TEDIndia 2009
Pawan Sinha: How brains learn to see
Pawan Sinha: kako se možgani naučijo videti
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Pawan Sinha predstavi revolucionarno raziskovanje razvoja možganskega sistema vizualnega zaznavanja. Sinha s sodelavci omogoča brezplačno zdravljenje poškodb vida otrokom, ki so slepi že od rojstva, in tako preučuje, kako se njihovi možgani naučijo razlagati in definirati vizualne podatke. Njegovo delo sega na področje nevroznanosti, inženirstva in celo avtizma.
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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Če ste slepi otrok v Indiji,
00:19
you will very likely have to contend with
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se boste morali spoprijeti z
00:22
at least two big pieces of bad news.
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vsaj dvema zelo slabima novicama.
00:25
The first bad news
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Prva je,
00:27
is that the chances of getting treatment
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da so možnosti zdravljenja
00:30
are extremely slim to none,
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zelo majhne ali nične,
00:33
and that's because most of the blindness
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saj je večina programov
00:35
alleviation programs in the country
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za ublažitev posledic slepote v državi
00:37
are focused on adults,
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namenjena odraslim
00:39
and there are very, very few hospitals
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in tako je izjemno malo bolnišnic
00:42
that are actually equipped to treat children.
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opremljenih za zdravjenje otrok.
00:46
In fact, if you were to be treated,
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Če pa pridete do zdravljenja,
00:51
you might well end up being treated
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se lahko zgodi, da bo to v rokah
00:54
by a person who has no medical credentials
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osebe brez zdravniške izobrazbe,
00:57
as this case from Rajasthan illustrates.
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kot prikazuje ta primer iz Radžastana.
01:00
This is a three-year-old orphan girl
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To je triletna osirotela deklica,
01:02
who had cataracts.
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ki ima sivo mreno.
01:04
So, her caretakers took her
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Njeni skrbniki so jo peljali
01:06
to the village medicine man,
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k vaškemu zdravilcu, ki,
01:08
and instead of suggesting to the caretakers
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namesto da bi jim svetoval,
01:11
that the girl be taken to a hospital,
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naj jo peljejo v bolnišnico,
01:14
the person decided to burn her abdomen
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se je odločil žgati njen trebuh
01:16
with red-hot iron bars
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z razžarjenimi železnimi palicami,
01:18
to drive out the demons.
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da bi izgnal zle sile.
01:20
The second piece of bad news
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Drugo slabo novico
01:23
will be delivered to you
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bi izvedeli pri nevrologih,
01:25
by neuroscientists, who will tell you
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ki bi vam povedali,
01:28
that if you are older than four or five years of age,
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da če ste starejši od štirih ali pet let,
01:31
that even if you have your eye corrected,
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bi, čeprav bi vam ozdravili oči,
01:34
the chances of your brain learning how to see
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bila verjetnost možganov, da se naučijo videti,
01:37
are very, very slim --
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zelo zelo majhna
01:39
again, slim or none.
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ali nična.
01:42
So when I heard these two things,
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Ko sem to izvedel,
01:44
it troubled me deeply,
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me je hudo zaskrbelo,
01:46
both because of personal reasons
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tako iz osebnih
01:48
and scientific reasons.
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kot znanstvenih razlogov.
01:50
So let me first start with the personal reason.
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Naj začnem z osebno platjo.
01:53
It'll sound corny, but it's sincere.
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Zvenelo bo osladno, a je iskreno.
01:56
That's my son, Darius.
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To je moj sinček, Darius.
01:58
As a new father,
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Kot mladi očka
02:00
I have a qualitatively different sense
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se precej drugače zavedam,
02:04
of just how delicate babies are,
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kako občutljivi so dojenčki,
02:07
what our obligations are towards them
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kakšne so naše odgovornosti do njih
02:10
and how much love
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in koliko ljubezni
02:12
we can feel towards a child.
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lahko čutimo do otrok.
02:15
I would move heaven and earth
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Premaknil bi nebo in zemljo,
02:17
in order to get treatment for Darius,
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da bi Dariusu omogočil zdravljenje,
02:20
and for me to be told
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in ko sem izvedel,
02:22
that there might be other Dariuses
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da so tu še drugi Dariusi,
02:24
who are not getting treatment,
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ki zdravljenja niso deležni,
02:26
that's just viscerally wrong.
