Competing in Robotics

RoboCup Junior is an international competition for the construction and programming of robots. It’s a part of the major RoboCup initiative – one of the biggest robot competitions in the world, with thousands of participants from over 40 countries.

Linköping students are organising the Swedish qualifying rounds for RoboCup Junior (in Swedish Junior-VM i robotik) where children and young people up to the age of 19 can take part. The winners get to represent Sweden in the 2015 international finals, which will be held in Hefei, China.

Mr Löfgren, who is in the fourth year of his studies for a master’s in Engineering Physics and Electronics, is a previous participant in the competition and current project leader for the RoboCup Junior finals in Linköping. He is the youngest ever member of the technical committee, which is mainly composed of eminent researchers and teachers.

“RoboCup Junior has been held in Sweden since 2009. I took part the very first year, won

the competition, and got to represent Sweden at the world championship in Austria.”

Since then, Mr Löfgren has won many competitions, in which he got to do things such as represent Sweden in Singapore and compete in the World Championships in Istanbul.

“After that I was too old; in 2012 I became team leader for one team and a judge for the national competition. I was also appointed to the international organizing committee of RoboCup Junior Rescue, and the technical committee.”

He has also been involved on the international stage, for example in Brazil where he wrote the rules for the next year’s competition. He was also team leader at the World Championships in Eindhoven. In 2013, Mr Löfgren started a student society whose aim was to organise RoboCup Junior in Sweden. The FIA student association (the Intelligent Autonomous Systems Society) grew, and now RoboCup Junior is just one of many events the society organises each year.

How do you select the participants?

“I was chosen as project leader for the competition by the board of the FIA, and then I appointed a project team of five people to help me plan and organise the competition in Linköping.”

The FIA is also organising a competition for university students and the public in conjunction with RoboCup Junior, so that more people can get the chance to compete with robots.

“I love to compete and I’ve competed in knowledge for a very long time,” Mr Löfgren says.

Robots around the dinner tableWhat has your involvement given you in practical terms?
“Being involved with robots has given me a great advantage in my studies here at the university. I have learned a great deal not only about electronics, programming and construction, but also about leadership and other cultures on my many travels, as well as how to collaborate on international projects.”

Mr Löfgren thinks it’s great to see how older researchers and professors listen to what he has to say, and he is looking forward to the next cooking competition that will be held in Madrid in November. It will consist of seeing how well the robots manage to cook tomato soup, write a shopping list and find and switch off a stove hob that has been left on.

He has already been offered jobs, but turned them down as he wants to finish his studies first before he starts his “real” working life.

Developing robots for space, robots that explore other planets and robots that work in caring for the elderly by doing all the heavy work so that staff can devote time to their personal contact with elderly people, are examples of dream jobs.

“I want to develop the technology of tomorrow and I’m open to everything that has to do with the development of technology. As I have worked with robots for 15 years, they are very dear to my heart.”

Text: Zen Dinah, student reporter
Photo: Julius Jeuthe, student photographer

Source: Linköping University

Student psychologists help the depressed

Liisa Luuk and Lisa Backlund are in the last term of their Psychology programme. During the spring they will be doing a graduation project in which they will evaluate the effects of cognitive behavioural therapy on depression, where the treatment is a combination of online treatment and actual face-to-face meetings. Their study is a part of a larger European research project in which the results from eight European countries are brought together.

Liisa Luuk och Lisa Backlund There is good support in research for both traditional face-to-face CBT and for treatment delivered online, Ms Backlund explains. What is new, and has not been researched as much, is that in this study there are four face-to-face meetings with the therapist in addition to the online treatment. Many patients request meeting their therapist, and it can result in more people completing their therapy.

“We will be taking part in the entire project,” Ms Luuk says. “We have received general guidelines from the other EU countries taking part, but we have been able to design the online treatment and the form of the treatment meetings. And we are also part of the recruitment process, conducting interviews with the participants prior to treatment. Then we follow up the results afterward, and we will also take part as therapists.”

Meeting and treating patients is not new for them.

“We see patients for three terms during our course at the university clinic ,” Ms Backlund explains. “During that time we are given basic psychotherapy training. And last term we went out for twelve weeks on professional placement, working with patients.”

In Sweden the studies will be carried out in Linköping and Stockholm. There will be places for 150 people who feel depressed to receive treatment and take part in the study, which is free. The criteria for taking part include being over 18 and having access to a telephone and a smart-phone. The treatment itself will start in February and run over ten weeks. Those interested in taking part may indicate their interest now.

“It’s important for us to have a large number of participants to make the results as reliable as possible and so that they can be compared with the various other EU countries,” Ms Luuk says. “It’s great being part of a real research project that is so big, it’s wonderful. Gaining experience of seeing how the research is done when these big names in the field are the ones doing it.”

“If we were to work as psychologists in primary care in the future, it is very possible that we would be the ones actually putting this treatment into practice,” Ms Luuk says.

Ms Backlund agrees with her.

“Yes, there's a good chance that treatment will go in this direction – more online treatment – so it’s an excellent experience for us.”

The treatment includes four face-to-face meetings with the therapist; in between, the treatment is internet-based. The participants will read some texts that talk about depression and how it is dealt with in CBT. Some of it deals with changing what you do – how to do things differently in order to deal with your depression – and part of it deals with how to manage your thinking. These are two key parts of CBT. Then there are small tasks. They might be answering questions or doing some exercises. Then you apply what you’ve read to your daily life.

Later, the treatment will be evaluated.

“We will compare it with a control group,” Ms Backlund says. “We have various questionnaires that the participants will fill in before and after the study, where they will assess how they feel. We will compare the severity of the depression symptoms before and after the treatment. We will also have a control group, that does not take part, to compare with. They will receive online treatment after the study has been completed. So everyone who takes part in the study will receive treatment.”

Professor Gerhard Andersson of the Department of Behavioural Sciences and Learning at Linköping University is behind the project. Naira Topooco is a PhD student in Clinical Psychology, and a part of Professor Andersson’s research team. She is a project manager in the research study and Ms Luuk’s and Ms Backlund’s immediate supervisor. DAY treatment was developed by researchers and psychologists from Linköping University and is based on Cognitive Behavioural Therapy (CBT).

