TEDIndia 2009
Pawan Sinha: How brains learn to see
Pawan Sinha objašnjava kako mozak uči vidjeti
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Pawan Sinha govori o svom najnovijem istraživanju o tome kako se razvija doživljaj vida. Sinha i njegov tim osigurali su besplatan tretman vraćanja vida djeci koja su rođena slijepa. A zatim su proučavali kako njihov mozak uči interpretirati vizualne podatke. Rad pruža uvid u neuroznanost, inženjering, pa čak i autizam.
Pawan Sinha - Visual neuroscientist
Pawan Sinha researches how our brains interpret what our eyes see -- and uses that research to give blind children the gift of sight. Full bio
Pawan Sinha researches how our brains interpret what our eyes see -- and uses that research to give blind children the gift of sight. Full bio
Double-click the English transcript below to play the video.
00:15
If you are a blind child in India,
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Ako ste slijepo dijete u Indiji,
00:19
you will very likely have to contend with
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vjerojatno ćete se morati suočiti s
00:22
at least two big pieces of bad news.
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barem dvije loše vijesti.
00:25
The first bad news
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Prva loša vijest je
00:27
is that the chances of getting treatment
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da su vam šanse da dobijete liječenje
00:30
are extremely slim to none,
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vrlo male do nikakve,
00:33
and that's because most of the blindness
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a to je zato što se većina programa za ublažavanje
00:35
alleviation programs in the country
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sljepoće u zemlji
00:37
are focused on adults,
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fokusira na odrasle
00:39
and there are very, very few hospitals
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i vrlo je malo bolnica
00:42
that are actually equipped to treat children.
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koje su opremljene za liječenje djece.
00:46
In fact, if you were to be treated,
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U biti, ako i jeste liječeni,
00:51
you might well end up being treated
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vjerojatno će vas liječiti
00:54
by a person who has no medical credentials
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osoba koja nema medicinske kvalifikacije
00:57
as this case from Rajasthan illustrates.
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kao što to ilustrira ovaj slučaj iz Rajasthana.
01:00
This is a three-year-old orphan girl
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Ovo je trogodišnja djevojčica siroče
01:02
who had cataracts.
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koja je imala kataraktu.
01:04
So, her caretakers took her
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Njezini skrbnici su je odveli
01:06
to the village medicine man,
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seoskom vraču
01:08
and instead of suggesting to the caretakers
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i umjesto da je savjetovao skrbnike
01:11
that the girl be taken to a hospital,
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da djevojčicu odvedu u bolnicu,
01:14
the person decided to burn her abdomen
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spalio joj je abdomen
01:16
with red-hot iron bars
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užarenim šipkama
01:18
to drive out the demons.
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kako bi istjerao demone.
01:20
The second piece of bad news
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Drugu lošu vijest
01:23
will be delivered to you
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predočit će vam
01:25
by neuroscientists, who will tell you
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neuroznanstvenici koji će vam reći
01:28
that if you are older than four or five years of age,
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da ako ste stariji od 4 ili 5 godina
01:31
that even if you have your eye corrected,
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i čak ako vam je vid vraćen,
01:34
the chances of your brain learning how to see
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šanse da vaš mozak nauči vidjeti su
01:37
are very, very slim --
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vrlo, vrlo male.
01:39
again, slim or none.
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Opet, male do nikakve.
01:42
So when I heard these two things,
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Zato, kada sam čuo ove dvije stvari,
01:44
it troubled me deeply,
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duboko su me zabrinule
01:46
both because of personal reasons
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zbog osobnih i
01:48
and scientific reasons.
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znanstvenih razloga.
01:50
So let me first start with the personal reason.
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Započet ću s osobnim razlogom.
01:53
It'll sound corny, but it's sincere.
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Zvučat će otrcano, ali je iskreno.
01:56
That's my son, Darius.
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Ovo je moj sin Darius.
01:58
As a new father,
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Kao novi otac,
02:00
I have a qualitatively different sense
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imam kvalitativno drugačiji osjet
02:04
of just how delicate babies are,
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o tome kako su djeca osjetljiva,
02:07
what our obligations are towards them
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o našim obavezama prema njima
02:10
and how much love
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i koliko ljubavi
02:12
we can feel towards a child.
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možemo osjećati prema djetetu.
02:15
I would move heaven and earth
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Pomaknuo bih nebo i zemlju
02:17
in order to get treatment for Darius,
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u svrhu liječenja Dariusa.