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sem bil globoko prizadet.
02:29
So that's the personal reason.
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To je torej osebni razlog.
02:31
Scientific reason is that this notion
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Znanstveni pa je, da me trditev
02:34
from neuroscience of critical periods --
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nevrologov o kritičnem obdobju možganov --
02:36
that if the brain is older
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možgani, starejši
02:39
than four or five years of age,
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od štirih ali petih let,
02:41
it loses its ability to learn --
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naj bi izgubili sposobnost učenja --
02:43
that doesn't sit well with me,
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ni prepričala,
02:45
because I don't think that idea
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saj mislim, da za potrditev
02:47
has been tested adequately.
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ni bila primerno testirana.
02:50
The birth of the idea is from
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Ta ideja je plod dela
02:52
David Hubel and Torsten Wiesel's work,
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Davida Hubela in Torstena Wiesela,
02:54
two researchers who were at Harvard,
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dveh raziskovalcev s Harvarda,
02:56
and they got the Nobel Prize in 1981
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dobitnikov Nobelove nagrade leta 1981
02:59
for their studies of visual physiology,
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za študiji vizualne fiziologije,
03:01
which are remarkably beautiful studies,
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izjemni in čudoviti študiji,
03:03
but I believe some of their work
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čeprav menim, da je bilo nekaj
03:05
has been extrapolated
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njunih izsledkov prezgodaj prenešenih
03:07
into the human domain prematurely.
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v domeno človeškega telesa.
03:09
So, they did their work with kittens,
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Raziskave sta opravljala na mačkah,
03:11
with different kinds of deprivation regiments,
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prikrajšanih na različne načine,
03:13
and those studies,
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izsledki teh raziskav
03:15
which date back to the '60s,
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iz šestdesetih let
03:17
are now being applied to human children.
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pa so bili prenešeni tudi na človeške otroke.
03:20
So I felt that I needed to do two things.
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Čutil sem, da moram narediti dvoje.
03:23
One: provide care
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Prvič, priskrbeti pomoč
03:26
to children who are currently
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otrokom, ki so trenutno
03:28
being deprived of treatment.
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prikrajšani za zdravljenje.
03:30
That's the humanitarian mission.
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To je človekoljubno poslanstvo.
03:32
And the scientific mission would be
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Znanstveno poslanstvo pa bi bilo
03:34
to test the limits
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testirati meje
03:36
of visual plasticity.
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vizualne plastičnosti.
03:38
And these two missions, as you can tell,
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Ti dve poslanstvi, kot lahko vidite,
03:41
thread together perfectly. One adds to the other;
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se čudovito prepletata. Eno prispeva k drugemu,
03:44
in fact, one would be impossible without the other.
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pravzaprav sami zase ne bi mogla obstajati.
03:49
So, to implement
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Za namene združitve teh dveh poslanstev
03:51
these twin missions,
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sem pred nekaj leti
03:53
a few years ago, I launched Project Prakash.
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začel Projekt Prakash.
03:56
Prakash, as many of you know,
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Beseda prakash, kot vas veliko ve,
03:58
is the Sanskrit word for light,
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v sanskritu pomeni svetlobo,
04:00
and the idea is that
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naša zamisel je, da preko
04:02
in bringing light into the lives of children,
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osvetljevanja otroških življenj
04:05
we also have a chance
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najdemo tudi možnosti
04:07
of shedding light on some of the
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osvetljevanja nekaterih
04:09
deepest mysteries of neuroscience.
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najglobljih skrivnosti nevroznanosti.
04:12
And the logo -- even though it looks extremely Irish,
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Naš logotip, čeprav je videti zelo irski,
04:15
it's actually derived from
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pravzaprav izhaja iz
04:17
the Indian symbol of Diya, an earthen lamp.
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indijskega simbola za oljenko, Diyo.
04:21
The Prakash, the overall effort
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V splošnem je cilj Prakasha
04:24
has three components:
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razdeljen na tri dele:
04:26
outreach, to identify children in need of care;
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pomoč, iskanje otrok, ki potrebujejo nego;
04:30
medical treatment; and in subsequent study.
