento, permitindo individualização de um ensino voltado para as massas. Em segundo lugar, propomos que a avaliação das tarefas sejam automatizada. O aluno oferece as partes (objetos) da solução que são avaliadas individualmente através de algoritmos computacionais. Isto permite uma menor participação do professor, o que é compatível com a proposta de cursos expressos. Para que isto seja possível a tarefa proposta pelo professor é dividida em objetos componentes, sendo o aluno estimulado a criar cada objeto segundo o modelo padrão oferecido. A comparaçào de cada objeto criado pelo aluno com o padrão a ser alcançado pode ser feita por diversos algoritmos computacionais existentes ou criados especificamente pelo autor do curso. Neste trabalho apresentamos exemplos desta abordagem e um protótipo que demonstra a viabilidade da proposta.