celest celest thrust three: learning in cognitive-emotional interactions and planned sequential...
TRANSCRIPT
CELEST
CELEST Thrust Three:
Learning in Cognitive-Emotional Interactions and Planned Sequential Behaviors
10 July 2007
CELESTSome questions about sequence learning
What are some real-life examples of sequence learning?
Why do scientists study sequence memory/learning phenomena?
What are (or should be) the big questions?
What has been discovered?
E.g., Why is working memory span measured with a sequence recall task?
Where is research heading?
Does this have any applications to educational practice? Anything that good teachers didn’t already know?
CELEST
Working Memory for Sequential Information
is required for most cognitive and planning tasks, e.g.,
language comprehension and production
“holding in mind” and following instructions (scripts)
reading and spelling
typing, handwriting and composing
imitation learning of act sequences
CELESTSome questions about sequence learning
What are some real-life examples of sequence learning?
Why do scientists study sequence memory/learning phenomena?
What are (or should be) the big questions?
What has been discovered?
E.g., Why is working memory span measured with a sequence recall task?
Where is research heading?
Does this have any applications to educational practice? Anything that good teachers didn’t already know?
CELEST
Scientists will study anything …. that they don’t already understand.
For those for whom puzzlement is insufficient justification:
DNA sequences encode the wisdom accumulated by biological evolution.
Learned sequences encode wisdom accumulated by cultural evolution.
"Man ...owes this immense superiority to his intellectual faculties, to his social habits, which lead him to aid and defend his fellows, and to his corporeal structure. ...Through his powers of intellect, articulate language has been evolved; and on this his wonderful advancement has mainly depended."
C. Darwin (1871), The descent of man and selection in relation to sex.
CELESTSome questions about sequence learning
What are some real-life examples of sequence learning?
Why do scientists study sequence memory/learning phenomena?
What are (or should be) the big questions?
What has been discovered?
E.g., Why is working memory span measured with a sequence recall task?
Where is research heading?
Does this have any applications to educational practice? Anything that good teachers didn’t already know?
CELEST
What makes the human brain so facile at manipulating and storing sequential codes?
What brain changes made language per se possible?
How does language build upon, yet also surpass, preexisting adaptations for sequential coding?
CELESTSome questions about sequence learning
What are some real-life examples of sequence learning?
Why do scientists study sequence memory/learning phenomena?
What are (or should be) the big questions?
What has been discovered?
E.g., Why is working memory span measured with a sequence recall task?
Where is research heading?
Does this have any applications to educational practice? Anything that good teachers didn’t already know?
CELESTAgam, Bullock & Sekuler (2005) J. Neurophysiology
“Imitating unfamiliar sequences of connected linear motions”
left: modeled disk’s path of motionmiddle: subject’s delayed attempt to imitate motionsright: static paths shown as post-imitation feedback
Each motion sequence was 3 to 7 segments long and unfamiliar, i.e., novel.
How are sequences represented in WORKING MEMORY?
Lashley, 1951; Grossberg (1978); Houghton (1990); Page & Norris (1998); Rhodes & Bullock (2003); Farrell & Lewandowsky (2004)
Simulation of CQ model of Boardman & Bullock (1991)
PFC (area 46) data from cued-recall figure-drawing task of Averbeck, Chafee, Crowe, Georgopoulos (2002)
Competitive Queuing (CQ)
CELESTSome questions about sequence learning
What are some real-life examples of sequence learning?
Why do scientists study sequence memory/learning phenomena?
What are (or should be) the big questions?
What has been discovered?
E.g., Why is working memory span measured with a sequence recall task?
Where is research heading?
Does this have any applications to educational practice? Anything that good teachers didn’t already know?
CELESTAgam, Bullock & Sekuler (2005)
“Imitating unfamiliar sequences of connected linear motions”
WM for motion sequences has limited capacity
Both patterns replicate past results seen in immediate serial recall (ISR) of verbal items
Error grows across serial positions
CELESTAgam, Bullock & Sekuler (2005)
“Imitating unfamiliar sequences of connected linear motions”
Largest overshoots of segment amplitudes occurred for the final item of each sequence
Errors: Adjacent-segment transpositions predominated (as in verbal ISR data)
How are such effects explained by competitive queuing models?
Competitive Queuing (CQ)
rank order is vulnerable to
noise
final item is free from
competitors
Averbeck et al. (2002)
CELESTSome questions about sequence learning
What are some real-life examples of sequence learning?
Why do scientists study sequence memory/learning phenomena?
What are (or should be) the big questions?
What has been discovered?
E.g., Why is working memory span measured with a sequence recall task?
Where is research heading?
Does this have any applications to educational practice? Anything that good teachers didn’t already know?
CELEST
EEG high-frequency bands
Mean energy in band declines with serial position in the stimulus
Agam & Sekuler (2006)
EEG high-frequency bandsassociated with ATTENTION
CELEST
Rice & Sekuler (early results)
Distributed practice: Learning is slow,
but durable
Agam, Galperin, Gold & Sekuler (2006)
Learning to imitate motion sequences
across multiple repetitions
CELESTNext Generation CQ Models
Gradient Order DIVA (GODIVA) Model of Speech Production
Bohland, Guenther, Bullock (2007)
Thrusts 2 and 3
CELESTT2-T3 Cross-Thrust Modeling:
GODIVA Laminar Model of Speech Production
Bohland, Guenther, Bullock (2007)
Combining an abstract syllable position code with the gradient code for order enables the model to work well despite limited analog bandwidth.
GODIVA model explains why exchange errors respect position within syllables.
CELEST
TElencephalic
Laminar
Objective
Selector
Brown, Bullock & Grossberg (2004)
TELOS Model
Dopamine
This model learned and remembered IF-THEN rules for voluntary attending in seven primate tasks.
How does COHERENT CORTICAL ACTIVITY enable the BASAL GANGLIA to gate voluntary execution of cognitive plans?
CELEST
TELOS simulations:17 model cell
activities matched 17 recorded cell
discharge patterns
Brown, Bullock & Grossberg (2000;
2004)
Fixation
Saccade
Overlap
Gap
Memory
F
T
F
T
F
T
F
T
F
T
CELESTSome questions about sequence learning
What are some real-life examples of sequence learning?
Why do scientists study sequence memory/learning phenomena?
What are (or should be) the big questions?
What has been discovered?
E.g., Why is working memory span measured with a sequence recall task?
Where is research heading?
Does this have any applications to educational practice? Anything that good teachers didn’t already know?