[Applause] what are the limits of learnability
what are the limits of learnability
what are the limits of learnability we’ve probably all been in that
we’ve probably all been in that
we’ve probably all been in that situation where somebody’s explaining a
situation where somebody’s explaining a
situation where somebody’s explaining a new idea or a new concept to us and we
new idea or a new concept to us and we
new idea or a new concept to us and we get it we immediately understand what
get it we immediately understand what
get it we immediately understand what they mean that light bulb goes off and
they mean that light bulb goes off and
they mean that light bulb goes off and we understand of course we probably all
we understand of course we probably all
we understand of course we probably all also been in the opposite situation
also been in the opposite situation
also been in the opposite situation where somebody’s explaining something to
where somebody’s explaining something to
where somebody’s explaining something to us maybe in the classroom maybe at a job
us maybe in the classroom maybe at a job
us maybe in the classroom maybe at a job and it doesn’t make sense
and it doesn’t make sense
and it doesn’t make sense individually the words that they’re
individually the words that they’re
individually the words that they’re saying are all perfectly clear but put
saying are all perfectly clear but put
saying are all perfectly clear but put together in that way they don’t convey
together in that way they don’t convey
together in that way they don’t convey meaning what differentiates these two
meaning what differentiates these two
meaning what differentiates these two situations how do we know when somebody
situations how do we know when somebody
situations how do we know when somebody is going to respond with understanding
is going to respond with understanding
is going to respond with understanding or when somebody is going to respond
or when somebody is going to respond
or when somebody is going to respond with confusion how can we predict when a
with confusion how can we predict when a
with confusion how can we predict when a student is ready for a new idea and as
student is ready for a new idea and as
student is ready for a new idea and as scientists how do we even tackle this
scientists how do we even tackle this
scientists how do we even tackle this question well learning at its
question well learning at its
question well learning at its fundamental level involves a change in
fundamental level involves a change in
fundamental level involves a change in how our brain processes the world we
how our brain processes the world we
how our brain processes the world we have to somehow reconfigure our thinking
have to somehow reconfigure our thinking
have to somehow reconfigure our thinking to incorporate that new information and
to incorporate that new information and
to incorporate that new information and use it to inform our actions so to
use it to inform our actions so to
use it to inform our actions so to understand the limits of learnability
understand the limits of learnability
understand the limits of learnability we have to look inside the brain we have
we have to look inside the brain we have
we have to look inside the brain we have to look under the hood to see what
to look under the hood to see what
to look under the hood to see what differentiates a brain that’s ready to
differentiates a brain that’s ready to
differentiates a brain that’s ready to understand a new concept from a brain
understand a new concept from a brain
understand a new concept from a brain that is not ready to understand a new
that is not ready to understand a new
that is not ready to understand a new concept but what kind of task if we
concept but what kind of task if we
concept but what kind of task if we study there are a lot of things to be
study there are a lot of things to be
study there are a lot of things to be learned we learn languages we learn math
learned we learn languages we learn math
learned we learn languages we learn math some of us learn how to flip bottles on
some of us learn how to flip bottles on
some of us learn how to flip bottles on tables well to study the absolute limits
tables well to study the absolute limits
tables well to study the absolute limits of learn ability we should probably
of learn ability we should probably
of learn ability we should probably study the hardest thing than any of you
study the hardest thing than any of you
study the hardest thing than any of you have ever learned and that is movement
have ever learned and that is movement
have ever learned and that is movement movement is hands down the hardest thing
movement is hands down the hardest thing
movement is hands down the hardest thing that you’ve ever had to learn walking
that you’ve ever had to learn walking
that you’ve ever had to learn walking upright on two feet is incredibly
upright on two feet is incredibly
upright on two feet is incredibly difficult
difficult
difficult does anybody here ever seen a two legged
does anybody here ever seen a two legged
does anybody here ever seen a two legged stool we are unstable dynamical systems
stool we are unstable dynamical systems
stool we are unstable dynamical systems just waiting to topple over the simple
just waiting to topple over the simple
just waiting to topple over the simple act of remaining upright requires
act of remaining upright requires
act of remaining upright requires constant mana
constant mana
constant mana intervention by the nervous system this
intervention by the nervous system this