Source: The DAY-studie (article in Swedish)

SETTLING FOR ‘MR. RIGHT NOW’ BETTER THAN WAITING FOR ‘MR. RIGHT’

Evolutionary researchers have determined that settling for “Mr. Okay” is a better evolutionary strategy than waiting for “Mr. Perfect.” When studying the evolution of risk aversion researchers found that it is in our nature – traced back to the earliest humans – to take the safe bet when stakes are high, such as whether or not we will mate. Photo by D.L. Turner

Evolutionary researchers have determined that settling for “Mr. Okay” is a better evolutionary strategy than waiting for “Mr. Perfect.”

When studying the evolution of risk aversion, Michigan State University researchers found that it is in our nature – traced back to the earliest humans – to take the safe bet when stakes are high, such as whether or not we will mate.

“Primitive humans were likely forced to bet on whether or not they could find a better mate,” said Chris Adami, MSU professor of microbiology and molecular genetics and co-author of the paper.

“They could either choose to mate with the first, potentially inferior, companion and risk inferior offspring, or they could wait for Mr. or Ms. Perfect to come around,” he said. “If they chose to wait, they risk never mating.”

Adami and his co-author Arend Hintze, MSU research associate, used a computational model to trace risk-taking behaviors through thousands of generations of evolution with digital organisms. These organisms were programmed to make bets in high-payoff gambles, which reflect the life-altering decisions that natural organisms must make, as for example choosing a mate.

“An individual might hold out to find the perfect mate but run the risk of coming up empty and leaving no progeny,” Adami said. “Settling early for the sure bet gives you an evolutionary advantage, if living in a small group.”

Adami and his team tested many variables that influence risk-taking behavior and concluded that certain conditions influence our decision-making process. The decision must be a rare, once-in-a-lifetime event and also have a high payoff for the individual’s future – such as the odds of producing offspring.

How risk averse we are correlates to the size of the group in which we were raised. If reared in a small group – fewer than 150 people – we tend to be much more risk averse than those who were part of a larger community.

It turns out that primitive humans lived in smaller groups, about 150 individuals. Because resources tend to be more scarce in smaller communities, this environment helps promote risk aversion.

“We found that it is really the group size, not the total population size, which matters in the evolution of risk aversion,” Hintze said.

However, not everyone develops the same level of aversion to risk. The study also found that evolution doesn’t prefer one single, optimal way of dealing with risk, but instead allows for a range of less, and sometimes more-risky, behaviors to evolve.

“We do not all evolve to be the same,” Adami said. “Evolution creates a diversity in our acceptance of risk, so you see some people who are more likely to take bigger risks than others. We see the same phenomenon in our simulations.”

The research was part of an interdisciplinary collaboration with Ralph Hertwig of the Max Planck Institute for Human Development in Berlin.

Also contributing to the study was Randal Olson, graduate student, MSU Department of Computer Science and Engineering and BEACON Center for the Study of Evolution in Action.

Source: Michigan State University

The mystery of the Alpine long-eared bat

                              An Alpine long-eared bat fully airborne , UPV/EHU

The alpine long-eared bat was discovered in the Austrian Alps in 2003; hence its name. Yet later on specimens were found in other milder environments as well, in Croatia, Greece and Crete, and what is more, often close to sea level. Members of the Behavioural Ecology and Evolution Group of the UPV/EHU’s Faculty of Science and Technology studied the distribution and way of life of this species, and found that it forages and reproduces in mostly alpine environments (above the treeline), a unique case among bats. As the biologist Antton Alberdi explained, “the common name of the species not only refers to the place where it came from but describes its nature, too.” Indeed, the researcher concluded that the resources used by the Alpine long-eared bat are the same as the ones used by alpine birds and rodents: in the Pyrenees, for example, it lives at an altitude of between 1,500 and 2,500 metres and hides under rocks, in crevices and on ledges.

Nevertheless, how is it possible that an animal that only lives above 1,500 metres in the Pyrenees can be found at sea level in Croatia? Alberdi was involved in seeking the answer to this question in his PhD thesis. Alberdi identified and quantified the environmental conditions that determine the distribution of the Alpine long-eared bat (Plecotus macrobullaris) to try to understand why this species is restricted to mountain environments and why it can appear at sea level at the same time. After that, in order to see whether the results obtained could be extrapolated to other species, he compared the distributions of 503 vertebrates with those of the bats, and found five vertebrates that have similar geographical distributions to that of the bat: the white-winged snowfinch, the Alpine chough or yellow-billed chough, the wallcreeper, the Alpine accentor and the European snow vole. The distribution of all of them is very broad, from Western Europe all the way to Asia, but they are restricted to the main mountainous areas. He studied their ecological features to see whether they were all following a common biogeographical pattern in order to work out whether they were following a common distribution model.

They need rugged places

The basic ecological features of these vertebrates and those of the Alpine long-eared bat are very similar: they all use rocks (crevices, ledges or crushed stones) as places to hide, and they need open spaces to forage. They have also seen that they can be found in cold mountain environments (in the Alps) as well as in hot ones (in the mountains of Iran and Syria, etc.) and that suggests that the reasons that restrict these species to mountainous areas are not climatic ones: they are linked to topography. In other words, they are not in mountainous areas because they cannot withstand a hot environment, but because high mountain habitats offer them the characteristics they need. In some cases, in Croatia, for example, these conditions can be found at lower altitudes, and that explains why the species can be found at sea level. Furthermore, as they have the capacity to withstand the cold, they can use the alpine habitats that other species cannot exploit and thus avoid competition. In any case, “it cannot be said that the climate does not exert any influence,” said the researcher. “In fact, the climate determines the altitude ranges that each species can live in.”

According to the researcher, to preserve the species it is essential to know everything about them: how they live, why they are present in the places where they are present, etc. In the case of these species, therefore, climate change will not exert such an effect in the future; “more attention will need to be devoted to other factors: human exploitation, pasture use, etc.,” he explained. The researcher believes that the rise in treelines taking place as a result of the decline in the pressure of livestock will affect these species most. Indeed, as the treelines recede, the surface area suited to the habitats of these species will be reduced, because other species will also recede and that way the pressure will increase. They are now working to quantify that effect.

