TEDIndia 2009
Pawan Sinha: How brains learn to see
Pavan Sinha (Pawan Sinha): Kako mozak uči da vidi
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Pavan Sinha podrobno priča o svom pionirskom istraživanju o razvoju vizuelnog sistema u mozgu. Sinha i njegov tim su obezbedili besplatno lečenje koje vraća vid deci koja su rođena slepa, a zatim istražuju kako njihov mozak uči da tumači podatke dobijene putem vida. Njihovo istraživanje pruža uvid u neuronauke, 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 slepo dete u Indiji,
00:19
you will very likely have to contend with
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veoma je verovatno da ćete se suočiti
sa barem dve loše vesti.
sa barem dve loše vesti.
00:22
at least two big pieces of bad news.
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Prva loša vest je da su vam šanse
00:25
The first bad news
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00:27
is that the chances of getting treatment
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da budete lečeni veoma male,
takoreći nikakve,
takoreći nikakve,
00:30
are extremely slim to none,
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00:33
and that's because most of the blindness
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zbog toga što je većina programa
za ublažavanje posledica slepila u zemlji
za ublažavanje posledica slepila u zemlji
00:35
alleviation programs in the country
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usmerena na odrasle,
00:37
are focused on adults,
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00:39
and there are very, very few hospitals
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i zbog toga što je svega nekoliko bolnica
uopšte opremljeno za lečenje dece.
uopšte opremljeno za lečenje dece.
00:42
that are actually equipped to treat children.
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00:46
In fact, if you were to be treated,
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U stvari, čak i kada biste bili lečeni,
00:51
you might well end up being treated
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verovatno bi vas lečila osoba
bez medicinskih kvalifikacija,
bez medicinskih kvalifikacija,
00:54
by a person who has no medical credentials
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kao što to ilustruje
ovaj slučaj iz Radžastana.
ovaj slučaj iz Radžastana.
00:57
as this case from Rajasthan illustrates.
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Ovo je trogodišnja devojčica siroče
koja ima kataraktu.
koja ima kataraktu.
01:00
This is a three-year-old orphan girl
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01:02
who had cataracts.
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01:04
So, her caretakers took her
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Njeni staratelji su je odveli
kod seoskog vrača,
kod seoskog vrača,
01:06
to the village medicine man,
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01:08
and instead of suggesting to the caretakers
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i umesto da im predloži
da je odvedu u bolnicu,
da je odvedu u bolnicu,
01:11
that the girl be taken to a hospital,
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on je odlučio da joj opeče stomak
usijalim gvozdenim šipkama
usijalim gvozdenim šipkama
01:14
the person decided to burn her abdomen
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01:16
with red-hot iron bars
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01:18
to drive out the demons.
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kako bi isterao demone iz nje.
01:20
The second piece of bad news
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Drugu lošu vest
saopštiće vam neuronaučnici
saopštiće vam neuronaučnici
01:23
will be delivered to you
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01:25
by neuroscientists, who will tell you
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koji će vam reći da,
ako ste stariji od 4 ili 5 godina,
01:28
that if you are older than four or five years of age,
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01:31
that even if you have your eye corrected,
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čak iako vam se ispravi nedostatak oka,
šanse da vaš mozak nauči da vidi,
šanse da vaš mozak nauči da vidi,
01:34
the chances of your brain learning how to see
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01:37
are very, very slim --
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veoma male - takoreći nikakve.
01:39
again, slim or none.
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01:42
So when I heard these two things,
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Kada sam čuo ove dve stvari,
duboko su me pogodile,
duboko su me pogodile,
01:44
it troubled me deeply,
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01:46
both because of personal reasons
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kako iz ličnih, tako i iz naučnih razloga.
01:48
and scientific reasons.
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01:50
So let me first start with the personal reason.
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Dozvolite mi da počnem
sa ličnim razlozima.
sa ličnim razlozima.
01:53
It'll sound corny, but it's sincere.
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Zvučaće otrcano, ali sam iskren.
01:56
That's my son, Darius.
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Ovo je moj sin, Darijus.
01:58
As a new father,
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Kao novopečeni otac,
imam potpuno drugačiji osećaj
imam potpuno drugačiji osećaj
02:00
I have a qualitatively different sense
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02:04
of just how delicate babies are,
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o tome koliko su bebe osetljive,
02:07
what our obligations are towards them
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o tome koje su naše obaveze prema njima
i koliko ljubavi možemo
osećati prema detetu.
osećati prema detetu.
02:10
and how much love
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02:12
we can feel towards a child.
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02:15
I would move heaven and earth
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Pomerio bih nebo i zemlju
da obezbedim lečenje za Darijusa,
da obezbedim lečenje za Darijusa,
02:17
in order to get treatment for Darius,
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02:20
and for me to be told
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a spoznaja da možda postoje
drugi kao Darijus,
drugi kao Darijus,
02:22
that there might be other Dariuses
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kojima lečenje nije omogućeno,
02:24
who are not getting treatment,
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za mene je to suštinski pogrešno.