intervention by the nervous system this this is incredibly difficult doing it
this is incredibly difficult doing it
this is incredibly difficult doing it with your eyes closed forget it very
with your eyes closed forget it very
with your eyes closed forget it very hard don’t try this at home this is why
hard don’t try this at home this is why
hard don’t try this at home this is why police use this maneuver to see if
police use this maneuver to see if
police use this maneuver to see if you’ve been drinking
you’ve been drinking
you’ve been drinking because coordination of your movements
because coordination of your movements
because coordination of your movements is one of the first skills you lose when
is one of the first skills you lose when
is one of the first skills you lose when you’re even mildly impaired we know
you’re even mildly impaired we know
you’re even mildly impaired we know learning to control your movements is
learning to control your movements is
learning to control your movements is really hard because it takes us forever
really hard because it takes us forever
really hard because it takes us forever to get any good at it
to get any good at it
to get any good at it the little girl in pink stripes right
the little girl in pink stripes right
the little girl in pink stripes right there is my daughter I love her she is
there is my daughter I love her she is
there is my daughter I love her she is the light of my life but I will be
the light of my life but I will be
the light of my life but I will be completely honest with you for the sir
completely honest with you for the sir
completely honest with you for the sir six months of her life she was
six months of her life she was
six months of her life she was absolutely useless from a motor control
absolutely useless from a motor control
absolutely useless from a motor control perspective just flailed give a child a
perspective just flailed give a child a
perspective just flailed give a child a pile of Cheerios and they will happily
pile of Cheerios and they will happily
pile of Cheerios and they will happily smash the Cheerios and mush them around
smash the Cheerios and mush them around
smash the Cheerios and mush them around and drop them on the floor for the dog
and drop them on the floor for the dog
and drop them on the floor for the dog to eat and occasionally grabbed them and
to eat and occasionally grabbed them and
to eat and occasionally grabbed them and miraculously get one into their mouth
miraculously get one into their mouth
miraculously get one into their mouth and they’ll play like this for hours why
and they’ll play like this for hours why
and they’ll play like this for hours why because the human hand is the most
because the human hand is the most
because the human hand is the most complex tool that you’ve ever had to
complex tool that you’ve ever had to
complex tool that you’ve ever had to learn how to use it requires thousands
learn how to use it requires thousands
learn how to use it requires thousands upon thousands of hours to get good at
upon thousands of hours to get good at
upon thousands of hours to get good at using it most of play is actually just
using it most of play is actually just
using it most of play is actually just practicing motor skill we know learning
practicing motor skill we know learning
practicing motor skill we know learning to control your movements is hard
to control your movements is hard
to control your movements is hard because well happily pay millions of
because well happily pay millions of
because well happily pay millions of dollars to those of us who have learned
dollars to those of us who have learned
dollars to those of us who have learned to control their bodies a little bit
to control their bodies a little bit
to control their bodies a little bit better than others of us the sheer joy
better than others of us the sheer joy
better than others of us the sheer joy of watching them perform at that level
of watching them perform at that level
of watching them perform at that level some of us can learn to control our
some of us can learn to control our
some of us can learn to control our bodies with the same degree of precision
bodies with the same degree of precision
bodies with the same degree of precision and skill of professional athletes most
and skill of professional athletes most
and skill of professional athletes most of us can’t why not
of us can’t why not
of us can’t why not finally we know learning to control your
finally we know learning to control your
finally we know learning to control your movements is really hard because you
movements is really hard because you
movements is really hard because you engage more of your brain in the process
engage more of your brain in the process
engage more of your brain in the process of motor control than you do for
of motor control than you do for
of motor control than you do for anything else at last count there were
anything else at last count there were
anything else at last count there were more than a half a dozen brain areas all
more than a half a dozen brain areas all
more than a half a dozen brain areas all of which are responsible for sending
of which are responsible for sending
of which are responsible for sending messages down your spinal cord to help
messages down your spinal cord to help
messages down your spinal cord to help you exert control of your muscles the
you exert control of your muscles the
you exert control of your muscles the cerebellum which is this fist-sized
cerebellum which is this fist-sized
cerebellum which is this fist-sized structure in the back your head right
