Oscillations, metastability and phase transitions in brain and models of cognition

Neuroscience is being practiced in many different forms and at many different organizational levels of the Nervous System. Which of these levels and associated conceptual frameworks is most informative for elucidating the association of neural processes with processes of Cognition is an empirical question and subject to pragmatic validation. In this essay, I select the framework of Dynamic System Theory. Several investigators have applied in recent years tools and concepts of this theory to interpretation of observational data, and for designing neuronal models of cognitive functions. I will first trace the essentials of conceptual development and hypotheses separately for discerning observational tests and criteria for functional realism and conceptual plausibility of the alternatives they offer. I will then show that the statistical mechanics of phase transitions in brain activity, and some of its models, provides a new and possibly revealing perspective on brain events in cognition

DockPro: A VR-Based Tool for Protein-Protein Docking Problem

Proteins are large molecules that are vital for all living organisms and they are essential components of many industrial products. The process of binding a protein to another is called protein-protein docking. Many automated algorithms have been proposed to find docking configurations that might yield promising protein-protein complexes. However, these automated methods are likely to come up with false positives and have high computational costs. Consequently, Virtual Reality has been used to take advantage of user's experience on the problem; and proposed applications can be further improved. Haptic devices have been used for molecular docking problems; but they are inappropriate for protein-protein docking due to their workspace limitations. Instead of haptic rendering of forces, we provide a novel visual feedback for simulating physicochemical forces of proteins. We propose an interactive 3D application, DockPro, which enables domain experts to come up with dockings of protein-protein couples by using magnetic trackers and gloves in front of a large display

Towards general capabilities through technology : assessment for learning as a field of exchange

The introduction of the Australian curriculum, the use of standardised testing (e.g. NAPLAN) and the My School website have stimulated and in some cases renewed a range of boundaries for young people in Australian Education. Standardised testing has accentuated social reproduction in education with an increase in the numbers of students disengaging from mainstream education and applying for enrolment at the Edmund Rice Education Australia Flexible Learning Centre Network (EREAFLCN). Many young people are denied access to credentials and certification as they become excluded from standardised education and testing. The creativity and skills of marginalised youth are often evidence of general capabilities and yet do not appear to be recognised in mainstream educational institutions when standardised approaches are adopted. Young people who participate at the EREAFLCN arrive with a variety of forms of cultural capital, frequently utilising general capabilities, which are not able to be valued in current education and employment fields. This is not to say that these young people‟s different forms of cultural capital have no value, but rather that such funds of knowledge, repertoires and cultural capital are not valued by the majority of powerful agents in educational and employment fields. How then can the inherent value of traditionally unorthodox - yet often intricate, ingenious, and astute-versions of cultural capital evident in the habitus of many young people be made to count, be recognised, be valuated?Can a process of educational assessment be a field of capital exchange and a space which crosses boundaries through a valuating process? This paper reports on the development of an innovative approach to assessment in an alternative education institution designed for the re engagement of „at risk‟ youth who have left formal schooling. A case study approach has been used to document the engagement of six young people, with an educational approach described as assessment for learning as a field of exchange across two sites in the EREAFLCN. In order to capture the broad range of students‟ cultural and social capital, an electronic portfolio system (EPS) is under trial. The model draws on categories from sociological models of capital and reconceptualises the eportfolio as a sociocultural zone of learning and development. Results from the trial show a general tendency towards engagement with the EPS and potential for the attainment of socially valued cultural capital in the form of school credentials. In this way restrictive boundaries can be breached and a more equitable outcome achieved for many young Australians

Brain Dynamics across levels of Organization

After presenting evidence that the electrical activity recorded from the brain surface can reflect metastable state transitions of neuronal configurations at the mesoscopic level, I will suggest that their patterns may correspond to the distinctive spatio-temporal activity in the Dynamic Core (DC) and the Global Neuronal Workspace (GNW), respectively, in the models of the Edelman group on the one hand, and of Dehaene-Changeux, on the other. In both cases, the recursively reentrant activity flow in intra-cortical and cortical-subcortical neuron loops plays an essential and distinct role. Reasons will be given for viewing the temporal characteristics of this activity flow as signature of Self-Organized Criticality (SOC), notably in reference to the dynamics of neuronal avalanches. This point of view enables the use of statistical Physics approaches for exploring phase transitions, scaling and universality properties of DC and GNW, with relevance to the macroscopic electrical activity in EEG and EMG