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zdravljenje; in posledična študija.
04:33
And I want to show you a short video clip
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Pokazal vam bom kratek posnetek,
04:36
that illustrates the first two components of this work.
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ki prikazuje prva dva člena našega dela.
04:41
This is an outreach station
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To je center za pomoč,
04:43
conducted at a school for the blind.
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ki jo vodimo na šoli za slepe.
04:46
(Text: Most of the children are profoundly and permanently blind ...)
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(Večina otrok je hudo slabovidna ali trajno slepa ...)
04:51
Pawan Sinha: So, because this is a school for the blind,
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Pawan Sinha: Ker je to šola za slepe,
04:56
many children have permanent conditions.
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imamo veliko otrok s trajnimi okvarami.
04:58
That's a case of microphthalmos,
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To je primer mikroftalmije,
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which is malformed eyes,
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nepravilno razvitih zrkel,
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and that's a permanent condition;
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ki je trajna
05:05
it cannot be treated.
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in neozdravljiva.
05:07
That's an extreme of micropthalmos
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To je skrajen primer mikroftalmije,
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called enophthalmos.
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imenovan enoftalmos.
05:11
But, every so often, we come across children
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A vsake toliko najdemo otroke,
05:13
who show some residual vision,
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ki kažejo znake vidnega zaznavanja,
05:16
and that is a very good sign
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kar je zelo dober znak
05:19
that the condition might actually be treatable.
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za možnost uspešnega zdravljenja.
05:21
So, after that screening, we bring the children to the hospital.
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Po pregledu otroke pripeljemo v bolnišnico.
05:24
That's the hospital we're working with in Delhi,
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To je bolnišnica v Delhiju, s katero sodelujemo,
05:26
the Schroff Charity Eye Hospital.
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bolnišnica Schroff Charity Eye.
05:29
It has a very well-equipped
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Tu je zelo dobro opremljen
05:31
pediatric ophthalmic center,
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center za otroške očesne bolezni,
05:35
which was made possible in part
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ki ga je delno omogočila donacija
05:37
by a gift from the Ronald McDonald charity.
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dobrodelne ustanove Ronalda McDonalda.
05:41
So, eating burgers actually helps.
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Kot vidite, hitra hrana lahko tudi pomaga.
05:45
(Text: Such examinations allow us to improve
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(Taki pregledi nam omogočajo izboljšanje
05:47
eye-health in many children, and ...
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očesnega stanja mnogih otrok in ...
05:54
... help us find children who can participate in Project Prakash.)
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... pomagajo nam najti otroke, ki bi postali del Projekta Prakash.)
05:57
PS: So, as I zoom in to the eyes of this child,
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PS: Če približam v oči tega otroka,
05:59
you will see the cause of his blindness.
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boste videli razlog njegove slepote.
06:03
The whites that you see in the middle of his pupils
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Belina v sredini njegovih zenic
06:06
are congenital cataracts,
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je prirojena siva mrena,
06:09
so opacities of the lens.
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torej motnost leče.
06:11
In our eyes, the lens is clear,
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V naših očeh so leče prozorne,
06:14
but in this child, the lens has become opaque,
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pri tem otroku pa so postale motne,
06:16
and therefore he can't see the world.
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zato ne more videti sveta.
06:19
So, the child is given treatment. You'll see shots of the eye.
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Omogočimo mu zdravljenje. Videli boste posnetke očesa.
06:22
Here's the eye with the opaque lens,
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Tu je oko z zamegljeno lečo,
06:24
the opaque lens extracted
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ki jo odstranimo
06:26
and an acrylic lens inserted.
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in nadomestimo z akrilno lečo.
06:29
And here's the same child
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To je isti otrok po treh tednih
06:31
three weeks post-operation,
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okrevanja po posegu,
06:34
with the right eye open.
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z odprtim desnim očesom.
06:40
(Applause)
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(Aplavz)
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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Tako lahko tudi na tem kratkem prikazu vidite,
06:51
that recovery is possible,
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da je zdravljenje možno,
06:53
and we have now
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in do zdaj smo ga zagotovili
06:55
provided treatment to over 200 children,
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že več kot 200 otrokom,
06:58
and the story repeats itself.
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zgodba pa se še nadaljuje.