structure in the back your head right
structure in the back your head right here contains more neurons in it than
here contains more neurons in it than
here contains more neurons in it than the rest
the rest
the rest to the brain combined and its primary
to the brain combined and its primary
to the brain combined and its primary job is to help you coordinate and
job is to help you coordinate and
job is to help you coordinate and control your movements ironically
control your movements ironically
control your movements ironically despite it taking more brain power than
despite it taking more brain power than
despite it taking more brain power than anything else we hardly think about
anything else we hardly think about
anything else we hardly think about moving in fact motor control most of us
moving in fact motor control most of us
moving in fact motor control most of us consider a trivial I could walk and chew
consider a trivial I could walk and chew
consider a trivial I could walk and chew gum at the same time we don’t think
gum at the same time we don’t think
gum at the same time we don’t think about it until it goes wrong motor
about it until it goes wrong motor
about it until it goes wrong motor control disorders can go can occur for a
control disorders can go can occur for a
control disorders can go can occur for a number of reasons spinal cord injury
number of reasons spinal cord injury
number of reasons spinal cord injury affects 300,000 people in the United
affects 300,000 people in the United
affects 300,000 people in the United States and can result in complete
States and can result in complete
States and can result in complete paralysis below the level of the injury
paralysis below the level of the injury
paralysis below the level of the injury amputation there are roughly 2 million
amputation there are roughly 2 million
amputation there are roughly 2 million amputees in the United States caused by
amputees in the United States caused by
amputees in the United States caused by war injury or most commonly vascular
war injury or most commonly vascular
war injury or most commonly vascular disease due to diabetes ALS or Lou
disease due to diabetes ALS or Lou
disease due to diabetes ALS or Lou Gehrig’s disease affects 12,000 people
Gehrig’s disease affects 12,000 people
Gehrig’s disease affects 12,000 people in the United States and can cause
in the United States and can cause
in the United States and can cause complete paralysis in all of these cases
complete paralysis in all of these cases
complete paralysis in all of these cases the neural machinery that you’ve
the neural machinery that you’ve
the neural machinery that you’ve developed to control your movements
developed to control your movements
developed to control your movements exists it’s there in your head you just
exists it’s there in your head you just
exists it’s there in your head you just lack the ability to control those
lack the ability to control those
lack the ability to control those intended actions and convert them into
intended actions and convert them into
intended actions and convert them into actual movements due to injured or
actual movements due to injured or
actual movements due to injured or missing tissue there is a solution to
missing tissue there is a solution to
missing tissue there is a solution to this problem and that’s the brain
this problem and that’s the brain
this problem and that’s the brain computer interface this is jann at the
computer interface this is jann at the
computer interface this is jann at the time of this video jan had been unable
time of this video jan had been unable
time of this video jan had been unable to move for the past 10 years through
to move for the past 10 years through
to move for the past 10 years through the rare neurological disorder however a
the rare neurological disorder however a
the rare neurological disorder however a team of researchers at the University of
team of researchers at the University of
team of researchers at the University of Pittsburgh Medical Center implanted set
Pittsburgh Medical Center implanted set
Pittsburgh Medical Center implanted set of electrodes into Jan’s brain so that
of electrodes into Jan’s brain so that
of electrodes into Jan’s brain so that they could read from the brain areas
they could read from the brain areas
they could read from the brain areas responsible for controlling movement and
responsible for controlling movement and
responsible for controlling movement and they’re using that activity to control
they’re using that activity to control
they’re using that activity to control that robotic arm jan is modulating the
that robotic arm jan is modulating the
that robotic arm jan is modulating the activity of her brain to control the
activity of her brain to control the
activity of her brain to control the three-dimensional endpoint position that
three-dimensional endpoint position that
three-dimensional endpoint position that arm the 3d wrist orientation as well as
arm the 3d wrist orientation as well as
arm the 3d wrist orientation as well as a grasp and she’s using that activity to
a grasp and she’s using that activity to
a grasp and she’s using that activity to feed herself for the first time in a
feed herself for the first time in a
feed herself for the first time in a decade
decade
decade naturally the fruit of choice for this
naturally the fruit of choice for this
naturally the fruit of choice for this momentous occasion
brain-computer interfaces have the
brain-computer interfaces have the potential to restore motor abilities to
potential to restore motor abilities to