02:20
and for me to be told
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I za mene je to, da mi netko kaže
02:22
that there might be other Dariuses
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da ondje može biti još jedan Darius
02:24
who are not getting treatment,
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koji ne može dobiti liječenje,
02:26
that's just viscerally wrong.
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to je neprihvatljivo i pogrešno.
02:29
So that's the personal reason.
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Dakle, to je osobni razlog.
02:31
Scientific reason is that this notion
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Znanstveni razlog je ta konstatacija
02:34
from neuroscience of critical periods --
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neuroznanosti o kritičnom periodu
02:36
that if the brain is older
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ako je mozak stariji od
02:39
than four or five years of age,
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4 ili 5 godina
02:41
it loses its ability to learn --
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da gubi sposobnost učenja,
02:43
that doesn't sit well with me,
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s time se ne slažem
02:45
because I don't think that idea
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jer mislim da ta teorija
02:47
has been tested adequately.
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nije adekvatno testirana.
02:50
The birth of the idea is from
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Ideja potiče iz
02:52
David Hubel and Torsten Wiesel's work,
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rada Davida Hubela i Torstena Wiesela,
02:54
two researchers who were at Harvard,
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dva istraživača s Harvarda,
02:56
and they got the Nobel Prize in 1981
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dobili su Nobelovu nagradu 1981.g.
02:59
for their studies of visual physiology,
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za istraživanja vizualne psihologije,
03:01
which are remarkably beautiful studies,
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zapanjujuće prelijepa istraživanja,
03:03
but I believe some of their work
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ali mislim da su neki od njihovih radova
03:05
has been extrapolated
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prerano primijenjeni
03:07
into the human domain prematurely.
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na ljudsku domenu.
03:09
So, they did their work with kittens,
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Radili su s mačkama
03:11
with different kinds of deprivation regiments,
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s različitim nedostatcima ili poremećajima,
03:13
and those studies,
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i sada se te studije
03:15
which date back to the '60s,
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koje sežu još od šezdesetih
03:17
are now being applied to human children.
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primjenjuju i na ljudsku djecu.
03:20
So I felt that I needed to do two things.
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Osjećao sam da trebam učiniti dvije stvari.
03:23
One: provide care
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Prvo: pobrinuti se za njegu
03:26
to children who are currently
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djece koja su trenutno
03:28
being deprived of treatment.
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lišena medicinskog tretmana.
03:30
That's the humanitarian mission.
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To je humanitarna misija.
03:32
And the scientific mission would be
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A znanstvena misija bila bi
03:34
to test the limits
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testirati granice
03:36
of visual plasticity.
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vizualne plastičnosti mozga.
03:38
And these two missions, as you can tell,
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Te se dvije misije, kao što možete vidjeti,
03:41
thread together perfectly. One adds to the other;
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savršeno isprepliću, jedna nadopunjuje drugu.
03:44
in fact, one would be impossible without the other.
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U biti, jedna ne bi bila moguća bez druge.
03:49
So, to implement
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Stoga, kako bih ostvario
03:51
these twin missions,
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ove dvije misije,
03:53
a few years ago, I launched Project Prakash.
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prije par godina pokrenuo sam projekt Prakash.
03:56
Prakash, as many of you know,
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Prakash, kao što mnogi od vas već znaju,
03:58
is the Sanskrit word for light,
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riječ je iz Sanskrta, a znači svijetlo,
04:00
and the idea is that
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a sama ideja je
04:02
in bringing light into the lives of children,
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da donese svijetlo u živote djece,
04:05
we also have a chance
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a mi također imamo priliku
04:07
of shedding light on some of the
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rasvijetliti neke
04:09
deepest mysteries of neuroscience.
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od najdubljih tajni neuroznanosti.
04:12
And the logo -- even though it looks extremely Irish,
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A logo, iako izgleda kao irski,
04:15
it's actually derived from
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zapravo dolazi od
04:17
the Indian symbol of Diya, an earthen lamp.
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indijskog simbola Diya, zemaljana svjetiljka.
04:21
The Prakash, the overall effort
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Prakash, cjelovit trud
04:24
has three components:
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ima tri komponente,
04:26
outreach, to identify children in need of care;
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identificirati djecu za potrebu njege,
04:30
medical treatment; and in subsequent study.
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medicinskog tretmana i kasnijeg istraživanja.
04:33
And I want to show you a short video clip
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Želim vam pokazati kratak video isječak
04:36
that illustrates the first two components of this work.