07:00
After treatment, the child
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Po zdravljenju se otrokova
07:02
gains significant functionality.
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funkcionalnost znatno izboljša.
07:05
In fact, the story holds true
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Ta postopek je uspešen tudi
07:08
even if you have a person who got sight
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pri ljudeh, ki so spregledali
07:10
after several years of deprivation.
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po več letih slepote.
07:12
We did a paper a few years ago
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Pred leti smo pisali o ženski,
07:14
about this woman that you see on the right, SRD,
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ki jo vidite na desni, SRD,
07:18
and she got her sight late in life,
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ki je spregledala v poznih letih
07:20
and her vision is remarkable at this age.
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in danes je njen vid izjemen.
07:24
I should add a tragic postscript to this --
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A tu je še tragični del njene zgodbe,
07:27
she died two years ago
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pred dvema letoma je umrla
07:29
in a bus accident.
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v nesreči avtobusa.
07:31
So, hers is just a truly inspiring story --
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A njena zgodba je vseeno navdihujoča,
07:35
unknown, but inspiring story.
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čeprav neznana.
07:38
So when we started finding these results,
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Ko smo torej prišli do teh rezultatov, smo,
07:40
as you might imagine, it created quite a bit of stir
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kot si lahko predstavljate, precej pretresli
07:43
in the scientific and the popular press.
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znanstveni in poljudni tisk.
07:46
Here's an article in Nature
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Tu je članek v znanstvenem tedniku Nature,
07:48
that profiled this work,
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ki opisuje naše delo,
07:50
and another one in Time.
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in še en v časniku Time.
07:52
So, we were fairly convinced -- we are convinced --
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Bili smo torej trdno prepričani -- smo prepričani --
07:54
that recovery is feasible,
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da je zdravljenje lahko uspešno
07:56
despite extended visual deprivation.
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kljub dolgotrajni slabovidnosti.
07:59
The next obvious question to ask:
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Naslednje očitno vprašanje je,
08:01
What is the process of recovery?
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kako poteka okrevanje?
08:04
So, the way we study that is,
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To preučujemo tako,
08:07
let's say we find a child who has light sensitivity.
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da najdemo otroka, ki zaznava svetlobo.
08:09
The child is provided treatment,
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Otroku priskrbimo zdravljenje,
08:11
and I want to stress that the treatment
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ki, poudarjam, je
08:13
is completely unconditional;
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popolnoma brezpogojno,
08:15
there is no quid pro quo.
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brez vsakršne protistoritve.
08:17
We treat many more children then we actually work with.
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Zdravimo veliko več otrok, kot dejansko z njimi delamo.
08:20
Every child who needs treatment is treated.
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Vsak otrok, ki potrebuje zdravljenje, ga dobi.
08:23
After treatment, about every week,
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Po njem približno vsak teden
08:25
we run the child
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pri otroku izvedemo
08:27
on a battery of simple visual tests
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vrsto preprostih vizualnih testov,
08:30
in order to see how their visual skills
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da vidimo, kako napredujejo
08:32
are coming on line.
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njegove vidne sposobnosti.
08:34
And we try to do this for as long as possible.
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To poskušamo izvajati kolikor dolgo mogoče.
08:37
This arc of development
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Skozi ta lok razvoja
08:39
gives us unprecedented
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dobimo neverjetne
08:41
and extremely valuable information
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in izjemno važne podatke o tem,
08:43
about how the scaffolding of vision
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kako se sestavlja
08:45
gets set up.
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gradbeni oder vida.
08:47
What might be the causal connections
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Kakšne bi lahko bile naključne povezave
08:49
between the early developing skills
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med sposobnostmi zgodnjega
08:51
and the later developing ones?
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in poznejšega razvoja vida?
08:53
And we've used this general approach to study
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Poslužili smo se splošnega pristopa
08:55
many different visual proficiencies,
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za preučevanje mnogih različnih vizualnih znanj,
08:58
but I want to highlight one particular one,
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tu pa želim posebej omeniti eno,
09:02
and that is image parsing into objects.
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in sicer razčlenitev oblik v predmete.