potential to restore motor abilities to millions of people’s who have motor
millions of people’s who have motor
millions of people’s who have motor control disorders due to injury disease
control disorders due to injury disease
control disorders due to injury disease but brain computer interfaces have to be
but brain computer interfaces have to be
but brain computer interfaces have to be learned how do we know if his subject is
learned how do we know if his subject is
learned how do we know if his subject is going to be able to learn how to control
going to be able to learn how to control
going to be able to learn how to control the robotic arm how do we know if
the robotic arm how do we know if
the robotic arm how do we know if they’re going to be able to learn how to
they’re going to be able to learn how to
they’re going to be able to learn how to control a brain controlled wheelchair
control a brain controlled wheelchair
control a brain controlled wheelchair well we can use brain computer
well we can use brain computer
well we can use brain computer interfaces to study this problem and to
interfaces to study this problem and to
interfaces to study this problem and to study the limits of learner ability and
study the limits of learner ability and
study the limits of learner ability and to help explain that I’m going to talk a
to help explain that I’m going to talk a
to help explain that I’m going to talk a little bit about how these devices work
little bit about how these devices work
little bit about how these devices work your brain is composed of billions of
your brain is composed of billions of
your brain is composed of billions of cells called neurons
cells called neurons
cells called neurons now neurons are electrically active all
now neurons are electrically active all
now neurons are electrically active all of your ideas your intentions your
of your ideas your intentions your
of your ideas your intentions your thoughts are encoded in the electrical
thoughts are encoded in the electrical
thoughts are encoded in the electrical activity of these neurons and when a
activity of these neurons and when a
activity of these neurons and when a researcher snuggles an electrode up next
researcher snuggles an electrode up next
researcher snuggles an electrode up next to one of these neurons they can see the
to one of these neurons they can see the
to one of these neurons they can see the sparks of electricity that it emits as
sparks of electricity that it emits as
sparks of electricity that it emits as it communicates with the rest of the
it communicates with the rest of the
it communicates with the rest of the brain you have roughly a hundred billion
brain you have roughly a hundred billion
brain you have roughly a hundred billion neurons in your brain naturally the
neurons in your brain naturally the
neurons in your brain naturally the activity of any individual neuron
activity of any individual neuron
activity of any individual neuron conveys only a limited amount of
conveys only a limited amount of
conveys only a limited amount of information about movement so when
information about movement so when
information about movement so when researchers are driving a brain computer
researchers are driving a brain computer
researchers are driving a brain computer interface they typically implant silicon
interface they typically implant silicon
interface they typically implant silicon chips that can record from dozens to
chips that can record from dozens to
chips that can record from dozens to hundreds of neurons at the same time
hundreds of neurons at the same time
hundreds of neurons at the same time that activity noted here by the small
that activity noted here by the small
that activity noted here by the small blue lines can be analyzed
blue lines can be analyzed
blue lines can be analyzed simultaneously and used to drive a brain
simultaneously and used to drive a brain
simultaneously and used to drive a brain computer interface for control of a
computer interface for control of a
computer interface for control of a robotic arm where as shown here a cursor
robotic arm where as shown here a cursor
robotic arm where as shown here a cursor on a computer screen critically the
on a computer screen critically the
on a computer screen critically the subject gets to see the activity that he
subject gets to see the activity that he
subject gets to see the activity that he produces so that he can modulate and
produces so that he can modulate and
produces so that he can modulate and change how he’s operating his neural
change how he’s operating his neural
change how he’s operating his neural activity and hopefully learn how to
activity and hopefully learn how to
activity and hopefully learn how to control that brain computer interface
control that brain computer interface
control that brain computer interface now in order to drive this device we
now in order to drive this device we
now in order to drive this device we have to understand and decode how motor
have to understand and decode how motor
have to understand and decode how motor intent is represented by these neurons
intent is represented by these neurons
intent is represented by these neurons and it sounds like a complex process
and it sounds like a complex process
and it sounds like a complex process conceptually is rather straightforward
conceptually is rather straightforward
conceptually is rather straightforward if you want to understand what the
if you want to understand what the
if you want to understand what the neural signal is for say moving to the
neural signal is for say moving to the