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koji ilustrira prve dvije komponente ovog rada.
04:41
This is an outreach station
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Ovo je terenska aktivnost provođena
04:43
conducted at a school for the blind.
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u školi za slijepe.
04:46
(Text: Most of the children are profoundly and permanently blind ...)
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(Tekst: Većina djece je duboko i trajno slijepa...)
04:51
Pawan Sinha: So, because this is a school for the blind,
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Budući da je to škola za slijepe,
04:56
many children have permanent conditions.
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mnoga djeca imaju trajna stanja.
04:58
That's a case of microphthalmos,
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To je slučaj s microftalmusom,
05:01
which is malformed eyes,
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što su iskrivljene oči
05:03
and that's a permanent condition;
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i to je trajno stanje.
05:05
it cannot be treated.
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Ne može se liječiti.
05:07
That's an extreme of micropthalmos
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To se kao i ekstremni microftalmus
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called enophthalmos.
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naziva enoftalmus.
05:11
But, every so often, we come across children
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Ali svako malo nailazimo na djecu
05:13
who show some residual vision,
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koja pokazuju znakove rezidualnog vida,
05:16
and that is a very good sign
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a to je jako dobar znak
05:19
that the condition might actually be treatable.
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da takvo stanje može biti lječivo.
05:21
So, after that screening, we bring the children to the hospital.
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Nakon pregleda djecu šaljemo u bolnicu.
05:24
That's the hospital we're working with in Delhi,
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Ovo je bolnica s kojom radimo u Delhiju,
05:26
the Schroff Charity Eye Hospital.
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Schroff Charity Eye Hospital.
05:29
It has a very well-equipped
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Imaju jako dobro opremljen
05:31
pediatric ophthalmic center,
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pedijatrijski oftalmološki centar,
05:35
which was made possible in part
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što je omogućeno darom
05:37
by a gift from the Ronald McDonald charity.
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zaklade Ronalda McDonalda.
05:41
So, eating burgers actually helps.
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Dakle, jedenje hamburgera zapravo pomaže.
05:45
(Text: Such examinations allow us to improve
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(Tekst: Takvi pregledi nam omogućuju
05:47
eye-health in many children, and ...
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da poboljšamo zdravlje očiju kod mnoge djece i
05:54
... help us find children who can participate in Project Prakash.)
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pomogne nam da pronađemo djecu koja će sudjelovati u projektu Prakash.)
05:57
PS: So, as I zoom in to the eyes of this child,
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Kad približim oči djeteta,
05:59
you will see the cause of his blindness.
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vidjet ćete uzrok njegove sljepoće.
06:03
The whites that you see in the middle of his pupils
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Bjelinu koju možete vidjeti na sredini njegovih zjenica
06:06
are congenital cataracts,
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su kongenitalne (urođene) katarakte,
06:09
so opacities of the lens.
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dakle zamućenje leće.
06:11
In our eyes, the lens is clear,
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U našim očima leća je čista,
06:14
but in this child, the lens has become opaque,
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ali u očima ovog djeteta leća je postala neprozirna
06:16
and therefore he can't see the world.
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i zato ono ne može vidjeti svijet.
06:19
So, the child is given treatment. You'll see shots of the eye.
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Stoga je djetetu pruženo liječenje. Vidjet ćete slike oka.
06:22
Here's the eye with the opaque lens,
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Ovdje je oko s neprozirnom lećom,
06:24
the opaque lens extracted
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izvađena neprozirna leća
06:26
and an acrylic lens inserted.
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i umetnuta umjetna, akrilna leća.
06:29
And here's the same child
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A ovdje je isto dijete
06:31
three weeks post-operation,
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tri tjedna nakon operacije
06:34
with the right eye open.
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s otvorenim desnim okom.
06:40
(Applause)
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(pljesak)
06:46
Thank you.
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Hvala.
06:48
So, even from that little clip, you can begin to get the sense
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Čak i iz ovog malog isječka počinjete dobivati osjećaj
06:51
that recovery is possible,
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da je oporavak moguć,
06:53
and we have now
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a primijenili smo
06:55
provided treatment to over 200 children,
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tretman na više od 200 djece
06:58
and the story repeats itself.
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i priča se ponavlja.
07:00
After treatment, the child
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Nakon liječenja dijete ima
07:02
gains significant functionality.
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značajnu vidnu funkcionalnost.