Source: Elhuyar Fundazioa

How an innovative grants program (and Belgian beer mixers) at Johns Hopkins fuels discoveries about the human brain

A neuroscientist, an electrical engineer, a surgeon, and an education researcher walk up to a bar.

This could be the start of a joke, or it could be a scene from a recent Science of Learning Institute event at Johns Hopkins University. At the institute's four-times-yearly Belgian Beer Events, scientists from far-flung fields—and often from far-flung parts of the university itself—present their research to each other in short, digestible chunks. Their creativity and conviviality stimulated by a cup of ale or lager, the researchers strike up conversations and form connections that range widely across disciplinary boundaries, from classroom learning to machine learning, from recovery from stroke to memory formation in the brain.

Such conversations can be all too rare at a university where faculty are spread not just across a campus but throughout a large city and beyond. The result, for an inherently interdisciplinary subject like the science of learning, is that projects that could address fundamental and important questions can be hard to conceive and get off the ground. And too often, promising basic research doesn't get translated into the settings where it could help real-world learners.

The Belgian Beer Events, conceived shortly after the institute launched in 2013, are helping change that. They provide an informal space where basic researchers can meet translators, where machine-learning experts can meet early-childhood educators, where cognitive scientists can meet smartphone app developers. The events rotate between locations: October's was at the School of Education, and December's was hosted by the Department of Biomedical Engineering; previous ones were held at the School of Medicine and in Homewood's Levering Hall. Computer scientist Greg Hager likens the events to "an intellectual mixing bowl."

Beyond generating lively conversation, the gatherings are sparking collaborations between researchers who otherwise might never have met. At an event in 2013, neurologist Bonnie Nozari presented her work on speech and language processing disorders. Computer scientist Raman Arora then spoke about his work on machine learning and speech recognition. Recognizing a mutual interest in speech, the two chatted. The next day, they began planning a joint project to see if computers can predict how humans will pronounce words, and then provide feedback to people seeking to learn a new language, or to relearn how to speak after a stroke.

It sounds like a lucky encounter, but in fact electrical engineer Sanjeev Khudanpur, a member of the institute's steering committee, was at work behind the scenes. He conceived the Belgian Beer Events, and he made sure that Arora, his colleague in the Whiting School of Engineering, would be speaking on the same day as Nozari, of the School of Medicine. Later, when the two were ready to apply for funding, Khudanpur encouraged their ultimately successful proposal for one of the institute's research grants. "I see myself as a matchmaker," he says.

"It's that kind of really innovative, different seeding of projects that I think we've done really well," says Barbara Landau, the institute's director and the Dick and Lydia Todd Professor of Cognitive Science in the Krieger School of Arts and Sciences. The institute funded eight projects in 2013 and eight more in 2014, with projects receiving an average of $140,000 spread over two years. Funding goes to hiring graduate students and postdoctoral researchers, developing software, purchasing equipment, and supplying other research needs. The grants are competitive; the review committee has received around 30 proposals a year. The funded projects address a broad range of learning settings, from the classroom to the operating room to distance learning that can take place anywhere. The learners are not limited to humans, either; many of the projects include a strong component of "machine learning"—harnessing computers to recognize patterns in data and use them to develop new human learning applications. Other projects focus on developing animal models that can be used to study human learning.

The grant program allows researchers to get support for projects that might not be quite ready for a proposal to a traditional funding agency like the National Science Foundation or the National Institutes of Health, says Landau. Almost without exception, an NSF or NIH review panel will want to see at least preliminary data demonstrating that an idea is viable. With Science of Learning Institute funding, scientists can do exploratory research that will provide the data needed to support a larger proposal to a more traditional funding agency. "It allows people to do things that they wouldn't necessarily be able to accomplish by a standard grant," says Landau. "The granting agencies tend to be somewhat conservative, and we're looking for innovation."

Like Arora and Nozari's collaboration, many of the funded projects harness existing technological applications to improve learning, often in novel ways. For example, Khudanpur and Hager are working with Gyusung Lee, an instructor of surgery in the School of Medicine, to develop computer software that can help teach surgeons how to use the da Vinci robotic surgical platform. The project grew out of an existing effort called the Language of Surgery, developed by researchers in the Whiting School of Engineering's Laboratory for Computational Sensing and Robotics.

Through this effort, which began in 2006, Hager, Khudanpur, and colleagues program computers to record and analyze the different kinds of movements that surgeons make while performing certain tasks with surgical robots. The researchers' goal was to find movements that could consistently be classified as either expertlike or novicelike. Novice surgeons are more likely to break a suture, for example, or to push or pull on tissue while using the robot to manipulate a surgical needle. The researchers were able to train computer software to recognize such expert and novice movements much as a surgical trainer would.

The next step is to have the assessment tool provide real-time feedback to surgical trainees. With the kind of application the researchers are envisioning, trainees could, in theory, receive an unlimited amount of individualized feedback on what skills they have mastered and where more work is needed. "We're putting the computer in the human learning loop," Khudanpur says. "The computer has certain abilities that are complementary to humans. [For example,] the computer doesn't get tired. The computer usually doesn't charge by the hour."

A few years ago, when the researchers applied for an NIH grant to develop such a learning application, the proposal was rejected because they had no data showing the idea had promise. Thanks to their Science of Learning Institute research award, the scientists are starting to collect that data. Backed by some preliminary results, they recently put in a new NIH proposal and are waiting to hear back.

Meanwhile, thanks to a talk Hager gave last fall, his team's research may soon spawn another effort, which would take Language of Surgery technology out of the operating room and into the classroom. Hager's presentation inspired Landau and Amy Shelton, a professor in the School of Education, who is also on the institute's steering committee, to wonder whether motion-tracking software could recognize the movements that young children make when learning to build toy towers out of blocks. Spatial skills like tower building, in addition to being important in their own right, are of interest to researchers because they often predict children's future abilities in math and other areas. Hager, Landau, and Shelton are now discussing a potential project to put motion sensors on blocks and use computers to track how children acquire manipulation skills, a tactic similar to the one Hager's team uses to assess the skills of aspiring surgeons.

