37,292 research outputs found
Brain-mediated Transfer Learning of Convolutional Neural Networks
The human brain can effectively learn a new task from a small number of
samples, which indicate that the brain can transfer its prior knowledge to
solve tasks in different domains. This function is analogous to transfer
learning (TL) in the field of machine learning. TL uses a well-trained feature
space in a specific task domain to improve performance in new tasks with
insufficient training data. TL with rich feature representations, such as
features of convolutional neural networks (CNNs), shows high generalization
ability across different task domains. However, such TL is still insufficient
in making machine learning attain generalization ability comparable to that of
the human brain. To examine if the internal representation of the brain could
be used to achieve more efficient TL, we introduce a method for TL mediated by
human brains. Our method transforms feature representations of audiovisual
inputs in CNNs into those in activation patterns of individual brains via their
association learned ahead using measured brain responses. Then, to estimate
labels reflecting human cognition and behavior induced by the audiovisual
inputs, the transformed representations are used for TL. We demonstrate that
our brain-mediated TL (BTL) shows higher performance in the label estimation
than the standard TL. In addition, we illustrate that the estimations mediated
by different brains vary from brain to brain, and the variability reflects the
individual variability in perception. Thus, our BTL provides a framework to
improve the generalization ability of machine-learning feature representations
and enable machine learning to estimate human-like cognition and behavior,
including individual variability
Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-level Structure of Educational Neuroscience with Concrete Examples
In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for educational neuroscience, which argues for integration of multiple levels of analysis, some originating in brain and cognitive sciences, others in education, as a roadmap for the future of educational neuroscience with concrete examples in moral education
Alterations in functional brain network structure induced by subchronic phencyclidine (PCP) treatment parallel those seen in schizophrenia
Abstract of poster presentation shown at the 2nd Biennial Schizophrenia International Research Conference on Alterations in functional brain network structure induced by subchronic phencyclidine (PCP) treatment parallel those seen in schizophrenia
Disconnected aging: cerebral white matter integrity and age-related differences in cognition.
Cognition arises as a result of coordinated processing among distributed brain regions and disruptions to communication within these neural networks can result in cognitive dysfunction. Cortical disconnection may thus contribute to the declines in some aspects of cognitive functioning observed in healthy aging. Diffusion tensor imaging (DTI) is ideally suited for the study of cortical disconnection as it provides indices of structural integrity within interconnected neural networks. The current review summarizes results of previous DTI aging research with the aim of identifying consistent patterns of age-related differences in white matter integrity, and of relationships between measures of white matter integrity and behavioral performance as a function of adult age. We outline a number of future directions that will broaden our current understanding of these brain-behavior relationships in aging. Specifically, future research should aim to (1) investigate multiple models of age-brain-behavior relationships; (2) determine the tract-specificity versus global effect of aging on white matter integrity; (3) assess the relative contribution of normal variation in white matter integrity versus white matter lesions to age-related differences in cognition; (4) improve the definition of specific aspects of cognitive functioning related to age-related differences in white matter integrity using information processing tasks; and (5) combine multiple imaging modalities (e.g., resting-state and task-related functional magnetic resonance imaging; fMRI) with DTI to clarify the role of cerebral white matter integrity in cognitive aging
Can biological quantum networks solve NP-hard problems?
There is a widespread view that the human brain is so complex that it cannot
be efficiently simulated by universal Turing machines. During the last decades
the question has therefore been raised whether we need to consider quantum
effects to explain the imagined cognitive power of a conscious mind.
This paper presents a personal view of several fields of philosophy and
computational neurobiology in an attempt to suggest a realistic picture of how
the brain might work as a basis for perception, consciousness and cognition.
The purpose is to be able to identify and evaluate instances where quantum
effects might play a significant role in cognitive processes.
Not surprisingly, the conclusion is that quantum-enhanced cognition and
intelligence are very unlikely to be found in biological brains. Quantum
effects may certainly influence the functionality of various components and
signalling pathways at the molecular level in the brain network, like ion
ports, synapses, sensors, and enzymes. This might evidently influence the
functionality of some nodes and perhaps even the overall intelligence of the
brain network, but hardly give it any dramatically enhanced functionality. So,
the conclusion is that biological quantum networks can only approximately solve
small instances of NP-hard problems.
On the other hand, artificial intelligence and machine learning implemented
in complex dynamical systems based on genuine quantum networks can certainly be
expected to show enhanced performance and quantum advantage compared with
classical networks. Nevertheless, even quantum networks can only be expected to
efficiently solve NP-hard problems approximately. In the end it is a question
of precision - Nature is approximate.Comment: 38 page
Learning and comparing functional connectomes across subjects
Functional connectomes capture brain interactions via synchronized
fluctuations in the functional magnetic resonance imaging signal. If measured
during rest, they map the intrinsic functional architecture of the brain. With
task-driven experiments they represent integration mechanisms between
specialized brain areas. Analyzing their variability across subjects and
conditions can reveal markers of brain pathologies and mechanisms underlying
cognition. Methods of estimating functional connectomes from the imaging signal
have undergone rapid developments and the literature is full of diverse
strategies for comparing them. This review aims to clarify links across
functional-connectivity methods as well as to expose different steps to perform
a group study of functional connectomes
Measuring cognitive load and cognition: metrics for technology-enhanced learning
This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts
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