Algorithms for Neural Prosthetic Applications

abstract: In the last 15 years, there has been a significant increase in the number of motor neural prostheses used for restoring limb function lost due to neurological disorders or accidents. The aim of this technology is to enable patients to control a motor prosthesis using their residual neural pathways (central or peripheral). Recent studies in non-human primates and humans have shown the possibility of controlling a prosthesis for accomplishing varied tasks such as self-feeding, typing, reaching, grasping, and performing fine dexterous movements. A neural decoding system comprises mainly of three components: (i) sensors to record neural signals, (ii) an algorithm to map neural recordings to upper limb kinematics and (iii) a prosthetic arm actuated by control signals generated by the algorithm. Machine learning algorithms that map input neural activity to the output kinematics (like finger trajectory) form the core of the neural decoding system. The choice of the algorithm is thus, mainly imposed by the neural signal of interest and the output parameter being decoded. The various parts of a neural decoding system are neural data, feature extraction, feature selection, and machine learning algorithm. There have been significant advances in the field of neural prosthetic applications. But there are challenges for translating a neural prosthesis from a laboratory setting to a clinical environment. To achieve a fully functional prosthetic device with maximum user compliance and acceptance, these factors need to be addressed and taken into consideration. Three challenges in developing robust neural decoding systems were addressed by exploring neural variability in the peripheral nervous system for dexterous finger movements, feature selection methods based on clinically relevant metrics and a novel method for decoding dexterous finger movements based on ensemble methods.Dissertation/ThesisDoctoral Dissertation Bioengineering 201

Mimicking Short-Term Memory in Shape-Reconstruction Task Using an EEG-Induced Type-2 Fuzzy Deep Brain Learning Network

The paper attempts to model short-term memory (STM) for shape-reconstruction tasks by employing a 4-stage deep brain leaning network (DBLN), where the first 2 stages are built with Hebbian learning and the last 2 stages with Type-2 Fuzzy logic. The model is trained stage-wise independently with visual stimulus of the object-geometry as the input of the first stage, EEG acquired from different cortical regions as input and output of respective intermediate stages, and recalled object-geometry as the output of the last stage. Two error feedback loops are employed to train the proposed DBLN. The inner loop adapts the weights of the STM based on a measure of error in model-predicted response with respect to the object-shape recalled by the subject. The outer loop adapts the weights of the iconic (visual) memory based on a measure of error of the model predicted response with respect to the desired object-shape. In the test phase, the DBLN model reproduces the recalled object shape from the given input object geometry. The motivation of the paper is to test the consistency in STM encoding (in terms of similarity in network weights) for repeated visual stimulation with the same geometric object. Experiments undertaken on healthy subjects, yield high similarity in network weights, whereas patients with pre-frontal lobe Amnesia yield significant discrepancy in the trained weights for any two trials with the same training object. This justifies the importance of the proposed DBLN model in automated diagnosis of patients with learning difficulty. The novelty of the paper lies in the overall design of the DBLN model with special emphasis to the last 2 stages of the network, built with vertical slice based type-2 fuzzy logic, to handle uncertainty in function approximation (with noisy EEG data). The proposed technique outperforms the state-of-the-art functional mapping algorithms with respect to the (pre-defined outer loop) error metric, computational complexity and runtime

Symmetric and Asymmetric Data in Solution Models

This book is a Printed Edition of the Special Issue that covers research on symmetric and asymmetric data that occur in real-life problems. We invited authors to submit their theoretical or experimental research to present engineering and economic problem solution models that deal with symmetry or asymmetry of different data types. The Special Issue gained interest in the research community and received many submissions. After rigorous scientific evaluation by editors and reviewers, seventeen papers were accepted and published. The authors proposed different solution models, mainly covering uncertain data in multicriteria decision-making (MCDM) problems as complex tools to balance the symmetry between goals, risks, and constraints to cope with the complicated problems in engineering or management. Therefore, we invite researchers interested in the topics to read the papers provided in the book

Pattern Recognition

A wealth of advanced pattern recognition algorithms are emerging from the interdiscipline between technologies of effective visual features and the human-brain cognition process. Effective visual features are made possible through the rapid developments in appropriate sensor equipments, novel filter designs, and viable information processing architectures. While the understanding of human-brain cognition process broadens the way in which the computer can perform pattern recognition tasks. The present book is intended to collect representative researches around the globe focusing on low-level vision, filter design, features and image descriptors, data mining and analysis, and biologically inspired algorithms. The 27 chapters coved in this book disclose recent advances and new ideas in promoting the techniques, technology and applications of pattern recognition

Convergence of Intelligent Data Acquisition and Advanced Computing Systems

This book is a collection of published articles from the Sensors Special Issue on "Convergence of Intelligent Data Acquisition and Advanced Computing Systems". It includes extended versions of the conference contributions from the 10th IEEE International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS’2019), Metz, France, as well as external contributions

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Individual differences in subphonemic sensitivity and phonological skills

open access articleMany studies have established a link between phonological abilities (indexed by phonological awareness and phonological memory tasks) and typical and atypical reading development. Individuals who perform poorly on phonological assessments have been mostly assumed to have underspecified (or “fuzzy”) phonological representations, with typical phonemic categories, but with greater category overlap due to imprecise encoding. An alternative posits that poor readers have overspecified phonological representations, with speech sounds perceived allophonically (phonetically distinct variants of a single phonemic category). On both accounts, mismatch between phonological categories and orthography leads to reading difficulty. Here, we consider the implications of these accounts for online speech processing. We used eye tracking and an individual differences approach to assess sensitivity to subphonemic detail in a community sample of young adults with a wide range of reading-related skills. Subphonemic sensitivity inversely correlated with meta-phonological task performance, consistent with overspecification

Critical Thinking Skills Profile of High School Students In Learning Science-Physics

This study aims to describe Critical Thinking Skills high school students in the city of Makassar. To achieve this goal, the researchers conducted an analysis of student test results of 200 people scattered in six schools in the city of Makassar. The results of the quantitative descriptive analysis of the data found that the average value of students doing the interpretation, analysis, and inference in a row by 1.53, 1.15, and 1.52. This value is still very low when compared with the maximum value that may be obtained by students, that is equal to 10.00. This shows that the critical thinking skills of high school students are still very low. One fact Competency Standards science subjects-Physics is demonstrating the ability to think logically, critically, and creatively with the guidance of teachers and demonstrate the ability to solve simple problems in daily life. In fact, according to Michael Scriven stated that the main task of education is to train students and or students to think critically because of the demands of work in the global economy, the survival of a democratic and personal decisions and decisions in an increasingly complex society needs people who can think well and make judgments good. Therefore, the need for teachers in the learning device scenario such as: driving question or problem, authentic Investigation: Science Processes