09:05
So, any image of the kind that you see on the left,
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Katerakoli podoba, ki jo vidite na levi,
09:07
be it a real image or a synthetic image,
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tako prava kot sintetična podoba,
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it's made up of little regions
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je sestavljena iz majhnih območij,
09:12
that you see in the middle column,
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ki jih vidite na srednji sliki,
09:14
regions of different colors, different luminances.
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območij različnih barv ali svetlosti.
09:17
The brain has this complex task
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Možgani imajo zapleteno nalogo,
09:20
of putting together, integrating,
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da sestavijo in združijo
09:23
subsets of these regions
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delce teh območij
09:25
into something that's more meaningful,
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v nekaj z večjim pomenom,
09:27
into what we would consider to be objects,
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kar mi dojemamo kot predmete,
09:29
as you see on the right.
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in to vidite na desni.
09:31
And nobody knows how this integration happens,
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Nihče ne ve, kako to združevanje poteka,
09:33
and that's the question we asked with Project Prakash.
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zato smo se to vprašali v Projektu Prakash.
09:37
So, here's what happens
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To se torej zgodi
09:39
very soon after the onset of sight.
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takoj po začetku vida.
09:42
Here's a person who had gained sight just a couple of weeks ago,
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Ta moški je spregledal pred le nekaj tedni,
09:45
and you see Ethan Myers, a graduate student from MIT,
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ob njem pa je Ethan Myers, podiplomski študent s
09:48
running the experiment with him.
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Tehnološkega inštituta v Massachusettsu, ki izvaja test.
09:51
His visual-motor coordination is quite poor,
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Njegova vizualno-motorična usklajenost je precej slaba,
09:55
but you get a general sense
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a vseeno lahko razumete,
09:57
of what are the regions that he's trying to trace out.
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katera območja želi pokazati.
10:00
If you show him real world images,
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Če mu pokažemo podobe iz resničnega sveta,
10:02
if you show others like him real world images,
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prav tako kot njemu podobnim ljudem,
10:05
they are unable to recognize most of the objects
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ne bo mogel prepoznati večine predmetov,
10:07
because the world to them is over-fragmented;
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saj je svet zanj preveč razčlenjen;
10:10
it's made up of a collage, a patchwork,
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je le sestavljanja, krpanka
10:13
of regions of different colors and luminances.
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območij različnih barv in svetlosti.
10:15
And that's what's indicated in the green outlines.
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To nakazujejo zelene obrobe.
10:17
When you ask them,
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Ko jim rečete,
10:19
"Even if you can't name the objects, just point to where the objects are,"
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"Tudi če predmetov ne znate imenovati, pokažite, kje so,"
10:22
these are the regions that they point to.
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bodo pokazali na ta območja.
10:24
So the world is this complex
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Zanje je torej svet ta zapletena
10:26
patchwork of regions.
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sestavljanja območij.
10:28
Even the shadow on the ball
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Celo senca na žogi
10:30
becomes its own object.
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postane predmet zase.
10:33
Interestingly enough,
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Zelo zanimivo,
10:35
you give them a few months,
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pa se po nekaj mesecih
10:37
and this is what happens.
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zgodi to.
10:43
Doctor: How many are these?
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Zdravnik: Koliko stvari je tu?
10:45
Patient: These are two things.
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Pacient: Tu sta dve stvari.
10:47
Doctor: What are their shapes?
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Zdravnik: Kakšnih oblik sta?
10:49
Patient: Their shapes ...
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Pacient: Oblika ...
10:51
This one is a circle,
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To je krog,
10:54
and this
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in to
10:56
is a square.
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je kvadrat.
10:58
PS: A very dramatic transformation has come about.
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PS: Prišlo je do zelo dramatične preobrazbe.
11:01
And the question is:
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Vprašanje pa je:
11:03
What underlies this transformation?
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Kaj povzroči tako preobrazbo?
11:05
It's a profound question,
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Gre za globoko vprašanje,
11:07
and what's even more amazing is how simple
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a bolj neverjetno je,
11:09
the answer is.
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kako preprost je odgovor nanj.
11:11
The answer lies in motion
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Odgovor se skriva v gibanju,
11:13
and that's what I want to show you in the next clip.
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kar vam bom pokazal v naslednjem prizoru.
11:18
Doctor: What shape do you see here?
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Zdravnik: Katero obliko vidite?
