Time cell encoding in deep reinforcement learning agents depends on mnemonic demands

The representation of "what happened when" is central to encoding episodic and working memories. Recently discovered hippocampal time cells are theorized to provide the neural substrate for such representations by forming distinct sequences that both encode time elapsed and sensory content. However, little work has directly addressed to what extent cognitive demands and temporal structure of experimental tasks affect the emergence and informativeness of these temporal representations. Here, we trained deep reinforcement learning (DRL) agents on a simulated trial-unique nonmatch-to-location (TUNL) task, and analyzed the activities of artificial recurrent units using neuroscience-based methods. We show that, after training, representations resembling both time cells and ramping cells (whose activity increases or decreases monotonically over time) simultaneously emerged in the same population of recurrent units. Furthermore, with simulated variations of the TUNL task that controlled for (1) memory demands during the delay period and (2) the temporal structure of the episodes, we show that memory demands are necessary for the time cells to encode information about the sensory stimuli, while the temporal structure of the task only affected the encoding of "what" and "when" by time cells minimally. Our findings help to reconcile current discrepancies regarding the involvement of time cells in memory-encoding by providing a normative framework. Our modelling results also provide concrete experimental predictions for future studies.

Mock Jury and Juror Responses to Uncharged Acts of Sexual Misconduct

Internationally, admissible incriminating evidence of uncharged acts by the accused is presumed unfairly prejudicial, and remains controversial. In an experimental study, 325 jury-eligible citizens were randomly assigned to a simulated trial in which the accused faced two charges. Juries were exposed to no evidence of uncharged acts or prejudicial evidence describing four uncharged sexual acts by the accused reported by the complainant or two independent witnesses. Jury inferences about the accused’s sexual interest in children and his criminal intent were logically related to the source and type of evidence. While ratings of the likelihood of culpability increased with evidence of uncharged acts, juries were reluctant to convict solely on the basis of the complainant’s word. Jury deliberations disclosed that prejudicial evidence did not induce impermissible reasoning or a lower threshold of proof. Multiple convergent measures revealed little danger of unfair prejudice to the accused.

EM JULGAMENTO, O USO DE AGROTÓXICOS: ESTRATÉGIA UTILIZADA PARA ENSINAR QUÍMICA À ESTUDANTES DO 3º ANO ENSINO MÉDIO DE UMA ESCOLA DO CAMPO

Resumo: Este estudo descreve a simulação de júri sobre o uso de agrotóxicos pela produção agrícola local como estratégia para ensinar química a estudantes do 3º ano do Ensino Médio da escola do campo Sol Nascente, de Confresa/MT. Trata-se de um relato de experiência, de abordagem qualitativa, desenvolvida em 2018 e que envolveu 11 estudantes devidamente matriculados desta turma. A escolha desta temática foi devido a repercussão do Projeto de Lei que altera a legislação sobre os agrotóxicos no Brasil. Antes da realização do júri simulado, os estudantes foram motivados a pesquisar sobre o assunto. Foram definidos os papéis de atuação no tribunal. Todos se empenharam no desenvolvimento das pesquisas para que pudessem desempenhar bem o papel para o qual assumiram na simulação. No término da simulação, os jurados decidiram pela condenação do agricultor que utilizava agrotóxicos, por cinco votos a favor e dois votos contra. Esta estratégia permitiu discutir conceitos e consequências provocadas pelas substâncias químicas presentes nos agrotóxicos. Com o desenvolvimento desta atividade é possível afirmar que o envolvimento com os estudos e a busca de informações para sustentar argumentos foi muito construtivo para a compreensão da química, tendo como ponto de partida a realidade do homem do campo.Palavras-chave: Estratégia de ensino. Ensino de química. Julgamento simulado. Abstract: This study describes the jury simulation on the use of pesticides by local agricultural production as a strategy to teach chemistry to students of the third year of high school at the Sol Nascente school in Confresa / MT. This is an experience report, with a qualitative approach, developed in 2018 and involving 11 duly enrolled students of this class. The choice of this theme was due to the repercussion of the Bill that changes the legislation on pesticides in Brazil. Before the simulated jury was held, the students were motivated to research the subject. The roles of the court were defined. Everyone was engaged in the development of research so they could play well the role for which they assumed in the simulation. At the end of the simulation, the jurors decided for the conviction of the farmer who used pesticides, by five votes in favor and two against. This strategy allowed to discuss concepts and consequences caused by chemical substances present in agrochemicals. With the development of this activity it is possible to affirm that the involvement by the studies and the search for information to support arguments was very constructive for the understanding of the chemistry, starting from the reality of the man of the field.Keywords: Teaching strategy. Teaching chemistry. Simulated trial.

The effect of interpreting modes on witness credibility assessments

Research into court interpreting has shown that interpreters can have an impact on the case in many different ways. However, the extent to which this occurs depends on several factors, including the interpreter’s competence, ethics and specialized training in court interpreting, as well as working conditions. One little explored aspect is whether use of consecutive vs. simultaneous interpreting can impact jurors’ perception of a witness or other interpreted party. This paper reports on the results of a large-scale experimental study, with a simulated trial run in different conditions, involving a total of 447 mock jurors. The aim was to identify any differences in the way jurors in Australian courts might assess the evidence of an accused called as a witness, in a monolingual hearing as well as when interpreted consecutively and simultaneously from Spanish to English. Overall, jurors’ recollection of case facts did not differ significantly for the three conditions, though it was lower for consecutive during the afternoon. Jurors also found consecutive more distracting; on the other hand, the consecutive mode was associated with significantly more favourable perception of the accused’s evidence than simultaneous interpreting or monolingual communication. Although jurors found the prosecution to be less convincing when the accused’s evidence was interpreted consecutively compared to the other proceedings, the interpretation mode made no difference to the verdict.

Making Attributions to the Physician following Closing Arguments of a Simulated Medical Malpractice Suit: Jurors' Sex, Health Locus of Control, and Locus of Authority

This study examined jurors' health locus of control, locus of authority, sex, and attribution assigned to the physician in a simulated trial by subject-jurors. Subjects viewed videotaped closing arguments of a fictionalized medical malpractice case and assigned fault to each party in the case. The primary finding was that women tended to assign greater responsibility (57.00%) to the physician than did men (37.92%).

Effects of Drinking by the Victim or Offender on Verdicts in a Simulated Trial of an Acquaintance Rape

College students, 232 women and 151 men, read a simulated trial of rape by an acquaintance under one of four conditions: victim only drinking, offender only drinking, and both drinking or neither drinking before the alleged assault. How much students blamed the victim or offender for what happened and their verdict were unaffected by these conditions. Yet students rated alcohol consumption as having contributed to the alleged assault. Apparently, they simply did not attribute blame to consuming alcohol. How much students blamed the victim and the offender and having been or having known a rape victim predicted jurors' verdicts with 89% accuracy.