neural signal is for say moving to the left what you do is you ask the subject
left what you do is you ask the subject
left what you do is you ask the subject to move to the left and when the subject
to move to the left and when the subject
to move to the left and when the subject attempts to move to the left what you’ll
attempts to move to the left what you’ll
attempts to move to the left what you’ll notice is that certain neurons will up
notice is that certain neurons will up
notice is that certain neurons will up regulate the number of sparks of
regulate the number of sparks of
regulate the number of sparks of electricity that make the rate of those
electricity that make the rate of those
electricity that make the rate of those sparks whereas others may go silent you
sparks whereas others may go silent you
sparks whereas others may go silent you can then take that as a signal that
can then take that as a signal that
can then take that as a signal that knows neurons are active when the
knows neurons are active when the
knows neurons are active when the subject wants that cursor to move to the
subject wants that cursor to move to the
subject wants that cursor to move to the left and then the next time you see
left and then the next time you see
left and then the next time you see those neurons firing you can use that to
those neurons firing you can use that to
those neurons firing you can use that to drive the cursor to the left similarly
drive the cursor to the left similarly
drive the cursor to the left similarly if you want to understand the neural
if you want to understand the neural
if you want to understand the neural code for moving to the right you can ask
code for moving to the right you can ask
code for moving to the right you can ask a subject to hit a target on the right
a subject to hit a target on the right
a subject to hit a target on the right and you may see other neurons up
and you may see other neurons up
and you may see other neurons up regulate the rate at which they fire
regulate the rate at which they fire
regulate the rate at which they fire those sparks of electricity and then you
those sparks of electricity and then you
those sparks of electricity and then you know when you see those neurons that
know when you see those neurons that
know when you see those neurons that should be an indication of a desire to
should be an indication of a desire to
should be an indication of a desire to move right and so when you see the
move right and so when you see the
move right and so when you see the action of those neurons fire you can
action of those neurons fire you can
action of those neurons fire you can take that and use it to push the cursor
take that and use it to push the cursor
take that and use it to push the cursor to the right a brain-computer interface
to the right a brain-computer interface
to the right a brain-computer interface hooked up in this way is intuitive to
hooked up in this way is intuitive to
hooked up in this way is intuitive to control so we call it an intuitive
control so we call it an intuitive
control so we call it an intuitive mapping between neural activity and
mapping between neural activity and
mapping between neural activity and cursor movement it’s intuitive because
cursor movement it’s intuitive because
cursor movement it’s intuitive because you use the neurons in much the way that
you use the neurons in much the way that
you use the neurons in much the way that they would naturally contribute to say
they would naturally contribute to say
they would naturally contribute to say in our movement control of this kind of
in our movement control of this kind of
in our movement control of this kind of a brain computer interface typically
a brain computer interface typically
a brain computer interface typically doesn’t take much learning at least for
doesn’t take much learning at least for
doesn’t take much learning at least for simple movements like controlling a
simple movements like controlling a
simple movements like controlling a cursor in two dimensions on a computer
cursor in two dimensions on a computer
cursor in two dimensions on a computer screen control of a complex high degree
screen control of a complex high degree
screen control of a complex high degree of freedom robotic arm is another story
of freedom robotic arm is another story
of freedom robotic arm is another story but for this case the control of this 2d
but for this case the control of this 2d
but for this case the control of this 2d cursor is relatively straightforward and
cursor is relatively straightforward and
cursor is relatively straightforward and you can see that because the subject can
you can see that because the subject can
you can see that because the subject can make straight simple relatively fast
make straight simple relatively fast
make straight simple relatively fast movements to any target that they want
movements to any target that they want
movements to any target that they want to hit but if you want to study the
to hit but if you want to study the
to hit but if you want to study the limits of learnability you don’t have to
limits of learnability you don’t have to
limits of learnability you don’t have to hook it up in this straightforward
hook it up in this straightforward
hook it up in this straightforward intuitive way instead you can do
intuitive way instead you can do
intuitive way instead you can do something crazy like scramble the
something crazy like scramble the
something crazy like scramble the relationship between the neurons
relationship between the neurons
