Creating Better Learners by Driving Neuroplasticity

Temporal Dynamics of Learning OECD 2012

Améliorer les performances des apprenants grâce à la plasticité cérébrale Prof. Andrea A. Chiba University of California, San Diego


The goal of our Center: To understand the role of time and timing in learning

From the neuronal and millisecond scale…

…to the brain and year-long scale


Ο χρόνος είναι µια οργανωτική αρχή του κόσµου Le temps est un principe organisateur du monde Time is an organizing principle of the world

5+3x6=48 =oops!

THE CHILD JUMPED ON THE FROG.

THE FROG JUMPED ON THE CHILD.

•  Sequences underlie much of what we learn

•  The brain is organized according to temporal patterns as is our world

•  The ability of the brain and the world to integrate is crucial


STDP Spikes Local Field Potentials Cortical EEG

Time is an organizing principle of the brain

Temporal Dynamics of Learning OECD 2012 Initiative 1

● Temporal patterns are learned and recognized ● Temporal pattern recognition is basic for perception, language, and cognitive processing ● Deficiency in rapid temporal processing underlies some learning deficits

Elements D C B Dt Dt Dt

time 1 2 3

wi A

Temporal pattern & sequence

How are temporal sequences organized?

Temporal Dynamics of Learning OECD 2012 OECD 2012

Naive model

How do brain circuits learn sequences?


Time matters for processing…

“say”

“stay”

Freq

uenc

y

100 ms

Time (milliseconds)

These wave forms are identical except for the artificially inserted gap and a compensating shrinkage of the waveform.


50

55

60

65

70

75

80

85

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100

8 15 30 60 150

305

428

947

1466

1985

3023

3543

4062

Interstimulus Interval (ISI) in milliseconds

Per

cen

t C

orr

ect

ControlLanguage Impaired< 40ms - Phonemes40-350ms - Syllables

Tone Duration = 75 msec Tone 1 = 100 Hz, Tone 2 = 300 Hz

Time matters for learning…

Tallal & Piercy (1973) Nature.

6-8 year old language impaired children can’t do the task at short ISI’s: correlation, or causation?

PHONEME RANGE

SYLLABLE RANGE

Temporal Dynamics of Learning OECD 2012 11

Timescales of investigation

Seconds Action selection Prediction Temporal Diff. learning Reinforcement

Neuromodulation Motor action Perceptual decisions Brain rhythms

100s of msec

Minutes Days Weeks Years

LTP Neurogenesis Spacing effects Expertise

10s of msec

Ba Da Whisking Spikes STDP Phoneme processing


Clarke County School District

•  The Clarke County School District of GA implemented the Fast ForWord products in eight schools during the 2006-‐2007 and 2007-‐2008 school years.

•  2,257 students had their reading achievement assessed with the Criterion-‐Referenced Competency Tests (CRCT). Some students used Fast ForWord products, others served as a comparison group.

•  Based on CRCT results, on average, the Fast ForWord parMcipants made greater gains than the comparison group.

•  Following Fast ForWord parMcipaMon in 2006-‐2007, 40% of students who were not proficient in 2006 crossed the proficiency threshold in 2007, compared to 27% of the students in the comparison group. These results were replicated by students who first used Fast ForWord products during the 2007-‐2008 school year: 42% of the parMcipants crossed the proficiency threshold in 2008, compared to 29% of the students in the comparison group.


20082007

m08clrk03mflongitudinal scaled score CRCTwave 1 n=571wave 2 n=758wave 3 n=928

2006

Sc

ale

Sc

ore

0

2792

794

796

798

800

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806

Wave 3 - Did not start Fast ForWord before 2008 CRCT

Wave 1- Started Fast ForWord in 2006-2007

Wave 2- Started Fast ForWord in 2007-2008

Pro

ficie

nc

y Th

resh

old

CRCT

Clarke County School District: CRCT Results


Inactive brain state

Active brain state

AM noise stimulus

State for effective coding and learning

of temporal patterns?

Brain Activation Improves Stimulus Fidelity in the Cortex

● Rodent Audition (Harris): Neural encoding of auditory temporal patterns is highly nonlinear and depends on brain state.

synchronized EEG, sleep, anesthesia

desynchronized EEG, alertness, attention

From the Harris Lab



Active brain state

clicks clicks

Rodent Audition (Harris): Neural encoding of auditory temporal patterns is highly nonlinear and depends on brain state.


Active brain state

clicks


Active brain state

clicks


inactivated

Rat

e (H

z)

Cor

tex

activated

-1 0 1 2 3 4 5 60

50

100

150

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-1 0 1 2 3 4 5 60

50

100

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0 1 2 3 4 5 0 1 2 3 4 5

400

0

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200

Cortical Representation is Degraded in the Inactivated State

Auditory clicks:

inactivated

seconds

Rat

e (H

z)

seconds

Thal

amus

activated

-1 0 1 2 3 4 5 60

100

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-1 0 1 2 3 4 5 60

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0 1 2 3 4 5 0 1 2 3 4 5

1000

0

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0

500

Thalamic Activity Represents the Stimulus in Both States

Minces, Harris, Chiba


Burst Spiking of a Single Cortical Neuron Modifies Global Brain State

Li, Poo, and Dan, Science 2009

Initiative 2

Temporal Dynamics of Learning OECD 2012 18




100s of msec



10s of msec

Ba Da Whisking Spikes STDP Phoneme processing


•  Your brain is a giant oscillator (Buzsaki)

•  EEG power in the gamma band of this oscillation (~40Hz) has been implicated in attention, perception, memory, language, and neural synchrony

•  Gamma power increases throughout development.