Institute-funded collaborations between computer scientists and education researchers are also reaching far beyond traditional education settings like medical training. In a project funded in 2014, computer scientists Philipp Koehn and Jason Eisner are teaming with Chadia Abras in the School of Education's Center for Technology Education to develop a radically new way to learn a foreign language. The idea is based on macaronic language—a kind of text that mixes two languages into a Spanglish-like hybrid. While such mixing has traditionally been employed by novice speakers or for satirical purposes, Eisner realized that coupled with recent advances in machine translation, it could also help introduce learners to foreign vocabulary and syntax in a gentle and piecemeal way rather than all at once, as in a typical foreign text read laboriously with the aid of a dictionary.

To implement the idea, the researchers are developing software that translates a text progressively, with more and more of the text appearing in the foreign language as the reader's comprehension improves. For an English-to-German learner, for instance, the English phrase "a loaf of bread" could start to appear as "ein Loaf of Bread." When the reader is comfortable with reading the German word "ein" instead of the English "a," the program could progress to "ein Breadloaf," resembling German in syntax but retaining English words. The text would then become "ein Brot loaf," and finally the fully German "ein Brotlaib*." The program will intermittently assess the student's reading comprehension and ability, and tune the amount of foreign language presented to the reader's progress; readers also can direct the program to make the translation easier or harder.

Since the concept still needs to be proved, it makes an ideal Science of Learning Institute project, says Koehn. Eisner adds, "It's a bet that this will work out and will not, for example, confuse people or give them bad habits." The researchers plan to develop an English-to-German application and test it on the Web and in Johns Hopkins classes in combination with more traditional classroom and textbook instruction. If successful, the software could also be made available on the Internet for independent learners.

The project exemplifies how interdisciplinary teams can merge cutting-edge research in machine and human learning, says Kelly Fisher, the institute's assistant director and an assistant professor in the School of Education. "It's a software program that is learning itself, learning about the learner."

Institute-funded research also targets learners far beyond those who are acquiring skills for the first time. Learning is critical for the millions of people who lose skills when they suffer strokes and other neurological conditions and then need to regain them, often through lengthy and complex rehabilitation processes. Research on how to more efficiently relearn lost skills could make a huge difference in how quickly such people can return to work and fully participate in society again.

Cognitive scientist Michael McCloskey recently discovered a new, debilitating, and apparently very rare reading deficit known as alphanumeric visual awareness deficit, or AVAD. McCloskey, a professor in Cognitive Science, identified the condition based on two cases that came to him in one year. One of them, a 61-year-old Baltimore geologist with a neurological disease, could see fine in general, but when looking at letters or numbers, he saw only blurs. McCloskey and his colleagues found, however, that by teaching the patient new characters to use in place of the digits, they could restore his recognition abilities. The researchers developed a smartphone calculator app and modified the geologist's laptop to allow him to do math with the new symbols.

Seeking to build on this work, McCloskey assembled a team of neurologists and cognitive scientists to look for more people with AVAD in order to study the condition using brain imaging and other techniques, and to develop apps and other technology that would help affected people make sense of letters and numbers again. But the researchers have run into a roadblock: They haven't found a single other case of AVAD beyond the original two. A woman in North Carolina who seemed to have the deficit turned out to have a somewhat different condition. "On the one hand, it's interesting that [AVAD is] so rare; on the other hand, it's not what we were hoping for," McCloskey says.

So he and his team have reoriented their project, broadening the scope to include more-common character recognition disorders. For example, some people cannot recognize a number or letter when it is presented to them whole but can recognize a character if they watch it being drawn. Perhaps, says McCloskey, a smartphone app could be developed to read signs and other important text, and draw each character in sequence for people with this deficit. His team is also starting to collaborate with a software developer, MicroBLINK, to make an app that would identify characters and then read the text aloud.

In addition to potentially helping people regain lost abilities, many institute-funded projects such as McCloskey's are aimed at teasing apart the different brain regions and processes responsible for seemingly coherent learned skills like reading. Along these lines but focusing on an entirely different brain function, psychologist Marina Bedny, of the Krieger School's Department of Psychological and Brain Sciences, is heading a team that received an institute grant to study how the brain can retool its hardware when the original purpose of one of its regions is no longer needed. In sighted people, around a quarter of the brain is devoted to visual processing; in blind people, these brain regions get repurposed. How does this work? Bedny wondered.

To investigate this question, she and colleagues in the Krieger School's Department of Cognitive Science and in the Department of Physical Medicine and Rehabilitation at the School of Medicine are combining language comprehension assessments with a technique called transcranial magnetic stimulation, or TMS. They hope to learn whether brain regions normally devoted to sight are needed for language processing in blind people. The researchers recently collected data at a National Federation of the Blind convention and are in the process of testing a control group of sighted people. This effort would have been impossible without a source of support for interdisciplinary projects, Bedny says. "You just can't do this kind of research without an interdisciplinary team because you need so many different kinds of expertise," from linguistics to neuroimaging to TMS. "We really needed the whole team to make it happen."

In another example of institute-funded brain research, neuroscientist David Foster, of the School of Medicine, is taking on perhaps the most basic of all aspects of learning: memory formation. Specifically, Foster is interested in how certain kinds of memories are formed in a brain region called the hippocampus. He has studied this process in detail in rat brains, using dozens of implanted electrodes to precisely record electrical signals as the rats' neurons fire in sequences that represent stored memories. Foster would like to carry out similar studies in humans, but he cannot just go sticking electrodes deep into people's brains. So he first needs to develop less-invasive procedures.

Foster and William Anderson, an associate professor of neurosurgery in the School of Medicine, are now developing such techniques, piggybacking on research that Anderson's group does on epilepsy patients wherein they collect and analyze electrical data gathered from the surface of the brain. By piloting their study on a small sample of patients, the researchers hope to strengthen their position for applying for a larger grant, possibly from the NIH.