07:05
In fact, the story holds true
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U biti, priča je istinita
07:08
even if you have a person who got sight
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čak ako imate osobu kojoj se povratio vid
07:10
after several years of deprivation.
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nakon nekoliko godina od gubitka.
07:12
We did a paper a few years ago
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Napravili smo članak prije nekoliko godina
07:14
about this woman that you see on the right, SRD,
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o ženi koju vidite s desna, SRD,
07:18
and she got her sight late in life,
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vratio joj se vid kasnije u životu
07:20
and her vision is remarkable at this age.
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i sada je izvanredan za tu dob.
07:24
I should add a tragic postscript to this --
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Nažalost moram dodati tragični komentar da je
07:27
she died two years ago
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poginula prije dvije godine
07:29
in a bus accident.
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u autobusnoj nesreći.
07:31
So, hers is just a truly inspiring story --
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Njezina priča je istinita i nadahnjuje,
07:35
unknown, but inspiring story.
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nepoznata, ali nadahnjujuća priča.
07:38
So when we started finding these results,
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Kada smo počeli dobivati ove rezultate,
07:40
as you might imagine, it created quite a bit of stir
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kao što možete zamisliti, to je stvorilo prilično veliku pomutnju
07:43
in the scientific and the popular press.
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u znanstvenom i popularnom tisku.
07:46
Here's an article in Nature
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Ovo je članak iz Nature-a
07:48
that profiled this work,
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koji je objavio ovaj rad,
07:50
and another one in Time.
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i još jedan u Time-u.
07:52
So, we were fairly convinced -- we are convinced --
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Mi smo bili uvjereni, sada smo uvjereni
07:54
that recovery is feasible,
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da je oporavak moguć
07:56
despite extended visual deprivation.
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unatoč opsežnom gubitku vida.
07:59
The next obvious question to ask:
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Sljedeće očigledno pitanje bilo bi:
08:01
What is the process of recovery?
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Kakav je proces oporavka?
08:04
So, the way we study that is,
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Proučavamo to ovako,
08:07
let's say we find a child who has light sensitivity.
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recimo da nađemo dijete koje pokazuje osjetljivost na svjetlost.
08:09
The child is provided treatment,
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Djetetu je pružen tretman
08:11
and I want to stress that the treatment
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i želim naglasiti da je tretman
08:13
is completely unconditional;
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potpuno bezuvjetan.
08:15
there is no quid pro quo.
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Nije quid pro quo ("ti meni, ja tebi").
08:17
We treat many more children then we actually work with.
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Liječimo mnogo više djece od onih s kojima zapravo radimo.
08:20
Every child who needs treatment is treated.
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Svako dijete koje treba liječenje je liječeno.
08:23
After treatment, about every week,
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Nakon tretmana, otprilike svaki tjedan,
08:25
we run the child
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testiramo dijete
08:27
on a battery of simple visual tests
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jednostavnim vizualnim testovima
08:30
in order to see how their visual skills
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kako bismo pratili napredovanje
08:32
are coming on line.
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njegovih vještina.
08:34
And we try to do this for as long as possible.
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I pokušavamo to raditi što je duže moguće.
08:37
This arc of development
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Ovaj luk razvoja
08:39
gives us unprecedented
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daje nam
08:41
and extremely valuable information
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vrlo vrijedne informacije
08:43
about how the scaffolding of vision
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o tome kako se uspostavlja
08:45
gets set up.
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kostur vida.
08:47
What might be the causal connections
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Što može biti uzročna veza
08:49
between the early developing skills
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između ranog i
08:51
and the later developing ones?
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kasnog razvoja vještina?
08:53
And we've used this general approach to study
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Koristili smo ovaj opći pristup kako bismo proučili
08:55
many different visual proficiencies,
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mnogo različitih vizualnih prepoznavanja,
08:58
but I want to highlight one particular one,
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ali želim istaknuti jedan određeni,
09:02
and that is image parsing into objects.
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a to je sastavljanje slika u objekte.
09:05
So, any image of the kind that you see on the left,
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Svaka slika koju vidite s lijeva,
09:07
be it a real image or a synthetic image,
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bila ona prava ili sintetička,
09:10
it's made up of little regions
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sastavljena je od malih regija
09:12
that you see in the middle column,
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koje vidite na srednjoj slici,
09:14
regions of different colors, different luminances.
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regije različitih boja i osvjetljenja.
