1. Learning in the Brain 1) Recognition and Representation in Cortex

2. Recognition Networks

3. The Bottom-up view of visual processing.

6. Recognition Networks - Distributed

10. Face Blind! Bill's Face Blindness (Prosopagnosia) Pages - Introduction

11. Recognition Networks - Parallel

15. PET scans by Lawrence Parsons, Peter Fox, and Donald Hodges Universty of Texas, San Antonio Left panel: the harmony condition activated the left side of the brain more than the right. It also activated inferior (or lower) regions of the temporal cortex as compared to the melody condition Center panel: the melody condition activated both sides of the area called the temporal cortex (which is known to represent sound) to a much greater extent than did the rhythm and harmony conditions. Right panel: much of the brain activation observed during the rhythm condition was in the cerebellum. Recognition is Distributed: Music

16. The McGurk effect and parallel processing Another version of McGurk Yet another explanation

17. The McGurk effect and parallel processing What about students with learning disabilities? Integration of heard and seen speech: a factor in learning disabilities in children Erin A. Hayesa,*, Kaisa Tiippanab, Trent G. Nicola, Mikko Samsb, Nina Krausa,c,d

18. Recognition Networks - Heterarchical

20. What’s wrong with this diagram? See Top to Bottom highlights

22. Illusions as top-down constraints on understanding images. Shadow Presidential Illusion Illusions Reveal the Brain's Assumptions Ball and Shadow On Illusions From Top to Bottom

23. The idea of constraint satisfaction and pattern recognition

24. What does recognition require? An integrated network, where meaning is constructed “heterarchically” – from the interplay of sensory information, perceptual constancies, and cognitive experience.

25. Neural Networks Processing is Distributed

26. Processing is Distributed in Parallel Neural Networks

27. Processing is Distributed Processing is Distributed in Parallel Processing is Distributed Heterarchically Neural Networks

28. What barriers do images potentially present for the learner’s recognition systems? Sensory Perceptual Cognitive

29. What can we learn from the neural network idea?

30. Recognition Cortex Recognition cortex (sensory –perceptual cortex in the posterior neocortex) is composed of neural networks adapted to recognize regularities in the environment. Recognition cortex does not “respond” to these regularities, it generates them.

31. Recognition Cortex Perception, memory and learning are all processes of categorization – none of them are possible without lumping things together which are in fact not the same.

32. Recognition Cortex Perception, memory and learning are all processes of categorization – all of them require lumping things together which are in fact not the same. Perception, memory and learning are all processes of generalization – all of them generalize from some things to others. Concepts are merely categories and generalizations with names on them.

33. Structure in Recognition Cortex Structure is sculpted by learning – specifically by learning the regularities of the environment There is no optimal structure, the optimal structure is dependent on the kind of memory/perception/learning is needed. Overall structure is a network of networks – there is specialization and localization determined by learning There are many specialized networks – not 5 senses, but many. 30 visual networks alone.

34. What if structure were different? Parameters – what could we change, and what would be the effects of changes?

35. Post-Mortem on Neural Network Parameters – what could we change, and what would be the effects of changes? –Proportions – different relative numbers of layers –Sensitivity – damping down or exciting up –Location – different placement in larger network, different upstream and downstream layers –Circuitry – interneurons, interconnections, top-down

36. Post-Mortem on Neural Network Parameters – what could we change, and what would be the effects of changes? –Proportions – different relative numbers of layers –Sensitivity – damping down or exciting up –Location – different placement in larger network, different upstream and downstream layers –Circuitry – interneurons, interconnections, top-down –Lesions!!!!

37. Post-Mortem on Neural Network Questions What happens when we lesion?

38. Learning in Recognition Cortex Learning is distributed. There is specialization, localization. Specialization is determined by complex interaction between biology and environment.

39. Learning in Recognition Cortex Learning is parallel – learning happens all over the recognition cortex at the same time. Many different things are learned, many different kinds of learning

40. Learning in Recognition Cortex Because of parallel processing: Complex is not necessarily faster than simple Complex is not necessarily simpler than simple

41. Learning in Recognition Cortex Learning is heterarchical. Expectancies, top-down affect bottom-up. Difficult to separate perception, memory, cognition.

42. Learning in Recognition Cortex Neural Networks don’t fill up. The more a network has learned already, the more it can assimilate more. The “catch” more. Neural Networks get more and more sculpted to the environment.

43. Learning in Recognition Cortex Recognition cortex learns by changing its structure – by changing the connections between neurons that make up the network. Learning is a change in the way the network acts. Learning is a dynamic process not a static one. Piaget was right – assimilation is accompanied by accommodation.

44. Learning in Recognition Cortex Learn by examples, and counter examples. (spelling rules) Neural Networks get more and more sculpted to the environment. Neural Networks change proportions to map the environment.