02:26
that's just viscerally wrong.
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02:29
So that's the personal reason.
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To bi bio moj lični razlog.
Naučni razlog leži u ideji neuronauka
o kritičnom periodu,
o kritičnom periodu,
02:31
Scientific reason is that this notion
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02:34
from neuroscience of critical periods --
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02:36
that if the brain is older
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da ako je mozak stariji
od četiri ili pet godina,
od četiri ili pet godina,
02:39
than four or five years of age,
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on gubi sposobnost učenja.
02:41
it loses its ability to learn --
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Ne mogu da prihvatim ovo jer smatram
da ideja nije adekvatno ispitana.
da ideja nije adekvatno ispitana.
02:43
that doesn't sit well with me,
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02:45
because I don't think that idea
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02:47
has been tested adequately.
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02:50
The birth of the idea is from
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Ova ideja vuče korene
iz radova Dejvida Hjubla i Torstena Vizla,
iz radova Dejvida Hjubla i Torstena Vizla,
02:52
David Hubel and Torsten Wiesel's work,
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02:54
two researchers who were at Harvard,
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dvojice istraživača sa Harvarda,
02:56
and they got the Nobel Prize in 1981
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koji su 1981. godine
dobili Nobelovu nagradu
dobili Nobelovu nagradu
02:59
for their studies of visual physiology,
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za istraživanja fiziologije vida,
što su izuzetno lepe studije,
što su izuzetno lepe studije,
03:01
which are remarkably beautiful studies,
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03:03
but I believe some of their work
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ali verujem da je deo njihovih radova
03:05
has been extrapolated
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prerano primenjen u kontekstu ljudi.
03:07
into the human domain prematurely.
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03:09
So, they did their work with kittens,
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Oni su istraživanja radili na mačićima,
sa različitim režimima uskraćivanja,
sa različitim režimima uskraćivanja,
03:11
with different kinds of deprivation regiments,
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03:13
and those studies,
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i rezultati tih studija,
koji datiraju iz 60-ih godina,
koji datiraju iz 60-ih godina,
03:15
which date back to the '60s,
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03:17
are now being applied to human children.
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sada se primenjuju na deci.
03:20
So I felt that I needed to do two things.
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Zbog toga sam osećao
da bi trebalo da uradim dve stvari.
da bi trebalo da uradim dve stvari.
03:23
One: provide care
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Prva: da pružim negu deci
kojoj je tretman trenutno uskraćen.
kojoj je tretman trenutno uskraćen.
03:26
to children who are currently
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03:28
being deprived of treatment.
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To je humanitarna misija.
03:30
That's the humanitarian mission.
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03:32
And the scientific mission would be
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Naučna misija bi bila testiranje granica
vizuelne plastičnosti mozga.
vizuelne plastičnosti mozga.
03:34
to test the limits
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03:36
of visual plasticity.
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Ove dve misije se, kao što možete videti,
03:38
And these two missions, as you can tell,
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03:41
thread together perfectly. One adds to the other;
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savršeno uklapaju.
Jedna dopunjuje drugu.
03:44
in fact, one would be impossible without the other.
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Zapravo, nijedna ne bi bila moguća
bez one druge.
Da bih primenio ove dve misije,
03:49
So, to implement
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03:51
these twin missions,
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pre par godina sam pokrenuo
projekat Prakaš.
projekat Prakaš.
03:53
a few years ago, I launched Project Prakash.
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03:56
Prakash, as many of you know,
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Prakaš, kao što mnogi od vas znaju,
na sanskritu označava svetlo,
na sanskritu označava svetlo,
03:58
is the Sanskrit word for light,
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04:00
and the idea is that
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i ideja je da kroz donošenje
svetla u živote dece,
svetla u živote dece,
04:02
in bringing light into the lives of children,
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04:05
we also have a chance
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takođe imamo priliku da osvetlimo
neke od najdubljih misterija neuronauka.
neke od najdubljih misterija neuronauka.
04:07
of shedding light on some of the
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04:09
deepest mysteries of neuroscience.
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Logo, iako deluje izuzetno irski,
04:12
And the logo -- even though it looks extremely Irish,
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04:15
it's actually derived from
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izveden je iz indijskog simbola dije,
04:17
the Indian symbol of Diya, an earthen lamp.
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odnosno zemljane lampe.
04:21
The Prakash, the overall effort
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Projekat Prakaš se sastoji iz tri dela,
04:24
has three components:
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04:26
outreach, to identify children in need of care;
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aktivnosti u zajednici kojima se pronalaze
deca kojima je potrebna nega,
deca kojima je potrebna nega,
04:30
medical treatment; and in subsequent study.
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medicinskog tretmana i naposletku,
naučnog istraživanja.
naučnog istraživanja.
04:33
And I want to show you a short video clip
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Želeo bih da vam pokažem kratak snimak
koji ilustruje prve dve komponente
04:36
that illustrates the first two components of this work.
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ovog projekta.