Bedny and Foster, both assistant professors, say that institute funding has allowed them to take on projects that might have otherwise been too risky and uncertain for an untenured faculty member. "I probably would not do too much looking outside of my own area to collaborate if I wasn't pushed and incentivized to do so by this kind of mechanism," Foster says. "This allows me, and pays me, to invest in thinking outside of my own small area."

The research grant program is the Science of Learning Institute's first major initiative, and many of the projects from the initial funding round are close to reporting results. The institute plans to continue awarding grants for at least three more years, and possibly more, depending on funding. To assess the program's success, Landau and Fisher are tracking metrics such as publications that awardees produce and external awards that leverage institute-funded work.

The institute also just launched its second big initiative: the Distinguished Science of Learning Fellowship Program. This program will award around five postdoctoral and predoctoral fellowships annually to students wanting to pursue interdisciplinary research in learning. Each fellow will have two advisers from different disciplines.

The fellows also will play a key role in the third prong of the institute's mission: translating and disseminating results beyond academia. Traditionally, much of the learning that occurs in the nation's formal classrooms and more informal settings is not as informed by research as it could be, says Fisher. To help change that, the Science of Learning Institute recently launched partnerships with the Port Discovery Children's Museum in Baltimore and the Children's Museum of Manhattan in New York to develop exhibits that are based on the research into the science of learning. The institute also plans to hire a dissemination expert to help translate research results into classrooms and other learning settings.

The Science of Learning Institute's stated mission is "to understand and optimize the most essential part of our human capital: the ability to learn." The mission makes the institute a crucial catalyst at a university—a place dedicated to learning—where all the pieces are already in place to make major progress on one of the most important scientific questions of our time, says Landau. "One of the goals of the Science of Learning Institute," she says, "is really to sew together the parts of the university that haven't yet interacted—to make it, in President Daniels' words, one university."

Source: JHU

How to Learn math without fear, Stanford expert says

Stanford Prof. Boaler finds that children who excel in math learn to develop "number sense," which is much different from the memorization that is often stressed in school.
Image Credit: THEPLANETWALL STOCK

Students learn math best when they approach the subject as something they enjoy, according to a Stanford education expert. Speed pressure, timed testing and blind memorization pose high hurdles in the youthful pursuit of math.

"There is a common and damaging misconception in mathematics – the idea that strong math students are fast math students," said Jo Boaler, a Stanford professor of mathematics education and the lead author on a new working paper. Boaler's co-authors are Cathy Williams, cofounder of Stanford'sYouCubed, and Amanda Confer, a Stanford graduate student in education. 

Curriculum timely

Fortunately, said Boaler, the new national curriculum standards known as the Common Core Standards for K-12 schools de-emphasize the rote memorization of math facts. Maths facts are fundamental assumptions about math, such as the times tables (2 x 2 = 4), for example. Still, the expectation of rote memorization continues in classrooms and households across the United States.

While research shows that knowledge of math facts is important, Boaler said the best way for students to know math facts is by using them regularly and developing understanding of numerical relations. Memorization, speed and test pressure can be damaging, she added.

On the other hand, people with "number sense" are those who can use numbers flexibly, she said. For example, when asked to solve the problem of 7 x 8, someone with number sense may have memorized 56, but they would also be able to use a strategy such as working out 10 x 7 and subtracting two 7s (70-14).

"They would not have to rely on a distant memory," Boaler wrote.

In fact, in one research project the investigators found that the high-achieving students actually used number sense, rather than rote memory, and the low-achieving students did not.

The conclusion was that the low achievers are often low achievers not because they know less but because they don't use numbers flexibly.

"They have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly," she wrote. Number sense is the foundation for all higher-level mathematics, she noted. 

Role of the brain

Boaler said that some students will be slower when memorizing, but still possess exceptional mathematics potential.

"Math facts are a very small part of mathematics, but unfortunately students who don't memorize math facts well often come to believe that they can never be successful with math and turn away from the subject," she said.

Prior research found that students who memorized more easily were not higher achieving – in fact, they did not have what the researchers described as more "math ability" or higher IQ scores. Using an MRI scanner, the only brain differences the researchers found were in a brain region called the hippocampus, which is the area in the brain responsible for memorizing facts – the working memory section.

But according to Boaler, when students are stressed – such as when they are solving math questions under time pressure – the working memory becomes blocked and the students cannot as easily recall the math facts they had previously studied. This particularly occurs among higher achieving students and female students, she said.

Some estimates suggest that at least a third of students experience extreme stress or "math anxiety" when they take a timed test, no matter their level of achievement. "When we put students through this anxiety-provoking experience, we lose students from mathematics," she said.

Boaler contrasts the common approach to teaching math with that of teaching English. In English, a student reads and understands novels or poetry, without needing to memorize the meanings of words through testing. They learn words by using them in many different situations – talking, reading and writing.

"No English student would say or think that learning about English is about the fast memorization and fast recall of words," she added.

Strategies, activities 

In her paper, "Fluency without Fear," Boaler provides activities for teachers and parents that help students learn math facts at the same time as developing number sense. These include number talks, addition and multiplication activities, and math cards.

Importantly, she said, these activities include a focus on the visual representation of number facts. When students connect visual and symbolic representations of numbers, they are using different pathways in the brain, which deepens their learning, as shown by recent brain research.

"Math fluency" is often misinterpreted, with an over-emphasis on speed and memorization, she said. "I work with a lot of mathematicians, and one thing I notice about them is that they are not particularly fast with numbers; in fact some of them are rather slow. This is not a bad thing; they are slow because they think deeply and carefully about mathematics."

She refers to the famous French mathematician, Laurent Schwartz, who wrote in his autobiography that he often felt stupid in school, as he was one of the slowest math thinkers in class.
Math anxiety and fear play a big role in students dropping out of mathematics, said Boaler.

"When we emphasize memorization and testing in the name of fluency we are harming children, we are risking the future of our ever-quantitative society and we are threatening the discipline of mathematics. We have the research knowledge we need to change this and to enable all children to be powerful mathematics learners. Now is the time to use it," she said.