Turning histories into futures : assessment for learning as a field of exchange

Standardised testing does not recognise the creativity and skills of marginalised youth. Young people who come to the Edmund Rice Education Australia Flexible Learning Centre Network (EREAFLCN) in Australia arrive with forms of cultural capital that are not valued in the field of education and employment. This is not to say that young people‟s different modes of cultural capital have no value, but rather that such funds of knowledge, repertoires and cultural capital are not valued by the powerful agents in educational and employment fields. The forms of cultural capital which are valued by these institutions are measurable in certain structured formats which are largely inaccessible for what is seen in Australia to be a growing segment of the community. How then can the inherent value of traditionally unorthodox - yet often intricate, adroit, ingenious, and astute - versions of cultural capital evident in the habitus of many young people be made to count, be recognised, be valuated? Can a process of educational assessment be used as a marketplace, a field of capital exchange? This paper reports on the development of an innovative approach to assessment in an alternative education institution designed for the re-engagement of „at risk‟ youth who have left formal schooling. In order to capture the broad range of students‟ cultural and social capital, an electronic portfolio system (EPS) is under trial. The model draws on categories from sociological models of capital and reconceptualises the eportfolio as a sociocultural zone of learning and development. Initial results from the trial show a general tendency towards engagement with the EPS and potential for the attainment of socially valued cultural capital in the form of school credentials

Breaching the standardised assessment boundary: Assessment for learning as a field of exchange

The introduction of the Australian curriculum, the use of standardised testing (e.g. NAPLAN) and the My School website are couched in a context of accountability. This circumstance has stimulated and in some cases renewed a range of boundaries in Australian Education. The consequences that arise from standardised testing have accentuated the boundaries produced by social reproduction in education which has led to an increase in the numbers of students disengaging from mainstream education and applying for enrolment at the Edmund Rice Education Australia Flexible Learning Centre Network (EREAFLCN). Boundaries are created for many young people who are denied access to credentials and certification as a result of being excluded from or in some way disengaging from standardised education and testing. Young people who participate at the EREAFLCN arrive with a variety of forms of cultural capital that are not valued in current education and employment fields. This is not to say that these young people’s different forms of cultural capital have no value, but rather that such funds of knowledge, repertoires and cultural capital are not valued by the majority of powerful agents in educational and employment fields. How then can the qualitative value of traditionally unorthodox - yet often intricate, ingenious, and astute - versions of cultural capital evident in the habitus of many young people be made to count, be recognised, be valuated? Can a process of educational assessment be a field of capital exchange and a space which breaches boundaries through a valuating process? This paper reports on the development of an innovative approach to assessment in an alternative education institution designed for the re-engagement of ‘at risk’ youth who have left formal schooling. A case study approach has been used to document the engagement of six young people, with an educational approach described as assessment for learning as a field of exchange across two sites in the EREAFLCN. In order to capture the broad range of students’ cultural and social capital, an electronic portfolio system (EPS) is under trial. The model draws on categories from sociological models of capital and reconceptualises the eportfolio as a sociocultural zone of learning and development. Results from the trial show a general tendency towards engagement with the EPS and potential for the attainment of socially valued cultural capital in the form of school credentials. In this way restrictive boundaries can be breached and a more equitable outcome achieved for many young Australians

Model Learning for Look-ahead Exploration in Continuous Control

We propose an exploration method that incorporates look-ahead search over basic learnt skills and their dynamics, and use it for reinforcement learning (RL) of manipulation policies . Our skills are multi-goal policies learned in isolation in simpler environments using existing multigoal RL formulations, analogous to options or macroactions. Coarse skill dynamics, i.e., the state transition caused by a (complete) skill execution, are learnt and are unrolled forward during lookahead search. Policy search benefits from temporal abstraction during exploration, though itself operates over low-level primitive actions, and thus the resulting policies does not suffer from suboptimality and inflexibility caused by coarse skill chaining. We show that the proposed exploration strategy results in effective learning of complex manipulation policies faster than current state-of-the-art RL methods, and converges to better policies than methods that use options or parametrized skills as building blocks of the policy itself, as opposed to guiding exploration. We show that the proposed exploration strategy results in effective learning of complex manipulation policies faster than current state-of-the-art RL methods, and converges to better policies than methods that use options or parameterized skills as building blocks of the policy itself, as opposed to guiding exploration.Comment: This is a pre-print of our paper which is accepted in AAAI 201

A visual workspace for constructing hybrid MDS algorithms and coordinating multiple views

Data can be distinguished according to volume, variable types and distribution, and each of these characteristics imposes constraints upon the choice of applicable algorithms for their visualisation. This has led to an abundance of often disparate algorithmic techniques. Previous work has shown that a hybrid algorithmic approach can be successful in addressing the impact of data volume on the feasibility of multidimensional scaling (MDS). This paper presents a system and framework in which a user can easily explore algorithms as well as their hybrid conjunctions and the data flowing through them. Visual programming and a novel algorithmic architecture let the user semi-automatically define data flows and the co-ordination of multiple views of algorithmic and visualisation components. We propose that our approach has two main benefits: significant improvements in run times of MDS algorithms can be achieved, and intermediate views of the data and the visualisation program structure can provide greater insight and control over the visualisation process