45. Recognition Cortex

46. Post-Mortem on Neural Network http://mbeneuorblog.blogspot.com/ http://thebrain.mcgill.ca/flash/index_a.html

47. From Posner and Raichle

49. Vygotsky in the Brain

50. Recognition Networks

52. Recognition is Distributed: Visual

53. Individual Differences

54. The Problem of Ruth: Individual Differences In Recognition

55. The Problem of Dyslexia: Individual Differences in Recognition From Shaywitz et al

56. Principles of Universal Design Provide Multiple Means of Representation

57. Principles of Universal Design Provide Multiple Means of Representation Provide sensory and perceptual options Provide linguistic options Provide cognitive options

58. What kind of Options? 1.Provide multiple examples 2.Highlight critical features 3.Highlight big ideas 4.Highlight critical relationships

59. Federal Style Building

60. Provide Multiple Examples:

61. Highlight Critial Features:

62. Provide Background Information low pitched roof smooth facade window openings with larger panes and louvered shutters delicate columns and molding exterior detail expressed only at an entrance circular, oval, or octagonal room shapes interior decoration such as garlands, swags, urns, and rosettes applied to walls pastel colors

63. Background Information as a limit on recognition:

64. Strategic Networks

67. From Yarbus, 1967

68. Individual Differences in strategic processes

69. From Luria: Prefrontal Patient

70. The Problem of Ruth: Individual Differences In Strategic Learning and Expression

71. Principles of Universal Design Provide Multiple Means of Representation Provide Multiple Means of Expression

72. Multiple Means of Expression Provide options in the motor skills required for action and interaction Provide options in the tools or media available for expression Provide options in the scaffolds available during apprenticeships.

73. Universal Design for Learning Learning new skills and strategies Provide multiple models and mentors Provide graduated supports and scaffolds that can be gradually “released” Provide options in the contexts required for performance Provide Ongoing Feedback

74. Affective Networks

77. 1.Offer choice of content and tools 2.Provide adjustable levels of challenge 3.Offer choice of rewards 4.Offer choice of learning context Affective Learning: Options

78. The Problem of Ruth: Individual Differences 3

79. The problem of a room full of Ruths: Individual Differences Everywhere…

80. Principles of Universal Design Provide Multiple Means of Representation Provide Multiple Means of Expression Provide Multiple Means of Engagement

81. Recognition Learning 1.Provide multiple examples 2.Highlight critical features 3.Provide multiple media and formats 4.Support background knowledge

82. Affective Networks

83. The Problem of Ruth: Individual Differences 3

84. What part of the Brain do we read with? The Tortoise and the Hare This is the house that Jack built. This is the malt, that lay in the house that Jack built. This is the rat, that ate the malt, that lay in the house that Jack built. This is the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the dog, that worried the cat, that killed the at, that ate the malt, that lay in the house that Jack built. This is the cow with the crumpled horn, that tossed the dog, That worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat,that killed the rat, that ate the malt, that lay in the house that Jack built. This is the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the bishop all shaven and shorn,that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the cock that crowed in the morn, that waked the bishop, all shaven and shorn, that married the man, all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the farmer who sowed the corn, that kept the cock that crowed in the morn, that waked the bishop all shaven and shorn, that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built.

85. Word Reading in the Brain

86. What part of the Brain do we read with? That depends ……

87. What part of the Brain do we read with? That depends ……

88. What part of the Brain do we read with? That depends On the task

89. What part of the Brain do we read with? That depends On the task And the learner.

90. FMRI Summary -Dyslexia From Shaywitz et al.

91. Principles of Universal Design Provide Multiple Means of Representation –Within-modality Variation in size, loudness, color, speed, pitch, contrast, etc. –Cross-modality Text-to-Speech Speech-to-text (Captioning), etc.

92. Principles of Universal Design Provide Multiple Means of Representation Provide Multiple Means of Expression –Within-modality Expanded keyboard, sticky keys, single switch, etc. –Cross-modality Voice Recognition, composition, etc.

93. Video watching in the Brain

94. 2

95. 3

96. 4

97. Fixed versus Malleable Media

99. Focal versus Networked Media

102. The Concept of Universal Design

104. www.cast.org Speech Prism - sales@bungalowsoftware.com eReader – www.cast.orgwww.cast.org Bobby – www.cast.org/Bobbywww.cast.org/Bobby Music – www.mp3.com

105. Learning in the Brain: 1) differs according to the task

106. What part of the Brain do we learn to read with? The Tortoise and the Hare This is the house that Jack built. This is the malt, that lay in the house that Jack built. This is the rat, that ate the malt, that lay in the house that Jack built. This is the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the dog, that worried the cat, that killed the at, that ate the malt, that lay in the house that Jack built. This is the cow with the crumpled horn, that tossed the dog, That worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat,that killed the rat, that ate the malt, that lay in the house that Jack built. This is the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the bishop all shaven and shorn,that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the cock that crowed in the morn, that waked the bishop, all shaven and shorn, that married the man, all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built. This is the farmer who sowed the corn, that kept the cock that crowed in the morn, that waked the bishop all shaven and shorn, that married the man all tattered and torn, that kissed the maiden all forlorn, that milked the cow with the crumpled horn, that tossed the dog, that worried the cat, that killed the rat, that ate the malt, that lay in the house that Jack built.

107. Learning in the Brain: 1) differs according to the task 2) differs according to prior learning

108. Learning in the Brain: 1) differs according to the task 2) differs according to prior learning 3) differs according to the individual

109. Learning to Recognize Content Enhancements Reduction in Degrees of Freedom Marking Critical Features

114. Vygotsky, Part 2

115. Principles of Universal Design Provide Multiple Means of Representation or….Content Enhancement Routines … routines are developed and used with the following explicit goals: meeting the needs of both the group and the individual maintaining the integrity of the content selecting the critical features of the content transforming the content in ways that promote student learning carrying out instruction in a partnership with students.

116. Learning Strategies Models or Demonstrations Reduction in Degrees of Freedom Feedback