relationship between the neurons and the movements now as soon as you do
and the movements now as soon as you do
and the movements now as soon as you do that the subject will lose the ability
that the subject will lose the ability
that the subject will lose the ability to control the cursor and so when he
to control the cursor and so when he
to control the cursor and so when he intends to hit certain targets the
intends to hit certain targets the
intends to hit certain targets the cursor may go in the wrong direction or
cursor may go in the wrong direction or
cursor may go in the wrong direction or may just drift off in a random direction
may just drift off in a random direction
may just drift off in a random direction and the question is can the subject
and the question is can the subject
and the question is can the subject learn to reconfigure their neural
learn to reconfigure their neural
learn to reconfigure their neural activity to regain control of the cursor
activity to regain control of the cursor
activity to regain control of the cursor through this arbitrarily scrambled
through this arbitrarily scrambled
through this arbitrarily scrambled mapping that’s the learnability question
mapping that’s the learnability question
mapping that’s the learnability question in a nutshell we’ve given the subject
in a nutshell we’ve given the subject
in a nutshell we’ve given the subject something that they have to understand a
something that they have to understand a
something that they have to understand a new device that they have to
new device that they have to
new device that they have to conceptualize reconfigure their thinking
conceptualize reconfigure their thinking
conceptualize reconfigure their thinking and reorganize their neural activity in
and reorganize their neural activity in
and reorganize their neural activity in order to gain control if they’re able to
order to gain control if they’re able to
order to gain control if they’re able to do this in a relatively short time span
do this in a relatively short time span
do this in a relatively short time span say an hour we would call that mapping
say an hour we would call that mapping
say an hour we would call that mapping learn about if they’re not able to do
learn about if they’re not able to do
learn about if they’re not able to do this over that course of a couple of
this over that course of a couple of
this over that course of a couple of hours of practice we would call that
hours of practice we would call that
hours of practice we would call that mapping unwearable and the question is
mapping unwearable and the question is
mapping unwearable and the question is can we look at neural activity and
can we look at neural activity and
can we look at neural activity and determine whether a brain is capable of
determine whether a brain is capable of
determine whether a brain is capable of learning a new mapping or is not capable
learning a new mapping or is not capable
learning a new mapping or is not capable of learning on your mapping can we
of learning on your mapping can we
of learning on your mapping can we predict before we even ask the subject
predict before we even ask the subject
predict before we even ask the subject to use that mapping whether or not that
to use that mapping whether or not that
to use that mapping whether or not that brain is able to learn it and the answer
brain is able to learn it and the answer
brain is able to learn it and the answer is that we can so how do we do this
is that we can so how do we do this
is that we can so how do we do this imagine a space with the action of every
imagine a space with the action of every
imagine a space with the action of every neuron it’s an axis in this space the
neuron it’s an axis in this space the
neuron it’s an axis in this space the number of sparks that neuron one will
number of sparks that neuron one will
number of sparks that neuron one will admit will be one axis on this bake and
admit will be one axis on this bake and
admit will be one axis on this bake and the rate at which neuron two produces
the rate at which neuron two produces
the rate at which neuron two produces sparks will be another axis in the space
sparks will be another axis in the space
sparks will be another axis in the space and neuron three will be another and so
and neuron three will be another and so
and neuron three will be another and so on and so forth we can map the
on and so forth we can map the
on and so forth we can map the simultaneous action of neurons in this
simultaneous action of neurons in this
simultaneous action of neurons in this space by plotting it as a point in this
space by plotting it as a point in this
space by plotting it as a point in this space that represents at every instance
space that represents at every instance
space that represents at every instance in time how many sparks of electricity
in time how many sparks of electricity
in time how many sparks of electricity every neuron was making and we can do
every neuron was making and we can do
every neuron was making and we can do this for another instant in time and
this for another instant in time and
this for another instant in time and build another point in this space and we
build another point in this space and we
build another point in this space and we can observe a brain over the course of
can observe a brain over the course of
can observe a brain over the course of five or ten minutes and build up a
five or ten minutes and build up a
five or ten minutes and build up a repertoire of a list of all those neural
repertoire of a list of all those neural