Source: Standford Unversity

Poison meat baits approved for use on NSW feral pigs

PHOTO: Huge feral pest pig was found on an outback property 175 kilometres north of Broken Hill in far west New South Wales. (Image: Paul Manion)

New South Wales pastoralists who are trying to reduce booming feral pig numbers on their properties could soon get some extra help.

The Australian Pesticides and Veterinary Medicines Authority has issued a permit for 1080 poison meat baits to be used on selected rangeland properties in the state.

This is the first time the authority will permit sodium fluoroacetate or 1080, to be used for feral pig control in NSW.

Western Local Land Services will run the trial, which will begin in March this year and continue until June 2016.

NSW Minister for Primary Industries, Katrina Hodgkinson, said the trial aimed to reduce the devastating impact pest pigs have on primary production.

"It's great to have that authority given to Local Land Services by the APVMA," she said.

"Feral pigs are such dreadful creatures. The farmers will tell anybody that they destroy pastures, sensors and are particularly bad for newborn lambs.

"Local Land Services will be working with landowners to make sure they're getting the best areas covered.

"They're going to be using sensor-controlled cameras to see how effective the take up is of the baits and they'll follow up with trapping, shooting and other control methods."

Ms Hodgkinson said the baits have already been used successfully for wild dog eradication.

She said efforts would be made to ensure minimal impact on non-target species.

"We want to make sure we don't impact the environment," she said.

"When you're using meat baits you'll inevitably get some native animals in there too, but I think overall the net positive is going to be very much for us using 1080 meat baits for this feral pig trial."

Source: ABC

Why Do We Feel Thirst? An Interview with Yuki Oka

Credit: Lance Hayashida/Caltech Marketing and Communications

To fight dehydration on a hot summer day, you instinctively crave the relief provided by a tall glass of water. But how does your brain sense the need for water, generate the sensation of thirst, and then ultimately turn that signal into a behavioral trigger that leads you to drink water? That's what Yuki Oka, a new assistant professor of biology at Caltech, wants to find out.

Oka's research focuses on the study of how the brain and body work together to maintain a healthy ratio of salt to water as part of a delicate form of biological balance called homeostasis.

Recently, Oka came to Caltech from Columbia University. We spoke with him about his work, his interests outside of the lab, and why he's excited to be joining the faculty at Caltech.

Can you tell us a bit more about your research?

The goal of my research is to understand the mechanisms by which the brain and body cooperate to maintain our internal environment's stability, which is called homeostasis. I'm especially focusing on fluid homeostasis, the fundamental mechanism that regulates the balance of water and salt. When water or salt are depleted in the body, the brain generates a signal that causes either a thirst or a salt craving. And that craving then drives animals to either drink water or eat something salty.

I'd like to know how our brain generates such a specific motivation simply by sensing internal state, and then how that motivation—which is really just neural activity in the brain—goes on to control the behavior.

Why did you choose to study thirst?

After finishing my Ph.D. in Japan, I came to Columbia University where I worked on salt sensing mechanisms in the mammalian taste system. We found that the peripheral taste system has a key function for salt homeostasis in the body by regulating our salt intake behavior. But of course, the peripheral sensor does not work by itself.  It requires a controller, the brain, which uses information from the sensor. So I decided to move on to explore the function of the brain; the real driver of our behaviors.

I was fascinated by thirst because the behavior it generates is very robust and stereotyped across various species. If an animal feels thirst, the behavioral output is simply to drink water. On the other hand, if the brain triggers salt appetite, then the animal specifically looks for salt—nothing else. These direct causal relations make it an ideal system to study the link between the neural circuit and the behavior.

You recently published a paper on this work in the journal Nature. Could you tell us about those findings?

In the paper, we linked specific neural populations in the brain to water drinking behavior. Previous work from other labs suggested that thirst may stem from a part of the brain called the hypothalamus, so we wanted to identify which groups of neurons in the hypothalamus control thirst. Using a technique called optogenetics that can manipulate neural activities with light, we found two distinct populations of neurons that control thirst in two opposite directions. When we activated one of those two populations, it evoked an intense drinking behavior even in fully water-satiated animals. In contrast, activation of a second population drastically suppressed drinking, even in highly water-deprived thirsty animals.  In other words, we could artificially create or erase the desire for drinking water.

Our findings suggest that there is an innate brain circuit that can turn an animal's water-drinking behavior on and off, and that this circuit likely functions as a center for thirst control in the mammalian brain. This work was performed with support from Howard Hughes Medical Institute and National Institutes of Health [for Charles S. Zuker at Columbia University, Oka's former advisor].

You use a mouse model to study thirst, but does this work have applications for humans?

There are many fluid homeostasis-associated conditions; one example is dehydration. We cannot specifically say a direct application for humans since our studies are focused on basic research. But if the same mechanisms and circuits exist in mice and humans, our studies will provide important insights into human physiologies and conditions.

Where did you grow up—and what started your initial interest in science?

I grew up in Japan, close to Tokyo, but not really in the center of the city. It was a nice combination between the big city and nature. There was a big park close to my house and when I was a child, I went there every day and observed plants and animals. That's pretty much how I spent my childhood. My parents are not scientists—neither of them, actually. It was just my innate interest in nature that made me want to be a scientist.

What drew you to Caltech?

I'm really excited about the environment here and the great climate. That's actually not trivial; I think the climate really does affect the people. For example, if you compare Southern California to New York, it's just a totally different character. I came here for a visit last January, and although it was my first time at Caltech I kind of felt a bond. I hadn't even received an offer yet, but I just intuitively thought, "This is probably the place for me."

I'm also looking forward to talking to my colleagues here who use fMRI for human behavioral research. One great advantage about using human subjects in behavioral studies is that they can report back to you about how they feel. There are certainly advantages of using an animal model, like mice. But they cannot report back. We just observe their behavior and say, "They are drinking water, so they must be thirsty." But that is totally different than someone telling you, "I feel thirsty." I believe that combining advantages of animal and human studies should allow us to address important questions about brain functions.

Do you have any hobbies?

I play basketball in my spare time, but my major hobby is collecting fossils. I have some trilobites and, actually, I have a complete set of bones from a type of herbivorous dinosaur. It is being shipped from New York right now and I may put it in my new office.