09:17
The brain has this complex task
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Mozak ima taj složeni zadatak
09:20
of putting together, integrating,
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da sastavi zajedno, integrira
09:23
subsets of these regions
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podjedinice tih regija
09:25
into something that's more meaningful,
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u nešto što ima značenje,
09:27
into what we would consider to be objects,
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u nešto što ćemo smatrati objektom,
09:29
as you see on the right.
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kao što vidite s desna.
09:31
And nobody knows how this integration happens,
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I nitko ne zna kako se ta integracija odvija.
09:33
and that's the question we asked with Project Prakash.
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A to je pitanje koje pitamo projektom Prakash.
09:37
So, here's what happens
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Dakle, evo što se dogodi
09:39
very soon after the onset of sight.
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ubrzo nakon početka gledanja.
09:42
Here's a person who had gained sight just a couple of weeks ago,
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Ovdje je osoba kojoj se vratio vid prije par tjedana,
09:45
and you see Ethan Myers, a graduate student from MIT,
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i vidite Ethana Myersa, diplomiranog studenta MIT-a,
09:48
running the experiment with him.
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kako izvodi pokus s njom.
09:51
His visual-motor coordination is quite poor,
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Njegova vizualna motorička koordinacija je siromašna,
09:55
but you get a general sense
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ali dobijete općeniti osjećaj
09:57
of what are the regions that he's trying to trace out.
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o regijama koje ona pokušava pratiti.
10:00
If you show him real world images,
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Ako mu pokažete stvarne slike,
10:02
if you show others like him real world images,
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ako drugima kao što je on pokažete stvarne slike,
10:05
they are unable to recognize most of the objects
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oni nisu u mogućnosti prepoznati većinu objekata
10:07
because the world to them is over-fragmented;
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jer je njima slika previše fragmentirana,
10:10
it's made up of a collage, a patchwork,
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kao da je napravljena od kolaža, niz zakrpa,
10:13
of regions of different colors and luminances.
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regija s drukčijim bojama i osvjetljenjem.
10:15
And that's what's indicated in the green outlines.
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To je ovo što pokazuju zelene linije.
10:17
When you ask them,
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Ako ih pitate
10:19
"Even if you can't name the objects, just point to where the objects are,"
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da pokažu gdje su objekti iako ih ne mogu imenovati,
10:22
these are the regions that they point to.
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ovo su regije koje oni pokazuju.
10:24
So the world is this complex
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Dakle svijet je veliki kompleks
10:26
patchwork of regions.
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zakrpa, regija.
10:28
Even the shadow on the ball
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Čak i sjena lopte postaje
10:30
becomes its own object.
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vlastiti objekt.
10:33
Interestingly enough,
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Zanimljivo,
10:35
you give them a few months,
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date im par mjeseci
10:37
and this is what happens.
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i ovo se dogodi.
10:43
Doctor: How many are these?
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Doktor: Koliko je ovo?
10:45
Patient: These are two things.
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Pacijent: To su dvije stvari.
10:47
Doctor: What are their shapes?
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Doktor: Koji su njihovi oblici?
10:49
Patient: Their shapes ...
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Pacijent: Njihovi oblici…
10:51
This one is a circle,
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Ovo je krug,
10:54
and this
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a ovo je
10:56
is a square.
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kvadrat.
10:58
PS: A very dramatic transformation has come about.
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PS: Pojavit će se vrlo dramatična transformacija.
11:01
And the question is:
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A pitanje je:
11:03
What underlies this transformation?
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Na čemu počiva ta transformacija?
11:05
It's a profound question,
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To je vrlo duboko pitanje,
11:07
and what's even more amazing is how simple
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a iznenađujuće je to što je odgovor
11:09
the answer is.
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vrlo jednostavan.
11:11
The answer lies in motion
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Odgovor leži u pokretu
11:13
and that's what I want to show you in the next clip.
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i to ću vam prikazati u sljedećem isječku.
11:18
Doctor: What shape do you see here?
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Doktor: Koji oblik vidite ovdje?
11:20
Patient: I can't make it out.
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Pacijent: Ne mogu razaznati.
11:28
Doctor: Now?
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Doktor: Sada?
11:31
Patient: Triangle.
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Pacijent: Trokut.
11:35
Doctor: How many things are these?
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Doktor: Koliko je to stvari?
11:48
Now, how many things are these?
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Sad, koliko je to stvari?
11:51
Patient: Two.
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Pacijent: Dvije.
11:53
Doctor: What are these things?
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Doktor: Koje su to stvari?
11:56
Patient: A square and a circle.