repertoire of a list of all those neural activity patterns that
activity patterns that
activity patterns that see and one of the fundamental things
see and one of the fundamental things
see and one of the fundamental things that we find is that neural activity
that we find is that neural activity
that we find is that neural activity doesn’t fill the space each of us has a
doesn’t fill the space each of us has a
doesn’t fill the space each of us has a repertoire of neural activity that we
repertoire of neural activity that we
repertoire of neural activity that we produce certain patterns of neural
produce certain patterns of neural
produce certain patterns of neural activity that our brains produce
activity that our brains produce
activity that our brains produce naturally and certain patterns of neural
naturally and certain patterns of neural
naturally and certain patterns of neural activity that never occur now an
activity that never occur now an
activity that never occur now an intuitive mapping or to control the BCI
involves producing neural activity
involves producing neural activity patterns to make one movement to the
patterns to make one movement to the
patterns to make one movement to the left or producing different neural
left or producing different neural
left or producing different neural activities to make a different movement
activities to make a different movement
activities to make a different movement to the right and it looks like
to the right and it looks like
to the right and it looks like essentially an axis a line that points
essentially an axis a line that points
essentially an axis a line that points through this space where to produce
through this space where to produce
through this space where to produce movements so left you may produce colors
movements so left you may produce colors
movements so left you may produce colors on the left and to Bri use movements to
on the left and to Bri use movements to
on the left and to Bri use movements to the right you may produce neural
the right you may produce neural
the right you may produce neural activity patterns that live on the right
activity patterns that live on the right
activity patterns that live on the right hand side of this screen when we
hand side of this screen when we
hand side of this screen when we scramble the mapping it gives somebody
scramble the mapping it gives somebody
scramble the mapping it gives somebody something new to learn it involves
something new to learn it involves
something new to learn it involves swinging this axis spinning it in space
swinging this axis spinning it in space
swinging this axis spinning it in space randomly now turns out if this line is
randomly now turns out if this line is
randomly now turns out if this line is well spanned by your neural repertoire
well spanned by your neural repertoire
well spanned by your neural repertoire you can reconfigure how those neural
you can reconfigure how those neural
you can reconfigure how those neural activity patterns relate to movement so
activity patterns relate to movement so
activity patterns relate to movement so that you end up producing now neural
that you end up producing now neural
that you end up producing now neural activity patterns towards the bottom in
activity patterns towards the bottom in
activity patterns towards the bottom in order to move right and you end up
order to move right and you end up
order to move right and you end up producing neural activity patterns
producing neural activity patterns
producing neural activity patterns towards the top of your repertoire in
towards the top of your repertoire in
towards the top of your repertoire in order to move left it turns out you can
order to move left it turns out you can
order to move left it turns out you can reassociate your neural activity
reassociate your neural activity
reassociate your neural activity patterns with arbitrary motor outcomes
patterns with arbitrary motor outcomes
patterns with arbitrary motor outcomes relatively quickly now there are other
relatively quickly now there are other
relatively quickly now there are other mappings other scrambling between neural
mappings other scrambling between neural
mappings other scrambling between neural activity and cursor movements that you
activity and cursor movements that you
activity and cursor movements that you can make and so that first one we would
can make and so that first one we would
can make and so that first one we would call it learning but we could give the
call it learning but we could give the
call it learning but we could give the subject another mapping to use and that
subject another mapping to use and that
subject another mapping to use and that would spin this line randomly in space
would spin this line randomly in space
would spin this line randomly in space and in this case it might point outside
and in this case it might point outside
and in this case it might point outside of the set of patterns that you’re able
of the set of patterns that you’re able
of the set of patterns that you’re able to produce your neural repertoire and it
to produce your neural repertoire and it
to produce your neural repertoire and it turns out you can attempt to reconfigure
turns out you can attempt to reconfigure
turns out you can attempt to reconfigure these patterns and spin them around and
these patterns and spin them around and
these patterns and spin them around and it doesn’t matter how you reconfigure
it doesn’t matter how you reconfigure
it doesn’t matter how you reconfigure those patterns you can never drive
those patterns you can never drive