11:20
Patient: I can't make it out.
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Pacient: Ne morem ugotoviti.
11:28
Doctor: Now?
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Zdravnik: Kaj pa zdaj?
11:31
Patient: Triangle.
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Pacient: Trikotnik.
11:35
Doctor: How many things are these?
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Zdravnik: Koliko stvari vidite?
11:48
Now, how many things are these?
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Kaj pa zdaj, koliko jih je?
11:51
Patient: Two.
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Pacient: Dve.
11:53
Doctor: What are these things?
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Zdravnik: Kateri sta ti dve stvari?
11:56
Patient: A square and a circle.
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Pacient: Kvadrat in krog.
11:58
PS: And we see this pattern over and over again.
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PS: Ta vzorec se ponavlja znova in znova.
12:01
The one thing the visual system needs
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Edino, kar sistem vidnega zaznavanja potrebuje,
12:04
in order to begin parsing the world
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da razčleni in definira svet,
12:06
is dynamic information.
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je podatek o gibanju.
12:08
So the inference we are deriving from this,
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Iz tega in nekaj drugih poskusov
12:10
and several such experiments,
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smo sklepali,
12:12
is that dynamic information processing,
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da je obdelava podatkov o
12:14
or motion processing,
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dinamiki ali gibanju
12:16
serves as the bedrock for building
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temelj celotne preostale
12:18
the rest of the complexity of visual processing;
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zapletene vizualne obdelave;
12:22
it leads to visual integration
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vodi do vizualnega združevanja
12:24
and eventually to recognition.
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in posledično prepoznavanja.
12:27
This simple idea has far reaching implications.
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Ta preprosta ideja pa ima široke možnosti uporabe.
12:30
And let me just quickly mention two,
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Naj na hitro omenim le dve,
12:33
one, drawing from the domain of engineering,
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prva je inženirske,
12:35
and one from the clinic.
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druga pa klinične narave.
12:37
So, from the perspective of engineering,
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Z inženirskega stališča
12:39
we can ask: Goven that we know
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se lahko vprašamo: Če vemo,
12:42
that motion is so important for the human visual system,
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da je gibanje tako pomembno za človeški vidni sistem,
12:44
can we use this as a recipe
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ali lahko to znanje uporabimo
12:47
for constructing machine-based vision systems
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za konstrukcijo mehanskih vizualnih sistemov,
12:50
that can learn on their own, that don't need to be programmed
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ki se lahko učijo sami
12:53
by a human programmer?
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in brez človeškega programiranja?
12:55
And that's what we're trying to do.
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To tudi poskušamo narediti.
12:57
I'm at MIT, at MIT you need to apply
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Na Tehnološkem inštitutu v Massachusettsu, kjer delam,
13:00
whatever basic knowledge you gain.
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uporabimo vsa osnovna znanja, ki jih imamo.
13:02
So we are creating Dylan,
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Tako smo ustvarili Dylan,
13:04
which is a computational system
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računalniški sistem
13:06
with an ambitious goal
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z visoko zastavljenim ciljem
13:08
of taking in visual inputs
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prepoznavati vizualne podatke,
13:10
of the same kind that a human child would receive,
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enake, kot bi jih dobil otrok,
13:13
and autonomously discovering:
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in iz njih samostojno razbrati,
13:15
What are the objects in this visual input?
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katere predmete predstavljajo ti vizualni podatki.
13:18
So, don't worry about the internals of Dylan.
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Tu se ne bomo spuščali v podrobnosti programa,
13:21
Here, I'm just going to talk about
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povedal bom le,
13:24
how we test Dylan.
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kako smo ga testirali.
13:26
The way we test Dylan is by giving it
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To smo storili tako, da smo mu, kot rečeno,
13:28
inputs, as I said, of the same kind
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posredovali enake vrste podatkov,
13:31
that a baby, or a child in Project Prakash would get.
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kot jih dobi otrok v Projektu Prakash.
13:34
But for a long time we couldn't quite figure out:
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A dolgo časa nismo uspeli dognati:
13:37
Wow can we get these kinds of video inputs?
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Kako bi pridobili take video podatke?
