CELEST

CELEST Thrust Three:

Learning in Cognitive-Emotional Interactions and Planned Sequential Behaviors

10 July 2007

CELESTSome questions about sequence learning

What are some real-life examples of sequence learning?

Why do scientists study sequence memory/learning phenomena?

What are (or should be) the big questions?

What has been discovered?

E.g., Why is working memory span measured with a sequence recall task?

Where is research heading?

Does this have any applications to educational practice? Anything that good teachers didn’t already know?

CELEST

Working Memory for Sequential Information

is required for most cognitive and planning tasks, e.g.,

language comprehension and production

“holding in mind” and following instructions (scripts)

reading and spelling

typing, handwriting and composing

imitation learning of act sequences

CELESTSome questions about sequence learning

What are some real-life examples of sequence learning?

Why do scientists study sequence memory/learning phenomena?

What are (or should be) the big questions?

What has been discovered?

E.g., Why is working memory span measured with a sequence recall task?

Where is research heading?

Does this have any applications to educational practice? Anything that good teachers didn’t already know?

CELEST

Scientists will study anything …. that they don’t already understand.

CELEST

Scientists will study anything …. that they don’t already understand.

For those for whom puzzlement is insufficient justification:

DNA sequences encode the wisdom accumulated by biological evolution.

Learned sequences encode wisdom accumulated by cultural evolution.

"Man ...owes this immense superiority to his intellectual faculties, to his social habits, which lead him to aid and defend his fellows, and to his corporeal structure. ...Through his powers of intellect, articulate language has been evolved; and on this his wonderful advancement has mainly depended."

C. Darwin (1871), The descent of man and selection in relation to sex.

CELESTSome questions about sequence learning

What are some real-life examples of sequence learning?

Why do scientists study sequence memory/learning phenomena?

What are (or should be) the big questions?

What has been discovered?

E.g., Why is working memory span measured with a sequence recall task?

Where is research heading?

Does this have any applications to educational practice? Anything that good teachers didn’t already know?

CELEST

What makes the human brain so facile at manipulating and storing sequential codes?

What brain changes made language per se possible?

How does language build upon, yet also surpass, preexisting adaptations for sequential coding?

CELESTSome questions about sequence learning

What are some real-life examples of sequence learning?

Why do scientists study sequence memory/learning phenomena?

What are (or should be) the big questions?

What has been discovered?

E.g., Why is working memory span measured with a sequence recall task?

Where is research heading?

Does this have any applications to educational practice? Anything that good teachers didn’t already know?

CELESTAgam, Bullock & Sekuler (2005) J. Neurophysiology

“Imitating unfamiliar sequences of connected linear motions”

left: modeled disk’s path of motionmiddle: subject’s delayed attempt to imitate motionsright: static paths shown as post-imitation feedback

Each motion sequence was 3 to 7 segments long and unfamiliar, i.e., novel.

How are sequences represented in WORKING MEMORY?

Lashley, 1951; Grossberg (1978); Houghton (1990); Page & Norris (1998); Rhodes & Bullock (2003); Farrell & Lewandowsky (2004)

Simulation of CQ model of Boardman & Bullock (1991)

PFC (area 46) data from cued-recall figure-drawing task of Averbeck, Chafee, Crowe, Georgopoulos (2002)

Competitive Queuing (CQ)

CELESTSome questions about sequence learning

What are some real-life examples of sequence learning?

Why do scientists study sequence memory/learning phenomena?

What are (or should be) the big questions?

What has been discovered?

E.g., Why is working memory span measured with a sequence recall task?

Where is research heading?

Does this have any applications to educational practice? Anything that good teachers didn’t already know?

CELESTAgam, Bullock & Sekuler (2005)

“Imitating unfamiliar sequences of connected linear motions”

WM for motion sequences has limited capacity

Both patterns replicate past results seen in immediate serial recall (ISR) of verbal items

Error grows across serial positions

CELESTAgam, Bullock & Sekuler (2005)

“Imitating unfamiliar sequences of connected linear motions”

Largest overshoots of segment amplitudes occurred for the final item of each sequence

Errors: Adjacent-segment transpositions predominated (as in verbal ISR data)

How are such effects explained by competitive queuing models?

Competitive Queuing (CQ)

rank order is vulnerable to

noise

final item is free from

competitors

Averbeck et al. (2002)

CELESTSome questions about sequence learning

What are some real-life examples of sequence learning?

Why do scientists study sequence memory/learning phenomena?

What are (or should be) the big questions?

What has been discovered?

E.g., Why is working memory span measured with a sequence recall task?

Where is research heading?

Does this have any applications to educational practice? Anything that good teachers didn’t already know?

CELEST

EEG high-frequency bands

Mean energy in band declines with serial position in the stimulus

Agam & Sekuler (2006)

EEG high-frequency bandsassociated with ATTENTION

CELEST

Rice & Sekuler (early results)

Distributed practice: Learning is slow,

but durable

Agam, Galperin, Gold & Sekuler (2006)

Learning to imitate motion sequences

across multiple repetitions

CELESTNext Generation CQ Models

Gradient Order DIVA (GODIVA) Model of Speech Production

Bohland, Guenther, Bullock (2007)

Thrusts 2 and 3

CELESTT2-T3 Cross-Thrust Modeling:

GODIVA Laminar Model of Speech Production

Bohland, Guenther, Bullock (2007)

Combining an abstract syllable position code with the gradient code for order enables the model to work well despite limited analog bandwidth.

GODIVA model explains why exchange errors respect position within syllables.

CELEST

TElencephalic

Laminar

Objective

Selector

Brown, Bullock & Grossberg (2004)

TELOS Model

Dopamine

This model learned and remembered IF-THEN rules for voluntary attending in seven primate tasks.

How does COHERENT CORTICAL ACTIVITY enable the BASAL GANGLIA to gate voluntary execution of cognitive plans?

CELEST

TELOS simulations:17 model cell

activities matched 17 recorded cell

discharge patterns

Brown, Bullock & Grossberg (2000;

2004)

Fixation

Saccade

Overlap

Gap

Memory

F

T

F

T

F

T

F

T

F

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CELESTSome questions about sequence learning

What are some real-life examples of sequence learning?

Why do scientists study sequence memory/learning phenomena?

What are (or should be) the big questions?

What has been discovered?

E.g., Why is working memory span measured with a sequence recall task?

Where is research heading?

Does this have any applications to educational practice? Anything that good teachers didn’t already know?