Ovo je stanica za aktivnosti u zajednici
koje se sprovode u školi za slepe.
koje se sprovode u školi za slepe.
04:41
This is an outreach station
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04:43
conducted at a school for the blind.
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(Tekst: Većina dece
je skoro ili potpuno slepa.)
je skoro ili potpuno slepa.)
04:46
(Text: Most of the children are profoundly and permanently blind ...)
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04:51
Pawan Sinha: So, because this is a school for the blind,
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Pavan Sinha: Pošto je ovo škola za slepe,
stanje većine ove dece je trajno.
stanje većine ove dece je trajno.
04:56
many children have permanent conditions.
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Ovo je slučaj mikroftalmije,
a to je nedovoljna razvijenost oka;
a to je nedovoljna razvijenost oka;
04:58
That's a case of microphthalmos,
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05:01
which is malformed eyes,
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05:03
and that's a permanent condition;
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trajna je i ne može se lečiti.
05:05
it cannot be treated.
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Ovo je ekstremni primer mikroftalmije
koji se naziva anoftalmija.
koji se naziva anoftalmija.
05:07
That's an extreme of micropthalmos
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05:09
called enophthalmos.
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Ipak, povremeno, kod neke dece
se mogu pronaći ostaci vida,
se mogu pronaći ostaci vida,
05:11
But, every so often, we come across children
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05:13
who show some residual vision,
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05:16
and that is a very good sign
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a to je veoma dobar znak.
da je kod njih lečenje moguće.
05:19
that the condition might actually be treatable.
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05:21
So, after that screening, we bring the children to the hospital.
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Nakon pregleda, dovodimo decu u bolnicu.
05:24
That's the hospital we're working with in Delhi,
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Ovo je bolnica sa kojom radimo u Delhiju,
Šrofova dobrotvorna očna bolnica.
Šrofova dobrotvorna očna bolnica.
05:26
the Schroff Charity Eye Hospital.
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05:29
It has a very well-equipped
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Ima veoma dobro opremljen
pedijatrijski oftalmološki centar
pedijatrijski oftalmološki centar
05:31
pediatric ophthalmic center,
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05:35
which was made possible in part
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koja je delom omogućena
zahvaljujući donaciji
zahvaljujući donaciji
05:37
by a gift from the Ronald McDonald charity.
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humanitarne organizacije
Ronalda Makdonalda.
Ronalda Makdonalda.
05:41
So, eating burgers actually helps.
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Dakle, jedenje hamburgera zaista pomaže.
(Tekst: Ovakvi pregledi nam omogućavaju
da popravimo vid mnoge dece, i...
da popravimo vid mnoge dece, i...
05:45
(Text: Such examinations allow us to improve
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05:47
eye-health in many children, and ...
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pomažu da pronađemo decu
pogodnu za učešće u projektu Prakaš.)
pogodnu za učešće u projektu Prakaš.)
05:54
... help us find children who can participate in Project Prakash.)
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05:57
PS: So, as I zoom in to the eyes of this child,
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PS: Dakle, kako budem zumirao
oči ovog deteta,
oči ovog deteta,
05:59
you will see the cause of his blindness.
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videćete uzrok njegovog slepila.
06:03
The whites that you see in the middle of his pupils
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Belilo koje vidite u sredini njegovih
zenica je urođena katarakta,
zenica je urođena katarakta,
06:06
are congenital cataracts,
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odnosno neprovidnost sočiva.
06:09
so opacities of the lens.
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U našim očima, sočiva su prozirna,
06:11
In our eyes, the lens is clear,
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ali su kod ovog deteta
sočiva postala neprozirna
sočiva postala neprozirna
06:14
but in this child, the lens has become opaque,
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06:16
and therefore he can't see the world.
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i zbog toga ono ne može da vidi svet.
06:19
So, the child is given treatment. You'll see shots of the eye.
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Dete će zbog toga biti lečeno.
Videćete snimke oka.
06:22
Here's the eye with the opaque lens,
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Evo oka sa neprozirnim sočivom,
ono se odstranjuje
ono se odstranjuje
06:24
the opaque lens extracted
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06:26
and an acrylic lens inserted.
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i na njegovo mesto se stavlja
akrilno veštačko sočivo.
akrilno veštačko sočivo.
06:29
And here's the same child
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Evo istog deteta
tri nedelje posle operacije
tri nedelje posle operacije
06:31
three weeks post-operation,
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sa otvorenim desnim okom.
06:34
with the right eye open.
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06:40
(Applause)
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(Aplauz)
06:46
Thank you.
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Hvala vam.
06:48
So, even from that little clip, you can begin to get the sense
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Dakle, čak i iz ovako kratkog snimka,
možete da steknete utisak
kako je oporavak moguć.
kako je oporavak moguć.
06:51
that recovery is possible,
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06:53
and we have now
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Do sada smo tretman obezbedili
za preko 200 mališana
za preko 200 mališana
06:55
provided treatment to over 200 children,
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i priča se ponavlja svaki put.