Written by Jessica Stoller-Conrad


Source: California Institute of Technology

The biology of fun and playfulness

Dog and child (stock image). Credit: © Irina84 / Fotolia

Current Biology celebrates its 25th birthday with a special issue on January 5, 2015 on the biology of fun (and the fun of biology). In a collection of essays and review articles, the journal presents what we know about playfulness in dogs, dolphins, frogs, and octopuses. It provides insights on whether birds can have fun and how experiences in infancy affect a person's unique sense of humor.

"Fun is obviously--almost by definition--pleasurable, rewarding, but in a way that is distinct from the pleasures of satisfying basic needs, such as the drives to reduce thirst or hunger or to reproduce," says Current Biology Editor Geoffrey North. "The articles in this special issue consider examples of what appear to be fun and play in a broad range of animal species and the insights that can be gained into how the behaviors might contribute to evolutionary fitness."

How do we get our sense of humor?

Psychologists Vasu Reddy and Gina Mireault, of the University of Portsmouth and Johnson State College respectively, offer a comprehensive overview of how, in infancy, reactions to absurd behavior like pulling hair or blowing raspberries, as well as teasing others, offer a window into how aware young children are of others' intentions. "As [infants] discover others' reactions and, indeed, others' minds, they also discover the meaning of 'funny', a construct that varies across and within cultures, regions, families, and even dyads," write the authors. "Infants become attuned to the nuances in humour through their social relationships, which create the practice of contexts of humorous exchange." The scientists note that children with atypical patterns of development may exhibit different senses of humor compared to their peers.

Why do adult apes play?

Based on her observations of a wild bonobo community, primatologist Isabel Behncke of the University of Oxford makes the case that play in bonobo adults could be a key adaptation that underlies social bonding and intelligence. She describes how bonobos in the Wamba community of Central Africa naturally engage in chasing, hanging, and water games despite differences in age and sex. "Play makes individuals more adaptable because it makes them more social; and more successful in their sociality as a result of being more adaptable," Dr. Behncke writes. "Life-long play is a bridge between sociality and adaptability."

Does playfulness spur creativity?

Ethologist Sir Patrick Bateson of the University of Cambridge wants to know why playfulness is so connected to creativity in the realms of science, music, and business. Working with behavioral biologist Daniel Nettle, he asked over 1,500 people to rank their creativity and then provide up to ten potential uses for a jam jar or paperclip. Those who considered themselves the most playful were most likely to provide many uses for the items. 

"Play is an effective mechanism for encouraging creativity since creativity also involves breaking away from established patterns of thought and behavior," Dr. Bateson writes.

Source: Cell Press

Cats and humans have shared the same households for at least 9,000 years, but we still know very little about how our feline friends became domesticated.

The scientists fitted GPS collars and motion sensors on 38 free-ranging lynx for the study. Credit: Image courtesy of Albert-Ludwigs-Universität Freiburg

An international research team recorded and analyzed the activity patterns of 38 wild cats over the course of months Whether a lynx hunts by day or by night and how active it is overall depend primarily on the behavior of the wild cat's most important prey and its individual traits -- lighting conditions, on the other hand, do not play a major role in its basic behavioral patterns. This is the key finding of a study published in the journal PLOS ONE by an international research team led by forest scientist Dr. Marco Heurich.

The scientists fitted GPS collars and motion sensors on 38 free-ranging lynx for the study. Since the study sites were located across a wide latitudinal range from Central Europe to northern Scandinavia, the length of days and nights varied greatly between them. The team recorded and analyzed the activity patterns of the wild cats on a total of more than 11,000 days. The results reveal that lynx in more southerly regions are most active at dawn and dusk and that they move more by night than by day. They take their longest break in the middle of the day, and this break is extended as daylight duration increases. However, the cats exhibit this basic behavioral pattern independently of lighting conditions: "Lynx keep to a 24-hour rhythm with an active and a resting phase even on the polar day and the polar night," reports Heurich.

What the study found to be more important for explaining the wild cats' activity patterns are their individual traits: Young lynx are more active than adult lynx, and male adults are more active than female adults. In addition, they move more in spring and summer than in fall and winter, and the farther north they live, the larger the territory they cover -- and this of course results in higher activity. Lynx adapt their hunting schedule to the behavior of their prey. In polar regions, the height of their activity at dusk is less pronounced. 

This corresponds to the behavioral pattern of reindeer, which exhibit a steady movement profile outside of their sleeping phases.. In Central Europe, by contrast, the team found a maximum amount of activity at dusk -- in lynx as well as in deer. "The findings of this study make an important contribution to our understanding of the habits of predatory animals in our landscape," says Heurich. "They also show that human activities in the areas included in the study do not have a general influence on the activity pattern of the animals."

Predicting the predator threatening a squirrel by analyzing its sounds and tail movements

Thaddeus McRae poses in the Gifford Arboretum with his remote-controlled cat, after being interviewed by WSVN. Credit: University of Miami College of Arts and Sciences

Everyone has watched squirrels playfully climbing trees, gracefully leaping from branch to branch, and scurrying across parks. Thaddeus McRae, Ph.D '12, adjunct assistant research professor of biology in the University of Miami College of Arts Sciences, has taken these observations to a scientific level.

McRae studied squirrel colonies on the Coral Gables campus to see how their sounds and tail movements differ in response to different kinds of threats. He is looking to discover why squirrels interact using both vocalizations and gestures.

"These multimodal signals, which simultaneously send information via two or more sensory modalities to communicate, are ubiquitous," McRae said, adding that people and other mammals, birds, insects and spiders -- and even some plants -- communicate in this manner.

The different sounds, expressions and gestures might "reinforce each other, or maybe they contain different information, or maybe they reach different audiences," he said.

To conduct his research -- the basis of his Ph.D. dissertation -- McRae designed a unique tool: a remote-controlled cat, which he used to chase squirrels while recording their reactions to ground-based predators. Gliders painted to resemble hawks showed the squirrels' responses to threats from the air.

McRae has become somewhat of a local celebrity scientist, with recent and upcoming stories about his study appearing on the Miami New Times "Riptide" blog, and WSVN. He sees three reasons for this media attention.