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Pacijent: Kvadrat i krug.
11:58
PS: And we see this pattern over and over again.
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PS: Ovakav razvoj kod pacijenta vidimo uvijek iznova.
12:01
The one thing the visual system needs
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Jedna stvar koju vizualni sustav treba
12:04
in order to begin parsing the world
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kako bi počeo raščlanjivati sliku o svijetu je
12:06
is dynamic information.
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dinamična informacija.
12:08
So the inference we are deriving from this,
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Dakle zaključak koji iznosimo iz ovoga,
12:10
and several such experiments,
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i još nekoliko ovakvih pokusa
12:12
is that dynamic information processing,
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-- procesiranje dinamične informacije
12:14
or motion processing,
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ili procesiranje pokreta,
12:16
serves as the bedrock for building
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služi kao temelj za izgradnju
12:18
the rest of the complexity of visual processing;
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ostatka kompleksa vizualnog procesiranja.
12:22
it leads to visual integration
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To vodi do vizualne integracije
12:24
and eventually to recognition.
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i na kraju do prepoznavanja.
12:27
This simple idea has far reaching implications.
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Ova jednostavna ideja ima dalekosežnu posljedicu.
12:30
And let me just quickly mention two,
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Dopustite da na brzinu spomenem dva.
12:33
one, drawing from the domain of engineering,
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Jedan s područja inženjerstva,
12:35
and one from the clinic.
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a drugi s područja klinike.
12:37
So, from the perspective of engineering,
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Dakle, iz perspektive inženjerstva,
12:39
we can ask: Goven that we know
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možemo pitati, znajući da je
12:42
that motion is so important for the human visual system,
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pokret vrlo bitan za vizualni sustav čovjeka,
12:44
can we use this as a recipe
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možemo li uzeti to kao recept
12:47
for constructing machine-based vision systems
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za izgradnju vizualnog sustava kod strojeva
12:50
that can learn on their own, that don't need to be programmed
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koji samostalno uče,
12:53
by a human programmer?
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koje onda ne mora čovjek programirati.
12:55
And that's what we're trying to do.
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To je ono što pokušavamo napraviti.
12:57
I'm at MIT, at MIT you need to apply
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Ja sam na MIT-u i ondje morate upotrebljavati
13:00
whatever basic knowledge you gain.
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svako osnovno znanje koje posjedujete.
13:02
So we are creating Dylan,
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Stvaramo Dylan,
13:04
which is a computational system
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računalni sustav
13:06
with an ambitious goal
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s ambicioznim ciljem
13:08
of taking in visual inputs
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uzimanja vizualnih signala
13:10
of the same kind that a human child would receive,
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iste vrste koje bi primilo i ljudsko dijete i
13:13
and autonomously discovering:
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samostalno bi otkrivalo
13:15
What are the objects in this visual input?
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objekte u tom vizualnom signala.
13:18
So, don't worry about the internals of Dylan.
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Stoga, ne brinite o unutrašnjosti Dylan.
13:21
Here, I'm just going to talk about
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Ovdje ću samo pričati
13:24
how we test Dylan.
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o tome kako smo Dylan testirali.
13:26
The way we test Dylan is by giving it
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Dakle testirali smo Dylan na taj način da smo joj davali
13:28
inputs, as I said, of the same kind
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signale iste vrste
13:31
that a baby, or a child in Project Prakash would get.
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koje je dobila i beba ili dijete koje je sudjelovalo u projektu Prakash.
13:34
But for a long time we couldn't quite figure out:
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No dugo vremena nismo mogli dokučiti
13:37
Wow can we get these kinds of video inputs?
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kako dobiti te vrste video podražaja.
13:41
So, I thought,
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Pa sam mislio
13:43
could we have Darius
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da bi Darius
13:45
serve as our babycam carrier,
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mogao poslužiti u te svrhe
13:48
and that way get the inputs that we feed into Dylan?
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i na taj način dobiti podražaje koje bi pohranili u Dylan.
13:51
So that's what we did.
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To smo i napravili.
13:53
(Laughter)
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(smijeh)
14:00
I had to have long conversations with my wife.
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Imao sam dugi razgovor sa svojom ženom.
14:03
(Laughter)
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(smijeh)
14:08
In fact, Pam, if you're watching this,
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U stvari, Pam, ako gledaš ovo,
14:10
please forgive me.
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molim te oprosti.
14:13
So, we modified the optics of the camera
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Modificirali smo optiku kamere kako bismo oponašali
14:17
in order to mimic the baby's visual acuity.