06:58
and the story repeats itself.
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07:00
After treatment, the child
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Posle intervencije, dete stiče
značajnu funkcionalnost.
značajnu funkcionalnost.
07:02
gains significant functionality.
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Štaviše, ovo važi čak i za osobe
koje su progledale
koje su progledale
07:05
In fact, the story holds true
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07:08
even if you have a person who got sight
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07:10
after several years of deprivation.
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posle više godina života bez vida.
07:12
We did a paper a few years ago
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Pre par godina smo objavili rad o ženi
koju vidite sa desne strane, SRD;
koju vidite sa desne strane, SRD;
07:14
about this woman that you see on the right, SRD,
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07:18
and she got her sight late in life,
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njoj je vid vraćen kasnije u životu
07:20
and her vision is remarkable at this age.
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i vid joj je izvanredan u ovim godinama.
07:24
I should add a tragic postscript to this --
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Trebalo bi da dodam
i tragičan epilog ove priče -
i tragičan epilog ove priče -
07:27
she died two years ago
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umrla je pre dve godine
u autobuskoj nesreći.
u autobuskoj nesreći.
07:29
in a bus accident.
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07:31
So, hers is just a truly inspiring story --
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Njena priča je zaista inspirativna,
nepoznata, ali inspirativna.
nepoznata, ali inspirativna.
07:35
unknown, but inspiring story.
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Objavljivanjem prvih rezultata,
kao što možete zamisliti,
kao što možete zamisliti,
07:38
So when we started finding these results,
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07:40
as you might imagine, it created quite a bit of stir
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uzburkali smo naučnu i popularnu štampu.
07:43
in the scientific and the popular press.
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07:46
Here's an article in Nature
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Evo članka u časopisu „Priroda“
koji prikazuje naš rad,
koji prikazuje naš rad,
07:48
that profiled this work,
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a evo još jednog u časopisu „Tajm“.
07:50
and another one in Time.
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Dakle, bili smo prilično ubeđeni
da je oporavak moguć,
da je oporavak moguć,
07:52
So, we were fairly convinced -- we are convinced --
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07:54
that recovery is feasible,
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07:56
despite extended visual deprivation.
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uprkos produženom periodu
vizuelne deprivacije.
vizuelne deprivacije.
07:59
The next obvious question to ask:
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Sledeće pitanje koje se nameće:
kako teče oporavak?
kako teče oporavak?
08:01
What is the process of recovery?
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08:04
So, the way we study that is,
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Ovo je način na koji smo to proučavali.
Recimo da naiđemo na dete
koje pokazuje osetljivost na svetlost.
koje pokazuje osetljivost na svetlost.
08:07
let's say we find a child who has light sensitivity.
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08:09
The child is provided treatment,
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Dete dobija tretman,
a želeo bih da naglasim
da je tretman bez ikakvih obaveza,
da je tretman bez ikakvih obaveza,
08:11
and I want to stress that the treatment
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08:13
is completely unconditional;
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od pacijenata ne očekujemo
ništa zauzvrat.
ništa zauzvrat.
08:15
there is no quid pro quo.
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08:17
We treat many more children then we actually work with.
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Lečimo mnogo više dece
od broja onih sa kojima radimo.
od broja onih sa kojima radimo.
08:20
Every child who needs treatment is treated.
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Svako dete kome treba tretman bude lečeno.
Posle tretmana, na oko nedelju dana,
08:23
After treatment, about every week,
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08:25
we run the child
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ispitujemo dete nizom
jednostavnih vizuelnih testova
jednostavnih vizuelnih testova
08:27
on a battery of simple visual tests
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da bi videli kako napreduju
njihove vizuelne sposobnosti.
njihove vizuelne sposobnosti.
08:30
in order to see how their visual skills
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08:32
are coming on line.
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08:34
And we try to do this for as long as possible.
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Nastojimo da ovo radimo
što je duže moguće.
što je duže moguće.
08:37
This arc of development
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Krivulja razvoja nam daje
jedinstvene i veoma korisne informacije
jedinstvene i veoma korisne informacije
08:39
gives us unprecedented
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08:41
and extremely valuable information
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08:43
about how the scaffolding of vision
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o načinu uspostavljanja razvoja vida.
08:45
gets set up.
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08:47
What might be the causal connections
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Koja bi mogla biti uzročna veza
između veština koje se rano razvijaju
između veština koje se rano razvijaju
08:49
between the early developing skills
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08:51
and the later developing ones?
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i onih koje se razvijaju kasnije?
Koristili smo opšti pristup
pri istraživanju
pri istraživanju
08:53
And we've used this general approach to study
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08:55
many different visual proficiencies,
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različitih vizuelnih sposobnosti,
ali želim da istaknem jednu od njih.
08:58
but I want to highlight one particular one,
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To je razbijanje slike na sastavne delove.
09:02
and that is image parsing into objects.
