Independent Component Analysis-motivated Approach to Classificatory Decomposition of Cortical Evoked Potentials

BACKGROUND: Independent Component Analysis (ICA) proves to be useful in the analysis of neural activity, as it allows for identification of distinct sources of activity. Applied to measurements registered in a controlled setting and under exposure to an external stimulus, it can facilitate analysis of the impact of the stimulus on those sources. The link between the stimulus and a given source can be verified by a classifier that is able to "predict" the condition a given signal was registered under, solely based on the components. However, the ICA's assumption about statistical independence of sources is often unrealistic and turns out to be insufficient to build an accurate classifier. Therefore, we propose to utilize a novel method, based on hybridization of ICA, multi-objective evolutionary algorithms (MOEA), and rough sets (RS), that attempts to improve the effectiveness of signal decomposition techniques by providing them with "classification-awareness." RESULTS: The preliminary results described here are very promising and further investigation of other MOEAs and/or RS-based classification accuracy measures should be pursued. Even a quick visual analysis of those results can provide an interesting insight into the problem of neural activity analysis. CONCLUSION: We present a methodology of classificatory decomposition of signals. One of the main advantages of our approach is the fact that rather than solely relying on often unrealistic assumptions about statistical independence of sources, components are generated in the light of a underlying classification problem itself

The Quantitative Methods Boot Camp:Teaching Quantitative Thinking and Computing Skills to Graduate Students in the Life Sciences

<div><p>The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a “boot camp” in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students’ engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.</p></div