Squirrels "are often most abundant in the same places people are most abundant," McRae said, adding that they're "cute and fuzzy with a bushy tail, which for some people goes a long way toward earning goodwill."

He also conducted his research in a "very public setting, outdoors on UM's campus in the middle of the city." McRae believes that this helps to breakdown the "mysterious aura" of science, "putting scientific curiosity out there where passersby can see it and become curious themselves."

Finally, he admits that "there's something a little bit humorous" about his research process and his unusual tools.

"To me, this squirrel study isn't cool because I used remote control cats, although enjoying whatever tools you use is nice, it's cool because we learned something about squirrels that we didn't know before," McRae said.

Over two years of observation McRae, working closely with Professor of Biology Steven Green, found that he could quite accurately predict what type of predator was threatening a squirrel by analyzing its sounds and tail movements.

He measured the response of three distinct squirrel sounds: the "kuk" (a short bark), the "quaa" (a longer squeal) and the "moan" (a whistling sound).

He also looked for specific patterns for tail motions in combination with these noises. The "twitch" involves a controlled movement in an arc shape, while the "flag" can take the shape of an arc, figure eight, circle or squiggle.

McRae theorizes that the squirrels use the vocal and tail alarm calls for two purposes -- to let predators know that they have been spotted, and to warn other squirrels of danger in the area. To this end, he is now conducting follow-up research to determine how squirrels react to distress signals from their peers.

For both his current study and his dissertation research, McRae has worked extensively with undergraduate research assistants.

"I try to give them a taste of various steps in the process, from thinking about the organisms and asking questions, to collecting data, to the sometimes tedious task of converting those data into analyzable form, to drawing conclusions. I share with them the joy of discovery," he said.

"Even a small, fast research project can show us something we never knew before. It may not shake the earth, but it's another tiny piece of understanding. ... For a young student to be one of the first handful of people on Earth to share even a small discovery is, frankly, freaking awesome."

Source: University of Miami

Boy moms more social in chimpanzees: Watching adult males in action may help youngsters prepare

Infant chimpanzee in Gombe National Park, Tanzania. Nearly four decades of observations of Tanzanian chimpanzees has revealed that the mothers of sons are about 25 percent more social than the mothers of daughters. Boy moms were found to spend about two hours more per day with other chimpanzees than the girl moms did. Credit: © Impala / Fotolia

Nearly four decades of observations of Tanzanian chimpanzees has revealed that the mothers of sons are about 25 percent more social than the mothers of daughters. Boy moms were found to spend about two hours more per day with other chimpanzees than the girl moms did.

Chimpanzees have a male-dominated society in which rank is a constant struggle and females with infants might face physical violence and even infanticide. It would be safer in general to just avoid groups where aggressive males are present, yet the mothers of sons choose to do so anyway.

"It is really intriguing that the sex of her infant influences the mother's behavior right from birth and that the same female is more social when she has a son than when she has a daughter," said Anne Pusey, chair of Evolutionary Anthropology at Duke.

The researchers believe that the mothers are giving the young males the opportunity to observe males in social situations, even while still clinging to their mothers. This gives the youngsters a start on developing the social skills they'll need to thrive in the competitive world of adults.

The findings are based on an analysis of 37 years of daily observations of East African chimpanzeess from the Gombe National Park in Tanzania. Duke University houses all of the data from the famous Kasekela chimpanzee community in the Jane Goodall Institute Research Center, which contains more than 50 years of observational data all the way back to Jane Goodall's first hand-written observations from the early 1960s.

The data largely consist of "follows," in which a researcher focuses on one chimpanzee and notes her behaviors and interactions with others throughout the day. Duke scholars led by Pusey are now working on digitizing the entire collection of Gombe data in the Goodall archive to enable more longitudinal studies of this kind.

"Drawing from the long-term datasets, we were able to investigate patterns within the same mother, examining how she behaved with her sons versus with her daughters," said lead author Carson Murray, an assistant professor at George Washington University, who was a PhD student under Pusey. "These results are even more compelling than a general pattern, demonstrating that the same female behaves very differently depending on the sex of her offspring."

For this study, researchers measured gregariousness based on three kinds of analyses. They looked at how much time a mother spent with other adults who were not immediate family members; the average size of the mother's party and its composition; and the proportion of time a mother spent in mixed-sex and female-only parties.

For the most part, mothers with offspring spend their time alone or with adult daughters and other dependents. Adult males are the more gregarious sex, forming coalitions with other males to assert rank, defend their territory and hunt as a group.

Mothers with sons were found to spend more time with others and to associate with more of their kin. During the first six months of an infant's life, mothers with sons spend significantly more time in mixed-sex parties than mothers with daughters.

At 30 to 36 months, chimpanzee infants start moving around more on their own without being carried and spend most of their time out of mother's reach. At this age, the male infants start having more interactions with unrelated chimpanzees, especially adult males. Their female counterparts are significantly less social.

As the offspring get older and range further from their mothers, the young males have more social partners over the course of the day. Juvenile and adolescent males watch their adult counterparts carefully and often mimic the behaviors they see, including charging displays and copulation.

"Mothers obviously increase social exposure for their young male infants," Murray said. "This finding leads to a larger question about how social exposure might shape gender-typical behavior in humans as well."

This study also suggests it is possible the sons themselves are driving the increased gregariousness later in life. In early infancy, the boy mothers spend about the same time in female-only groups that the girl moms do. But as their sons become older, boy moms spend more time in female-only, nursery groups, probably because the young males are attracted to the offspring of other females as playmates.

"One of the most surprising results to me was that mothers with young females still have lower association with their relatives," Murray said. "As we argue in the paper, this suggests that social exposure is less critical to females in general."

Social exposure has a potential downside too. Females with low rank are known to experience more social stress in large groups, and there is always a risk of infanticide against the young chimpanzees. Perhaps the best way to avoid having infants killed is to steer clear of groups, which the mothers do up to 70 percent of the time.

"Mothers with infant daughters were likely to be avoiding competitive and stressful situations," Murray said. "While mothers with sons seem willing to incur those costs for the benefit of having their sons socialized."

Source: Duke University.