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Dakle, bilo koja slika
slična onoj koju vidite levo,
slična onoj koju vidite levo,
09:05
So, any image of the kind that you see on the left,
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09:07
be it a real image or a synthetic image,
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bilo da je reč o realnoj
ili veštačkoj slici,
ili veštačkoj slici,
09:10
it's made up of little regions
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sastoji se od sitnijih regija
koje vidite u srednjoj koloni.
koje vidite u srednjoj koloni.
09:12
that you see in the middle column,
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09:14
regions of different colors, different luminances.
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Te regije su različitih boja
i nivoa osvetljenosti.
i nivoa osvetljenosti.
09:17
The brain has this complex task
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Mozak ima složen zadatak
da sastavi i integriše
podskupove ovih regija
podskupove ovih regija
09:20
of putting together, integrating,
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09:23
subsets of these regions
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u nešto što ima više smisla,
09:25
into something that's more meaningful,
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nešto što možemo smatrati predmetima,
što možete videti desno.
što možete videti desno.
09:27
into what we would consider to be objects,
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09:29
as you see on the right.
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Niko ne zna kako se odvija
ova integracija,
ova integracija,
09:31
And nobody knows how this integration happens,
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09:33
and that's the question we asked with Project Prakash.
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a to je pitanje koje postavljamo
u projektu Prakaš.
u projektu Prakaš.
09:37
So, here's what happens
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Evo šta se događa
ubrzo posle pojavljivanja vida.
ubrzo posle pojavljivanja vida.
09:39
very soon after the onset of sight.
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09:42
Here's a person who had gained sight just a couple of weeks ago,
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Evo osobe koja je progledala
pre par nedelja,
pre par nedelja,
09:45
and you see Ethan Myers, a graduate student from MIT,
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a vidite i Itana Majersa,
postdiplomca sa MIT-a
koji vrši eksperiment sa njim.
koji vrši eksperiment sa njim.
09:48
running the experiment with him.
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09:51
His visual-motor coordination is quite poor,
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Njegova vizuomotorna koordinacija
je prilično loša,
je prilično loša,
09:55
but you get a general sense
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ali stiče se predstava
o tome koje regije pokušava da iscrta.
o tome koje regije pokušava da iscrta.
09:57
of what are the regions that he's trying to trace out.
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10:00
If you show him real world images,
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Ako mu pokažete stvarne slike,
ako ih pokažete drugima poput njega,
ako ih pokažete drugima poput njega,
10:02
if you show others like him real world images,
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nisu u mogućnosti
da prepoznaju većinu predmeta
da prepoznaju većinu predmeta
10:05
they are unable to recognize most of the objects
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10:07
because the world to them is over-fragmented;
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jer za njih je svet izuzetno fragmentisan,
sačinjen je iz kolaža, zakrpa,
sačinjen je iz kolaža, zakrpa,
10:10
it's made up of a collage, a patchwork,
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regija različitih boja i osvetljenosti.
10:13
of regions of different colors and luminances.
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10:15
And that's what's indicated in the green outlines.
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To je označeno zelenim konturama.
10:17
When you ask them,
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Kada ih pitate, čak i ako ne mogu
da imenuju predmet,
da imenuju predmet,
10:19
"Even if you can't name the objects, just point to where the objects are,"
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da samo pokažu gde se nalazi,
10:22
these are the regions that they point to.
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oni pokazuju ove regije.
10:24
So the world is this complex
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Dakle, za njih je svet
kompleksni skup zakrpa različitih regija.
kompleksni skup zakrpa različitih regija.
10:26
patchwork of regions.
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Čak i senka lopte postaje predmet za sebe.
10:28
Even the shadow on the ball
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10:30
becomes its own object.
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10:33
Interestingly enough,
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Zanimljivo je da, ako im date
nekoliko meseci, desiće se sledeća stvar.
nekoliko meseci, desiće se sledeća stvar.
10:35
you give them a few months,
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10:37
and this is what happens.
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Lekar: Koliko vidite predmeta?
10:43
Doctor: How many are these?
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Pacijent: Vidim dva.
10:45
Patient: These are two things.
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10:47
Doctor: What are their shapes?
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Lekar: Kog su oblika?
10:49
Patient: Their shapes ...
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Pacijent: Kog su oblika...
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 kvadrat.
10:56
is a square.
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10:58
PS: A very dramatic transformation has come about.
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PS: Došlo je do dramatične transformacije.
11:01
And the question is:
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Postavlja se pitanje
šta je uzrok ove transformacije.
šta je uzrok ove transformacije.
11:03
What underlies this transformation?
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Ovo je bitno pitanje,
11:05
It's a profound question,
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a još je fascinantnija
jednostavnost odgovora.
jednostavnost odgovora.
11:07
and what's even more amazing is how simple
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11:09
the answer is.
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Odgovor leži u pokretu.
11:11
The answer lies in motion
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11:13
and that's what I want to show you in the next clip.
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To je ono što vam želim pokazati
u sledećem snimku.
u sledećem snimku.
Lekar: Koji oblik vidite?
11:18
Doctor: What shape do you see here?