•  Can we use gamma power in toddlers to predict language ability?

Gamma Power and Language Learning April Benasich


Resting Gamma Power In the Frontal Regions Predicts Preschool Language Scores

Resting Gamma Power at 36 months of age predicts language skills at 4 and 5 years of age

From Benasich Lab with Harris


•  These results suggests brain dynamics are important for cognitive function

•  Early diagnosis means we can now think about early interventions - perhaps a “FastForWord for toddlers” that can ameliorate the problems that these children face.

Brain dynamics matter for learning…


• In an inactivated state, cortical processing of the stimulus is degraded in Auditory, Visual, and Tactile modalities.

• Thalamic processing of the stimulus is maintained in the inactive state for auditory information but not for visual.

• Stimulus fidelity is enhanced by an activated brain state for all modalities. • Cortical activation can be achieved via neuromodulation from a subcortical source (Basal Forebrain Acetylcholine) or locally (a single bursting cortical neuron) or from training. • Natural activation in the form of gamma oscillations in babies predicts later language acquisition. • Early identification can allow for early intervention.


How can we drive temporal processing at rapid timescales, while also driving group synchrony ? Gamelan, Attention, and Synchrony!


Estimate and reproduce interval:

100s of ms

Monitor unison with target beat:

10s of ms

Adjust following interval Accordingly:

10s of ms

Synchronizing with an isochronous beat

Target beat

Player

Filter out Non-targets


10s of ms

100s of ms

10s of seconds

minutes

10s of minutes - hours

Details of note shaping, beat to beat alignment

Note to note and beat to beat movement

Rhythmic or melodic motives or themes

Melodic phrases and chord progressions

Musical structures and compositions

Accurate synchrony and integration

Amongst players, too


1) Does ability to pay attention correlate with ability to synchronize in a group setting?

2) Is this correlation, if it exists, solely due to differences in attentional allocation or do underlying differences in time processing also exist?

3) Since it is possible to improve one’s ability to synchronize through group music practice, can such improvements translate into measurable improvements in

attentional performance?

Research Questions


The Gamelan Project – preliminary study

Does ability to pay attention correlate with ability to synchronize in a group setting?


Experimental instrument: aluminum keys with piezoelectric film elements


Audio recording data


0 10 20 30 40 50 60-3

-2

-1

0

1

2

3

0 10 20 30 40 50 60-3

-2

-1

0

1

2

3

-3-2

-10

12

302468101214

-3-2

-10

12

302468101214

Examples of good and poor synchronizers using vector strength analysis

poor

good

phase

phase


Results

A significant correlation was found across all measures

p<0.0025

Other measures

Swann teacher ratings

Psychometric tests


Passive Listening.

Sounds are all the same. We only care about timing.

deviant


Short Condition

Long Condition

Time

Volta

ge u

V

deviant standard

Example A


Short Condition

Long Condition

Example A

Time

Volta

ge u

V

deviant standard

Sensitivity to Time


Synchronization

Subject drums to a steady beat, even when sounds are omitted.


Drumming Data

Accuracy


sound omitted

Time (seconds)


Conclusions:

•  There exists a correlation between the ability to synchronize and classic measures of attention

•  We have developed measures of individual

differences in temporal processing at the behavioral and neural level

•  A tool to measure the effects of musical training on measures of attention and classroom performance

•  These differences correlate with other cognitive characteristics across individuals


Neuroimaging techniques provide a window into The structural development necessary for timing

Courtesy of Terry Jernigan


How does white matter maturation relate to readiness for academic skills? Can development be facilitated?

Thus far, longitudinal DTI findings support continued microstructural change in white matter during late adolescence, and suggest ongoing refinement of

projection and association fibers into early adulthood. Structural asymmetries are correlated with measures several measures of academic performance.


Why does time matter?

•  Time matters for processing

•  Time matters for learning

•  Time matters for action

•  Thus, optimizing temporal processing is a key feature of the ability to learn effectively





100s of msec



10s of msec

Ba Da

Whisking Spikes STDP Phoneme processing


What are the implications for education?

Timing is an essential property of the world and the brain and it must be optimal for optimal learning to occur. Plasticity is an inherent feature of the brain that can be optimized and remediated through specific types of behavioral training. Basic aspects of our culture including music, exercise, and enrichment may facilitate learning and cognition. We should be circumspect before removing them from the curriculum.

Creating Better Learners by Driving Neuroplasticity

Education

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