13:41
So, I thought,
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Pomislil sem,
13:43
could we have Darius
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da bi nam lahko pomagal Darius
13:45
serve as our babycam carrier,
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in nosil kamero,
13:48
and that way get the inputs that we feed into Dylan?
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da bi tako dobili podatke za sistem Dylan.
13:51
So that's what we did.
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To smo tudi naredili.
13:53
(Laughter)
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(Smeh)
14:00
I had to have long conversations with my wife.
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Dolgo časa sem moral prepričevati ženo.
14:03
(Laughter)
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(Smeh)
14:08
In fact, Pam, if you're watching this,
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Pam, če to gledaš,
14:10
please forgive me.
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mi, prosim, oprosti.
14:13
So, we modified the optics of the camera
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Optične nastavitve kamere smo spremenili,
14:17
in order to mimic the baby's visual acuity.
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da je imitirala ostrino dojenčkovega vida.
14:20
As some of you might know,
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Kot verjetno nekateri veste,
14:22
babyies are born pretty much legally blind.
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se dojenčki rodijo skoraj popolnoma slepi.
14:26
Their acuity -- our acuity is 20/20;
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Ostrina našega vida je 20/20,
14:29
babies' acuity is like 20/800,
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ostrina dojenčkovega vida pa okrog 20/800,
14:32
so they are looking at the world
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zato vidijo svet
14:34
in a very, very blurry fashion.
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zelo zelo megleno.
14:37
Here's what a baby-cam video looks like.
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Približno tako vidi dojenček.
14:41
(Laughter)
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(Smeh)
14:50
(Applause)
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(Aplavz)
14:53
Thankfully, there isn't any audio
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Na srečo je ta posnetek
14:55
to go with this.
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brez zvoka.
14:58
What's amazing is that working with such
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Pri tem je izjemno, da pri še tako
15:00
highly degraded input,
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okrnjenih vizualnih podatkih
15:02
the baby, very quickly, is able
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dojenček lahko zelo hitro
15:04
to discover meaning in such input.
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odkrije pomen takega prizora.
15:07
But then two or three days afterward,
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Po dveh ali treh dnevih
15:09
babies begin to pay attention
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dojenčki postanejo pozorni
15:11
to their mother's or their father's face.
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na materin ali očetov obraz.
15:13
How does that happen? We want Dylan to be able to do that,
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Kako se to zgodi? To želimo prikazati z Dylanom,
15:16
and using this mantra of motion,
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ki lahko z mantro gibanja
15:19
Dylan actually can do that.
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to dejansko izvede.
15:21
So, given that kind of video input,
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Pri takih vizualnih podatkih,
15:24
with just about six or seven minutes worth of video,
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posnetku, dolgem le šest ali sedem minut,
15:27
Dylan can begin to extract patterns
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lahko Dylan začne izločati vzorce,
15:30
that include faces.
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ki vključujejo obraze.
15:33
So, it's an important demonstration
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To je torej pomemben prikaz
15:35
of the power of motion.
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moči gibanja.
15:37
The clinical implication, it comes from the domain of autism.
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Cilj klinične implikacije odkritja pa je avtizem.
15:40
Visual integration has been associated with autism
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Vizualno povezovanje je avtizmu pripisalo
15:42
by several researchers.
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precej raziskovalcev.
15:44
When we saw that, we asked:
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Ko smo to videli, smo se vprašali,
15:46
Could the impairment in visual integration
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ali bi lahko bilo okrnjeno vizualno povezovanje
15:49
be the manifestation of something underneath,
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pravzaprav posledica nečesa globljega,
15:52
of dynamic information processing deficiencies in autism?
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oslabljene obdelave podatkov dinamike pri avtizmu.
15:55
Because, if that hypothesis were to be true,
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Če bi namreč to hipotezo potrdili,
15:58
it would have massive repercussions in our understanding
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bi to imelo izjemne posledice v našem razumevanju
16:01
of what's causing the many different aspects
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razlogov in dejavnikov za različne vidike
16:03
of the autism phenotype.
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lastnosti in značilnosti avtistov.
16:06
What you're going to see are
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Videli boste posnetke dveh otrok,
16:08
video clips of two children -- one neurotypical,
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nevrotipičnega in avtističnega,
16:11
one with autism, playing Pong.
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pri igranju igre Pong.