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11:20
Patient: I can't make it out.
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Pacijent: Ne mogu da razaznam.
11:28
Doctor: Now?
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Lekar: A sad?
11:31
Patient: Triangle.
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Pacijent: Trougao.
11:35
Doctor: How many things are these?
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Lekar: Koliko stvari je ovde?
11:48
Now, how many things are these?
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A sad, koliko ih je sad?
11:51
Patient: Two.
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Pacijent: Dve.
11:53
Doctor: What are these things?
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Lekar: Šta vidite vidite?
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: Ovaj šablon viđamo iznova i iznova.
Ono što je vizuelnom sistemu potrebno
kako bi raščlanio svet
kako bi raščlanio svet
12:01
The one thing the visual system needs
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12:04
in order to begin parsing the world
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je dinamična informacija.
12:06
is dynamic information.
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Zaključak koji izvlačimo iz ovoga
i nekoliko sličnih eksperimenata
i nekoliko sličnih eksperimenata
12:08
So the inference we are deriving from this,
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12:10
and several such experiments,
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12:12
is that dynamic information processing,
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je da obrada dinamičkih informacija
ili obrada pokreta
ili obrada pokreta
12:14
or motion processing,
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služi kao temelj za izgradnju ostatka
složenosti vizuelne obrade,
složenosti vizuelne obrade,
12:16
serves as the bedrock for building
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12:18
the rest of the complexity of visual processing;
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12:22
it leads to visual integration
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dovodi do vizuelne integracije
i konačno do prepoznavanja.
i konačno do prepoznavanja.
12:24
and eventually to recognition.
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12:27
This simple idea has far reaching implications.
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Ova jednostavna ideja
ima dalekosežne implikacije.
ima dalekosežne implikacije.
12:30
And let me just quickly mention two,
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Dozvolite mi da spomenem dve,
jednu iz domena inženjeringa
jednu iz domena inženjeringa
12:33
one, drawing from the domain of engineering,
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12:35
and one from the clinic.
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i drugu iz kliničkog domena.
12:37
So, from the perspective of engineering,
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Iz ugla inženjeringa, možemo se zapitati,
12:39
we can ask: Goven that we know
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s obzirom na to da znamo da je pokret
toliko važan za ljudski vizuelni sistem,
toliko važan za ljudski vizuelni sistem,
12:42
that motion is so important for the human visual system,
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12:44
can we use this as a recipe
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da li možemo to da iskoristimo kao recept
12:47
for constructing machine-based vision systems
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za konstrukciju vizuelnog sistema
zasnovanom na mašini
zasnovanom na mašini
koji može da uči samostalno,
12:50
that can learn on their own, that don't need to be programmed
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kome nije neophodno
da ga programira čovek.
da ga programira čovek.
12:53
by a human programmer?
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12:55
And that's what we're trying to do.
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To je ono što pokušavamo.
Ja radim na MIT-u,
a tamo morate naći primenu
a tamo morate naći primenu
12:57
I'm at MIT, at MIT you need to apply
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13:00
whatever basic knowledge you gain.
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svakom osnovnom znanju
koje steknete.
koje steknete.
13:02
So we are creating Dylan,
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Zbog toga kreiramo Dilana,
računarski sistem sa ambicioznim ciljem
računarski sistem sa ambicioznim ciljem
13:04
which is a computational system
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13:06
with an ambitious goal
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da prima vizuelne ulazne informacije
iste vrste kao što bi i dete,
iste vrste kao što bi i dete,
13:08
of taking in visual inputs
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13:10
of the same kind that a human child would receive,
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13:13
and autonomously discovering:
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i da samostalno otkriva
šta su predmeti u tim informacijama.
šta su predmeti u tim informacijama.
13:15
What are the objects in this visual input?
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13:18
So, don't worry about the internals of Dylan.
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Ne brinite za tehničke detalje Dilana,
13:21
Here, I'm just going to talk about
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ovde ću samo govoriti
o tome kako ga testiramo.
o tome kako ga testiramo.
13:24
how we test Dylan.
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Testiramo ga stimulacijom,
kao što sam već rekao,
kao što sam već rekao,
13:26
The way we test Dylan is by giving it
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13:28
inputs, as I said, of the same kind
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istog tipa koju dobijaju
bebe i deca u projektu Prakaš.
bebe i deca u projektu Prakaš.
13:31
that a baby, or a child in Project Prakash would get.
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13:34
But for a long time we couldn't quite figure out:
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Međutim, dugo nismo mogli
da utvrdimo kako da dobijemo
da utvrdimo kako da dobijemo
13:37
Wow can we get these kinds of video inputs?
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ovaj tip vizuelnog stimulusa.
13:41
So, I thought,
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Pomislio sam da bi Darijus
13:43
could we have Darius
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13:45
serve as our babycam carrier,
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mogao da nam posluži kao bebi kamerman
13:48
and that way get the inputs that we feed into Dylan?
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i na taj način snimi stimuluse
koje bi bili informacija za Dilana.
koje bi bili informacija za Dilana.
