learning in the brain 1) recognition and representation in cortex

Learning in the Brain

1) Recognition and Representation in Cortex

Recognition Networks

QuickTime™ and aVideo decompressor

are needed to see this picture.

The Bottom-up view of visual processing.

Recognition Networks - DistributedRecognition Networks - Distributed

Face Blind! Bill's Face Blindness (Prosopagnosia) Pages - Introduction

Recognition Networks - ParallelRecognition Networks - Parallel

PET scans by Lawrence Parsons, Peter Fox, and Donald Hodges Universty of Texas, San Antonio

Left panel: the harmony condition activated the left side of the brain more than the right. It also activated inferior (or lower) regions of the temporal cortex as compared to the melody condition

Center panel: the melody condition activated both sides of the area called the temporal cortex (which is known to represent sound) to a much greater extent than did the rhythm and harmony conditions.

Right panel: much of the brain activation observed during the rhythm condition was in the cerebellum.

Recognition is Distributed: Music

The McGurk effect and parallel processing

Another version of McGurk

Yet another explanation

The McGurk effect and parallel processing

What about students with learning disabilities?

Integration of heard and seen speech: a factor in learning disabilitiesin childrenErin A. Hayesa,*, Kaisa Tiippanab, Trent G. Nicola, Mikko Samsb, Nina Krausa,c,d

Recognition Networks - HeterarchicalRecognition Networks - Heterarchical

What’s wrong with this diagram?

See Top to Bottom highlights

Illusions as top-down constraints on understanding images.

Shadow

Presidential Illusion

Illusions Reveal the Brain's Assumptions

Ball and Shadow

On Illusions From Top to Bottom

The idea of constraint satisfaction and pattern recognition

What does recognition require?

An integrated network, where meaning is constructed “heterarchically” –

from the interplay of sensory information, perceptual

constancies, and cognitive experience.

Neural Networks

• Processing is Distributed

• Processing is Distributed

• Processing is Distributed in Parallel

Neural Networks

• Processing is Distributed

• Processing is Distributed in Parallel

• Processing is Distributed Heterarchically

Neural Networks

What barriers do imagespotentially present for the learner’s

recognition systems?

SensoryPerceptualCognitive

What can we learn from the neural network idea?

Recognition Cortex

Recognition cortex (sensory –perceptual cortex in the posterior neocortex) is composed of neural networks adapted to recognize regularities in the environment.

Recognition cortex does not “respond” to these regularities, it generates them.

Recognition Cortex

Perception, memory and learning are all processes of categorization – none of them are possible without lumping things together which are in fact not the same.

Recognition Cortex

Perception, memory and learning are all processes of categorization – all of them require lumping things together which are in fact not the same.

Perception, memory and learning are all processes of generalization – all of them generalize from some things to others.

Concepts are merely categories and generalizations with names on them.

Structure in Recognition Cortex

Structure is sculpted by learning – specifically by learning the regularities of the environment

There is no optimal structure, the optimal structure is dependent on the kind of memory/perception/learning is needed.

Overall structure is a network of networks – there is specialization and localization determined by learning

There are many specialized networks – not 5 senses, but many. 30 visual networks alone.

What if structure were different?

• Parameters – what could we change, and what would be the effects of changes?

Post-Mortem on Neural Network

• Parameters – what could we change, and what would be the effects of changes?– Proportions – different relative numbers of layers

– Sensitivity – damping down or exciting up

– Location – different placement in larger network, different upstream and downstream layers

– Circuitry – interneurons, interconnections, top-down

Post-Mortem on Neural Network

• Parameters – what could we change, and what would be the effects of changes?– Proportions – different relative numbers of layers

– Sensitivity – damping down or exciting up

– Location – different placement in larger network, different upstream and downstream layers

– Circuitry – interneurons, interconnections, top-down

– Lesions!!!!

Post-Mortem on Neural NetworkQuestions

• What happens when we lesion?

Learning in Recognition Cortex

Learning is distributed.

There is specialization, localization.

Specialization is determined by complex interaction between biology and environment.

Learning in Recognition Cortex

Learning is parallel – learning happens all over the recognition cortex at the same time.

Many different things are learned, many different kinds of learning

Learning in Recognition Cortex

Because of parallel processing:

Complex is not necessarily faster than simple

Complex is not necessarily simpler than simple

Learning in Recognition Cortex

Learning is heterarchical.

Expectancies, top-down affect bottom-up.

Difficult to separate perception, memory, cognition.

Learning in Recognition Cortex

Neural Networks don’t fill up. The more a network has learned already, the more it can assimilate more. The “catch” more.

Neural Networks get more and more sculpted to the environment.

Learning in Recognition Cortex

Recognition cortex learns by changing its structure – by changing the connections between neurons that make up the network.

Learning is a change in the way the network acts.

Learning is a dynamic process not a static one.

Piaget was right – assimilation is accompanied by accommodation.

Learning in Recognition Cortex

Learn by examples, and counter examples. (spelling rules)

Neural Networks get more and more sculpted to the environment.

Neural Networks change proportions to map the environment.