16:13
So, while the child is playing Pong, we are tracking where they're looking.
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Med igranjem sledimo njunemu pogledu.
16:16
In red are the eye movement traces.
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Sledi gibanja oči so rdeče barve.
16:19
This is the neurotypical child, and what you see
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To je posnetek nevrotipičnega otroka in vidite,
16:22
is that the child is able to make cues
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da lahko iz podatkov o dinamiki
16:24
of the dynamic information
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dobi namig in iztočnico
16:26
to predict where the ball is going to go.
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in tako predvidi, kam se bo odbila žogica.
16:28
Even before the ball gets to a place,
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Še preden se ta odbije,
16:31
the child is already looking there.
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otrok že gleda tja.
16:34
Contrast this with a child
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Primerjajte to z avtističnim otrokom
16:36
with autism playing the same game.
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pri igranju iste igre.
16:38
Instead of anticipating,
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Namesto pričakovanja
16:40
the child always follows where the ball has been.
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otrok vedno sledi točki, kjer je žogica bila.
16:43
The efficiency of the use
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Učinkovitost uporabe podatkov
16:45
of dynamic information
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o dinamiki je, kot kaže,
16:47
seems to be significantly compromised in autism.
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pri avtistih občutno okrnjena.
16:51
So we are pursuing this line of work
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Z delom nadaljujemo
16:54
and hopefully we'll have
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v upanju novih rezultatov,
16:56
more results to report soon.
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o katerih bomo kmalu poročali.
16:58
Looking ahead, if you think of this disk
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Če gledamo naprej, zamislite si,
17:01
as representing all of the children
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da ta krog predstavlja vse otroke,
17:03
we've treated so far,
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ki smo jih doslej zdravili.
17:05
this is the magnitude of the problem.
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To pa je razsežnost problematike.
17:07
The red dots are the children we have not treated.
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Rdeče pike so otroci, ki jih nismo zdravili.
17:10
So, there are many, many more children who need to be treated,
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Obstaja torej še nepopisno več otrok, potrebnih zdravljenja,
17:12
and in order to expand the scope of the project,
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in z željo širiti domet projekta,
17:15
we are planning on launching
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načrtujemo odprtje
17:17
The Prakash Center for Children,
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Otroškega centra Prakash
17:19
which will have a dedicated pediatric hospital,
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s posebno pediatrično kliniko,
17:22
a school for the children we are treating
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2000
šolo za otroke, ki jih zdravimo,
17:24
and also a cutting-edge research facility.
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in visokotehnološko raziskovalno ustanovo.
17:26
The Prakash Center will integrate health care,
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Center Prakash bo združeval zdravniško oskrbo,
17:29
education and research in a way
390
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izobraževanje in raziskovanje,
17:31
that truly creates the whole
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ki bodo skupaj sestavljali celoto,
17:33
to be greater than the sum of the parts.
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večjo, kot bi bila vsota vseh delov.
17:36
So, to summarize: Prakash, in its five years of existence,
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Naj povzamem: Prakash je v petih letih delovanja
17:39
it's had an impact in multiple areas,
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vplival na mnogo področij,
17:42
ranging from basic neuroscience
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od osnovne nevroznanosti,
17:44
plasticity and learning in the brain,
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plastičnosti in učenja možganov,
17:46
to clinically relevant hypotheses like in autism,
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do klinično pomembnih hipotez, kot pri avtizmu,
17:50
the development of autonomous machine vision systems,
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razvoja samostojnih mehanskih sistemov vizualnega prepoznavanja,
17:53
education of the undergraduate and graduate students,
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izobraževanja dodiplomskih in podiplomskih študentov,
17:56
and most importantly in the alleviation
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in najpomembneje, zdravljenja
17:58
of childhood blindness.
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slepote otrok.
18:00
And for my students and I, it's been
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Zame in za moje študente
18:02
just a phenomenal experience
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je bila to izredna izkušnja,
18:04
because we have gotten to do interesting research,
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saj smo izvedli zanimivo raziskovanje,
18:08
while at the same time
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poleg tega pa pomagali
18:10
helping the many children that we have worked with.
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množici otrok, s katerimi smo delali.
18:12
Thank you very much.
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Najlepša hvala.
18:14
(Applause)
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(Aplavz)
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