13:51
So that's what we did.
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13:53
(Laughter)
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(Smeh)
Morao sam dugo da ubeđujem suprugu.
14:00
I had to have long conversations with my wife.
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14:03
(Laughter)
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(Smeh)
14:08
In fact, Pam, if you're watching this,
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Zapravo, Pem, ako gledaš ovo,
molim te, oprosti mi.
molim te, oprosti mi.
14:10
please forgive me.
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14:13
So, we modified the optics of the camera
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Dakle, modifikovali smo optiku kamere
tako da oponaša
bebine vizuelne sposobnosti.
bebine vizuelne sposobnosti.
14:17
in order to mimic the baby's visual acuity.
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14:20
As some of you might know,
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Kao što možda znate,
bebe su po rođenju praktično slepe.
bebe su po rođenju praktično slepe.
14:22
babyies are born pretty much legally blind.
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14:26
Their acuity -- our acuity is 20/20;
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Naša oštrina vida je 6/6,
a kod beba je 6/240
a kod beba je 6/240
14:29
babies' acuity is like 20/800,
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dakle, one vide svet kao veoma zamućen.
14:32
so they are looking at the world
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14:34
in a very, very blurry fashion.
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Ovako izgleda video snimljen ovom kamerom.
14:37
Here's what a baby-cam video looks like.
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14:41
(Laughter)
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(Smeh)
(Aplauz)
14:50
(Applause)
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14:53
Thankfully, there isn't any audio
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Na svu sreću, nemamo zvučni zapis
koji bi išao uz ovo.
koji bi išao uz ovo.
14:55
to go with this.
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14:58
What's amazing is that working with such
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Ono što je fascinantno je da,
sa ovako lošim vizuelnim informacijama,
sa ovako lošim vizuelnim informacijama,
15:00
highly degraded input,
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15:02
the baby, very quickly, is able
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bebe veoma brzo uspevaju
da otkriju značenje ovakvog stimulusa.
da otkriju značenje ovakvog stimulusa.
15:04
to discover meaning in such input.
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15:07
But then two or three days afterward,
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U roku od dva do dana po rođenju,
bebe počinju da obraćaju pažnju
na majčino ili očevo lice.
na majčino ili očevo lice.
15:09
babies begin to pay attention
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15:11
to their mother's or their father's face.
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15:13
How does that happen? We want Dylan to be able to do that,
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Kako se ovo dešava?
Želimo da Dilan bude u stanju da to uradi,
15:16
and using this mantra of motion,
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a koristeći ideju pokreta,
15:19
Dylan actually can do that.
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Dilan zaista to može da uradi.
15:21
So, given that kind of video input,
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Dakle, sa takvim video informacijama,
15:24
with just about six or seven minutes worth of video,
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nakon samo šest do sedam minuta
trajanja snimka,
trajanja snimka,
15:27
Dylan can begin to extract patterns
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Dilan može početi da razaznaje
šablone koji uključuju lica.
šablone koji uključuju lica.
15:30
that include faces.
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15:33
So, it's an important demonstration
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Ovo je važna demonstracija moći pokreta.
15:35
of the power of motion.
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Kliničke implikacije dolaze
iz domena autizma.
iz domena autizma.
15:37
The clinical implication, it comes from the domain of autism.
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15:40
Visual integration has been associated with autism
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Nekoliko istraživača povezuje
vizuelnu integraciju sa autizmom.
vizuelnu integraciju sa autizmom.
15:42
by several researchers.
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15:44
When we saw that, we asked:
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Kada smo to videli, postavili smo pitanje
15:46
Could the impairment in visual integration
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da li je moguće da je oštećenje
vizuelne integracije
vizuelne integracije
15:49
be the manifestation of something underneath,
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manifestacija nečega ispod toga,
nedovoljne obrade
dinamičkih informacija kod autizma.
dinamičkih informacija kod autizma.
15:52
of dynamic information processing deficiencies in autism?
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15:55
Because, if that hypothesis were to be true,
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Ako je ova hipoteza tačna,
15:58
it would have massive repercussions in our understanding
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to bi imalo dalekosežne posledice
u našem razumevanju
u našem razumevanju
16:01
of what's causing the many different aspects
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uzročnika mnogih različitih aspekata
autističkog fenotipa.
autističkog fenotipa.
16:03
of the autism phenotype.
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Ono što ćete sad videti
su snimci dva deteta,
su snimci dva deteta,
16:06
What you're going to see are
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16:08
video clips of two children -- one neurotypical,
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jednog neurotipičnog
i jednog sa autizmom kako igraju pong.
i jednog sa autizmom kako igraju pong.
16:11
one with autism, playing Pong.
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16:13
So, while the child is playing Pong, we are tracking where they're looking.
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Dakle, dok deca igraju pong,
mi pratimo gde gledaju.
mi pratimo gde gledaju.
16:16
In red are the eye movement traces.
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Crvenim su prikazani pokreti očiju.