Recognition Cortex

Post-Mortem on Neural Network

• http://mbeneuorblog.blogspot.com/

• http://thebrain.mcgill.ca/flash/index_a.html

From Posner and Raichle

Vygotsky in the Brain

Recognition Networks

Recognition is Distributed: Visual

Individual Differences

The Problem of Ruth:Individual Differences In

Recognition

The Problem of Dyslexia: Individual Differences in Recognition

• From Shaywitz et al

Principles of Universal Design

•Provide Multiple Means of Representation

Principles of Universal Design

•Provide Multiple Means of Representation

Provide sensory and perceptual options

Provide linguistic options

Provide cognitive options

What kind of Options?

1. Provide multiple examples

2. Highlight critical features

3. Highlight big ideas

4. Highlight critical relationships

Federal Style Building

Provide Multiple Examples:

Highlight Critial Features:

Provide Background Information

• low pitched roof • smooth facade • window openings with larger panes and louvered shutters • delicate columns and molding • exterior detail expressed only at an entrance • circular, oval, or octagonal room shapes • interior decoration such as garlands, swags, urns, and rosettes applied to walls • pastel colors

Background Information as a limit on recognition:

•

Strategic Networks

From Yarbus, 1967

Individual Differences in strategic processes

From Luria: Prefrontal Patient

The Problem of Ruth:Individual Differences In Strategic Learning and

Expression

Principles of Universal Design

•Provide Multiple Means of Representation

•Provide Multiple Means of Expression

Multiple Means of Expression

Provide options in the motor skills required for action and interaction

Provide options in the tools or media available for expression

Provide options in the scaffolds available during apprenticeships.

Universal Design for Learning

Learning new skills and strategies

Provide multiple models and mentors

Provide graduated supports and scaffolds that can be gradually “released”

Provide options in the contexts required for performance

Provide Ongoing Feedback

Affective Networks

1. Offer choice of content and tools

2. Provide adjustable levels of challenge

3. Offer choice of rewards

4. Offer choice of learning context

Affective Learning: Options

The Problem of Ruth:Individual Differences 3

The problem of a room full of Ruths:

Individual Differences Everywhere…

Principles of Universal Design

•Provide Multiple Means of Representation

•Provide Multiple Means of Expression

•Provide Multiple Means of Engagement

Recognition Learning

1. Provide multiple examples

2. Highlight critical features

3. Provide multiple media and formats

4. Support background knowledge

Affective Networks

The Problem of Ruth:Individual Differences 3

What part of the Brain do we read with?

The Tortoise and the Hare

This is the house that Jack built. This is the malt, that lay in the house that Jack built. This is the rat, that ate the malt, that lay in the house that Jack built. This is the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the dog, that worried the cat, that killed the at, that ate the malt, that lay in the house that Jack built. This is the cow with the crumpled horn, that tossed the dog, That worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat,that killed the rat, that ate the malt, that lay in the house that Jack built. This is the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the bishop all shaven and shorn,that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the cock that crowed in the morn, that waked the bishop, all shaven and shorn, that married the man, all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the farmer who sowed the corn, that kept the cock that crowed in the morn, that waked the bishop all shaven and shorn, that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built.

Word Reading in the Brain

What part of the Brain do we read with?

That depends ……

What part of the Brain do we read with?

That depends ……

What part of the Brain do we read with?

That depends

On the task

What part of the Brain do we read with?

That depends

On the task

And the learner.

FMRI Summary -Dyslexia

• From Shaywitz et al.

Principles of Universal Design

• Provide Multiple Means of Representation

– Within-modality

• Variation in size, loudness, color, speed, pitch, contrast, etc.

– Cross-modality

• Text-to-Speech

• Speech-to-text (Captioning), etc.

Principles of Universal Design

• Provide Multiple Means of Representation

• Provide Multiple Means of Expression

– Within-modality

• Expanded keyboard, sticky keys, single switch, etc.

– Cross-modality

• Voice Recognition, composition, etc.

Video watching in the Brain

2

3

4

Fixed versus

Malleable Media

Focal versus

Networked Media

The Concept of

Universal Design

www.cast.org

Speech Prism - sales@bungalowsoftware.com

eReader – www.cast.org

Bobby – www.cast.org/Bobby

Music – www.mp3.com

Learning in the Brain:

1) differs according to the task

What part of the Brain do we learn to read with?

The Tortoise and the Hare

This is the house that Jack built. This is the malt, that lay in the house that Jack built. This is the rat, that ate the malt, that lay in the house that Jack built. This is the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the dog, that worried the cat, that killed the at, that ate the malt, that lay in the house that Jack built. This is the cow with the crumpled horn, that tossed the dog, That worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat,that killed the rat, that ate the malt, that lay in the house that Jack built. This is the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the bishop all shaven and shorn,that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the cock that crowed in the morn, that waked the bishop, all shaven and shorn, that married the man, all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the farmer who sowed the corn, that kept the cock that crowed in the morn, that waked the bishop all shaven and shorn, that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built.

Learning in the Brain:

1) differs according to the task

2) differs according to prior learning

Learning in the Brain:

1) differs according to the task

2) differs according to prior learning

3) differs according to the individual

Learning to Recognize

Content Enhancements

Reduction in Degrees of Freedom

Marking Critical Features

Vygotsky, Part 2

Principles of Universal Design

•Provide Multiple Means of Representation or….Content Enhancement Routines

… routines are developed and used with the following explicit goals:

•meeting the needs of both the group and the individual

•maintaining the integrity of the content

•selecting the critical features of the content

•transforming the content in ways that promote student learning

•carrying out instruction in a partnership with students.

Learning Strategies

Models or Demonstrations

Reduction in Degrees of Freedom

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