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vizualnu oštrinu vida djeteta.
14:20
As some of you might know,
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Kako neki od vas možda znaju,
14:22
babyies are born pretty much legally blind.
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djeca su rođena gotovo slijepa.
14:26
Their acuity -- our acuity is 20/20;
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Njihova oštrina – naša oštrina vida je 20/20 –
14:29
babies' acuity is like 20/800,
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oštrina vida beba je 20/800,
14:32
so they are looking at the world
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tako da gledaju
14:34
in a very, very blurry fashion.
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vrlo mutno.
14:37
Here's what a baby-cam video looks like.
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Ovako izgleda video s baby kamere.
14:41
(Laughter)
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(smijeh)
14:50
(Applause)
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(pljesak)
14:53
Thankfully, there isn't any audio
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Srećom, ne postoji zvučni zapis
14:55
to go with this.
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koji ide uz to.
14:58
What's amazing is that working with such
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Fascinantno je da bebe s tako
15:00
highly degraded input,
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degradiranim signalom
15:02
the baby, very quickly, is able
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mogu otkriti značenje
15:04
to discover meaning in such input.
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tog signala.
15:07
But then two or three days afterward,
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Ali tada, 2 do 3 dana kasnije,
15:09
babies begin to pay attention
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bebe počinju obraćati pozornost
15:11
to their mother's or their father's face.
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na lice svojih roditelja.
15:13
How does that happen? We want Dylan to be able to do that,
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Kako se to događa? Želimo da i Dylan to bude u stanju učiniti.
15:16
and using this mantra of motion,
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I koristeći tu mantru pokreta
15:19
Dylan actually can do that.
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Dylan to može učiniti.
15:21
So, given that kind of video input,
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Premda mu je dana ta vrsta video signala
15:24
with just about six or seven minutes worth of video,
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sa samo 6 ili 7 minuta dužine video zapisa,
15:27
Dylan can begin to extract patterns
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Dylan može početi razlučivati uzorke
15:30
that include faces.
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koji uključuju lica.
15:33
So, it's an important demonstration
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To je vrlo bitna demonstracija
15:35
of the power of motion.
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moći pokreta.
15:37
The clinical implication, it comes from the domain of autism.
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Kliničke posljedice nalazimo u domeni autizma.
15:40
Visual integration has been associated with autism
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Vizualna integriranost je s autizmom povezalo
15:42
by several researchers.
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nekoliko istraživača.
15:44
When we saw that, we asked:
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Kad smo to vidjeli, pitali smo se:
15:46
Could the impairment in visual integration
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Je li oštećenje vizualnog povezivanja
15:49
be the manifestation of something underneath,
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manifestacija nečega što je stvarni uzrok
15:52
of dynamic information processing deficiencies in autism?
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manjkavosti u obradbi dinamičkih informacija kod autizma?
15:55
Because, if that hypothesis were to be true,
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Jer ako je ta pretpostavka točna,
15:58
it would have massive repercussions in our understanding
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imalo bi to velike posljedice na naše razumijevanje
16:01
of what's causing the many different aspects
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o tome što uzrokuje mnoge različite
16:03
of the autism phenotype.
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aspekte autizma.
16:06
What you're going to see are
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Ono što ćemo vidjeti su
16:08
video clips of two children -- one neurotypical,
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video isječci dvoje djece, jedno neurotipično ("normalno") i
16:11
one with autism, playing Pong.
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jedno s autizmom, kako igraju stolni tenis.
16:13
So, while the child is playing Pong, we are tracking where they're looking.
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Dok igraju, pratimo kamo gledaju.
16:16
In red are the eye movement traces.
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Crveno označava tragove kretanja očiju,
16:19
This is the neurotypical child, and what you see
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to je neurotipično dijete i kao što vidite
16:22
is that the child is able to make cues
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dijete je sposobno prepoznati
16:24
of the dynamic information
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dinamičke informacije
16:26
to predict where the ball is going to go.
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kako bi predvidjelo kamo će lopta ići.
16:28
Even before the ball gets to a place,
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I prije nego što će doći
16:31
the child is already looking there.
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dijete već gleda prema tamo.
16:34
Contrast this with a child
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Usporedite to s djetetom
16:36
with autism playing the same game.
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s autizmom koje je igralo s njim.
16:38
Instead of anticipating,
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Umjesto predviđanja
16:40
the child always follows where the ball has been.