16:19
This is the neurotypical child, and what you see
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Ovde vidimo neurotipično dete
i možete videti da dete
u stanju da stvara naznake
u stanju da stvara naznake
16:22
is that the child is able to make cues
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16:24
of the dynamic information
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na osnovu znakova dinamičke informacije
da bi predvidelo gde će lopta ići.
da bi predvidelo gde će lopta ići.
16:26
to predict where the ball is going to go.
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16:28
Even before the ball gets to a place,
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Čak i pre nego što loptica dođe
do određene tačke, dete već gleda tamo.
do određene tačke, dete već gleda tamo.
16:31
the child is already looking there.
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Uporedimo ovo sa autističnim detetom
koje igra istu igru.
koje igra istu igru.
16:34
Contrast this with a child
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16:36
with autism playing the same game.
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16:38
Instead of anticipating,
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Umesto da predviđa,
dete uvek prati loptu gde je bila.
dete uvek prati loptu gde je bila.
16:40
the child always follows where the ball has been.
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16:43
The efficiency of the use
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Efikasnost upotrebe dinamičke informacije
se čini ozbiljno ugroženom kod autizma.
se čini ozbiljno ugroženom kod autizma.
16:45
of dynamic information
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16:47
seems to be significantly compromised in autism.
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16:51
So we are pursuing this line of work
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Nastavljamo da u radu idemo ovim putem
16:54
and hopefully we'll have
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i nadamo se da ćemo uskoro
imati još rezultata.
imati još rezultata.
16:56
more results to report soon.
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16:58
Looking ahead, if you think of this disk
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Ako pogledamo napred,
uzevši ovaj disk tako da predstavlja
svu decu koju smo lečili do sada,
svu decu koju smo lečili do sada,
17:01
as representing all of the children
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17:03
we've treated so far,
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ovo je opseg problema.
17:05
this is the magnitude of the problem.
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Crvene tačkice predstavljaju decu
koju još nismo lečili.
koju još nismo lečili.
17:07
The red dots are the children we have not treated.
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Dakle, ima još mnogo dece
kojoj je tretman neophodan,
kojoj je tretman neophodan,
17:10
So, there are many, many more children who need to be treated,
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17:12
and in order to expand the scope of the project,
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a kako bismo proširili domet projekta,
17:15
we are planning on launching
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planiramo da pokrenemo
Prakeš centar za decu
Prakeš centar za decu
17:17
The Prakash Center for Children,
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17:19
which will have a dedicated pediatric hospital,
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koji će u svom sklopu imati
pouzdanu pedijatrijsku bolnicu,
pouzdanu pedijatrijsku bolnicu,
školu za decu koju lečimo
i savremenu istraživačku stanicu.
i savremenu istraživačku stanicu.
17:22
a school for the children we are treating
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17:24
and also a cutting-edge research facility.
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17:26
The Prakash Center will integrate health care,
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Centar Prakaš će integrisati
zdravstvenu zaštitu,
zdravstvenu zaštitu,
17:29
education and research in a way
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edukaciju i istraživanje
na način koji stvara celinu
veću od prostog zbira pojedinačnih delova.
veću od prostog zbira pojedinačnih delova.
17:31
that truly creates the whole
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17:33
to be greater than the sum of the parts.
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Da sumiramo, Prakaš je,
za svojih pet godina postojanja,
za svojih pet godina postojanja,
17:36
So, to summarize: Prakash, in its five years of existence,
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17:39
it's had an impact in multiple areas,
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imao uticaj na veliki broj oblasti,
17:42
ranging from basic neuroscience
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idući od osnove neuronauka,
plastičnosti mozga i učenja,
plastičnosti mozga i učenja,
17:44
plasticity and learning in the brain,
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17:46
to clinically relevant hypotheses like in autism,
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do klinički relevantnih hipoteza,
kao kod autizma,
kao kod autizma,
17:50
the development of autonomous machine vision systems,
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razvoja autonomnih,
veštačkih vizuelnih sistema,
veštačkih vizuelnih sistema,
17:53
education of the undergraduate and graduate students,
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obrazovanja studenata
osnovnih studija i postdiplomaca,
osnovnih studija i postdiplomaca,
i što je najvažnije,
na uklanjanje slepila kod dece.
na uklanjanje slepila kod dece.
17:56
and most importantly in the alleviation
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17:58
of childhood blindness.
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Za moje studente i mene,
ovo je bilo fenomenalno iskustvo
ovo je bilo fenomenalno iskustvo
18:00
And for my students and I, it's been
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18:02
just a phenomenal experience
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18:04
because we have gotten to do interesting research,
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jer smo bili u prilici da sprovodimo
interesantno istraživanje
interesantno istraživanje
a da istovremeno pomažemo
velikom broju dece sa kojom smo radili.
velikom broju dece sa kojom smo radili.
18:08
while at the same time
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18:10
helping the many children that we have worked with.
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18:12
Thank you very much.
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Hvala vam puno.
(Aplauz)
18:14
(Applause)
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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