those patterns you can never drive movements through this device they don’t
movements through this device they don’t
movements through this device they don’t in order to make move
in order to make move
in order to make move through this device you would have to
through this device you would have to
through this device you would have to generate fundamentally new activity
generate fundamentally new activity
generate fundamentally new activity patterns outside of your repertoire and
patterns outside of your repertoire and
patterns outside of your repertoire and it turns out these kinds of movements
it turns out these kinds of movements
it turns out these kinds of movements are not learning so let’s recap we’d
are not learning so let’s recap we’d
are not learning so let’s recap we’d like to understand the difference
like to understand the difference
like to understand the difference between something that is learn about
between something that is learn about
between something that is learn about quickly it’s something that is not and
quickly it’s something that is not and
quickly it’s something that is not and so to study this we tackled the hardest
so to study this we tackled the hardest
so to study this we tackled the hardest thing that you ever try to learn and
thing that you ever try to learn and
thing that you ever try to learn and that’s movement and we leverage brain
that’s movement and we leverage brain
that’s movement and we leverage brain computer interfaces right which are
computer interfaces right which are
computer interfaces right which are devices that have the potential to
devices that have the potential to
devices that have the potential to restore motor control ability to those
restore motor control ability to those
restore motor control ability to those who’ve lost it due to injury or disease
who’ve lost it due to injury or disease
who’ve lost it due to injury or disease and these devices have to be learned now
and these devices have to be learned now
and these devices have to be learned now these devices also represent really
these devices also represent really
these devices also represent really powerful scientific tools because they
powerful scientific tools because they
powerful scientific tools because they give us a lot of flexibility in
designing mappings between neural
designing mappings between neural activity and cursor movements and asking
activity and cursor movements and asking
activity and cursor movements and asking subjects can you produce particular
subjects can you produce particular
subjects can you produce particular poundage of neural activity can you
poundage of neural activity can you
poundage of neural activity can you learn how to control this device and how
learn how to control this device and how
learn how to control this device and how you go about that process and what we
you go about that process and what we
you go about that process and what we found is that everybody has a neural
found is that everybody has a neural
found is that everybody has a neural repertoire a set of neural activity
repertoire a set of neural activity
repertoire a set of neural activity patterns that they’re able to produce
patterns that they’re able to produce
patterns that they’re able to produce and fast learning occurs by reassociate
and fast learning occurs by reassociate
and fast learning occurs by reassociate ins with arbitrary motor outcomes but
ins with arbitrary motor outcomes but
ins with arbitrary motor outcomes but things that are really hard to learn
necessitate the generation of neural
necessitate the generation of neural activity patterns outside of that
activity patterns outside of that
activity patterns outside of that repertoire so what’s next what we really
repertoire so what’s next what we really
repertoire so what’s next what we really want to do is make the unlearn able
want to do is make the unlearn able
want to do is make the unlearn able learn about how do you expand your
learn about how do you expand your
learn about how do you expand your neural repertoire how can we design a
neural repertoire how can we design a
neural repertoire how can we design a training environment in order to
training environment in order to
training environment in order to accelerate that learning process if we
accelerate that learning process if we
accelerate that learning process if we were able to do this it would have
were able to do this it would have
were able to do this it would have massive implications for motor
massive implications for motor
massive implications for motor rehabilitation or training subjects to
rehabilitation or training subjects to
rehabilitation or training subjects to learn brain computer interfaces but are
learn brain computer interfaces but are
learn brain computer interfaces but are these ideas more broadly applicable can
these ideas more broadly applicable can
these ideas more broadly applicable can we accelerate learning in the classroom
we accelerate learning in the classroom
we accelerate learning in the classroom can we train all of us to become
can we train all of us to become
can we train all of us to become professional athletes I don’t know
professional athletes I don’t know
professional athletes I don’t know so outside of my narrow repertoire but
so outside of my narrow repertoire but
so outside of my narrow repertoire but I’m working on it when I find out I will
I’m working on it when I find out I will
I’m working on it when I find out I will let you know thank you all
let you know thank you all
let you know thank you all [Applause]
[Music]
[Music] you
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