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gdje će lopta biti, dijete je uvijek pratilo gdje je lopta bila.
16:43
The efficiency of the use
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Učinkovitost korištenja
16:45
of dynamic information
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dinamičke informacije
16:47
seems to be significantly compromised in autism.
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značajno je umanjena autizmom.
16:51
So we are pursuing this line of work
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Stoga nastavljamo slijediti ovu liniju rada
16:54
and hopefully we'll have
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nadajući se da ćemo
16:56
more results to report soon.
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imati više rezultata za izvijestiti ubrzo.
16:58
Looking ahead, if you think of this disk
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Gledajući u budućnost, ako zamislite da ovaj krug
17:01
as representing all of the children
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predstavlja svu djecu koju smo
17:03
we've treated so far,
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do sad liječili,
17:05
this is the magnitude of the problem.
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uvidjet ćete značaj ovog problema.
17:07
The red dots are the children we have not treated.
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Crvene točke predstavljaju djecu koju nismo liječili.
17:10
So, there are many, many more children who need to be treated,
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Dakle, postoji još mnogo, mnogo više djece koju je potrebno liječiti,
17:12
and in order to expand the scope of the project,
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stoga da bismo proširili opseg projekta,
17:15
we are planning on launching
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planiramo pokrenuti
17:17
The Prakash Center for Children,
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Prakash Centar za Djecu,
17:19
which will have a dedicated pediatric hospital,
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koji će sadržavati specijaliziranu dječju bolnicu,
17:22
a school for the children we are treating
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školu za djecu koja su na liječenju
17:24
and also a cutting-edge research facility.
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te također napredni istraživački odjel.
17:26
The Prakash Center will integrate health care,
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Prakash Centar će objedinjavati zdravstvenu skrb,
17:29
education and research in a way
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obrazovanje i istraživanje na način
17:31
that truly creates the whole
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koji doista stvara cjelinu bolju
17:33
to be greater than the sum of the parts.
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od pukog zbroja dijelova.
17:36
So, to summarize: Prakash, in its five years of existence,
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Dakle, da sumiramo, Prakash je u svojih pet godina postojanja
17:39
it's had an impact in multiple areas,
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imao utjecaj na mnoga područja,
17:42
ranging from basic neuroscience
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u rasponu od neuroznanosti: osnovne neurološke
17:44
plasticity and learning in the brain,
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plastičnosti i proučavanja mozga
17:46
to clinically relevant hypotheses like in autism,
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do klinički relevantnih hipoteza poput onih o autizmu,
17:50
the development of autonomous machine vision systems,
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razvoja autonomnih uređaja sistema vida,
17:53
education of the undergraduate and graduate students,
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edukacije preddiplomskih i diplomskih studenata
17:56
and most importantly in the alleviation
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i, što je najvažnije, smanjivanje i olakšavanje
17:58
of childhood blindness.
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dječje sljepoće.
18:00
And for my students and I, it's been
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I za moje studente i mene,
18:02
just a phenomenal experience
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to je bilo fenomenalno iskustvo
18:04
because we have gotten to do interesting research,
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jer smo imali priliku provoditi zanimljiva istraživanja,
18:08
while at the same time
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istodobno
18:10
helping the many children that we have worked with.
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pomažući mnogoj djeci s kojima smo radili.
18:12
Thank you very much.
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Puno vam hvala.
18:14
(Applause)
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(pljesak)
ABOUT THE SPEAKER
Pawan Sinha - Visual neuroscientistPawan Sinha researches how our brains interpret what our eyes see -- and uses that research to give blind children the gift of sight.
Why you should listen
At Pawan Sinha's MIT lab, he and his team spend their days trying to understand how the brain learns to recognize and use the patterns and scenes we see around us. To do this, they often use computers to model the processes of the human brain, but they also study human subjects, some of whom are seeing the world for the very first time and can tell them about the experience as it happens. They find these unusual subjects through the humanitarian branch of their research, Project Prakash.
Project Prakash sets up eye-care camps in some of the most habitually underserved regions of India, and gives free eye-health screenings to, since 2003, more than 700 functionally blind children. The children are then treated without charge, even if they do not fit the profile that would make them eligible for Sinha's research.
Sinha's eventual goal is to help 500 children each year; plans are under way for a center for visual rehabilitation in new Delhi. The special relationship that Sinha has created between research and humanitarianism promises to deliver on both fronts.
Pawan Sinha | Speaker | TED.com