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譯者: Cherry Huang
審譯者: Tracie Chen
00:15
If you are a blind child in India,
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如果您是在印度的盲童,
00:19
you will very likely have to contend with
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您將很有可能必須面臨
00:22
at least two big pieces of bad news.
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至少兩個重大的壞消息。
00:25
The first bad news
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第一個壞消息是
00:27
is that the chances of getting treatment
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得到治療的機會
00:30
are extremely slim to none,
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幾乎渺茫至零,
00:33
and that's because most of the blindness
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這是因為在這國家大多數的
00:35
alleviation programs in the country
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盲人扶助專案
00:37
are focused on adults,
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都只關注成人,
00:39
and there are very, very few hospitals
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而只有非常非常少的醫院
00:42
that are actually equipped to treat children.
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真正有能力治療病童。
00:46
In fact, if you were to be treated,
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事實上,如果您接受治療,
00:51
you might well end up being treated
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您可能最後是被
00:54
by a person who has no medical credentials
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沒有醫療證書的人員治療
00:57
as this case from Rajasthan illustrates.
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就像拉賈斯坦所揭發的這個實例。
01:00
This is a three-year-old orphan girl
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這個三歲大孤女
01:02
who had cataracts.
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患了白內障。
01:04
So, her caretakers took her
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所以她的看護帶她
01:06
to the village medicine man,
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到村醫那兒,
01:08
and instead of suggesting to the caretakers
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然而村醫卻不是建議看護
01:11
that the girl be taken to a hospital,
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帶小女孩去正規醫院,
01:14
the person decided to burn her abdomen
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相反地那人決定用燒紅的鐵棒
01:16
with red-hot iron bars
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炙燙小女孩的腹部
01:18
to drive out the demons.
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以驅逐惡靈。
01:20
The second piece of bad news
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接下來第二個壞消息
01:23
will be delivered to you
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是從神經學家得來,
01:25
by neuroscientists, who will tell you
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他將告訴您
01:28
that if you are older than four or five years of age,
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如果您的年紀超過四或五歲
01:31
that even if you have your eye corrected,
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即使您接受視力矯正
01:34
the chances of your brain learning how to see
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您大腦學習如何解析所見的機會
01:37
are very, very slim --
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也十分十分地渺茫
01:39
again, slim or none.
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再一次地,渺茫或零。
01:42
So when I heard these two things,
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所以當我知道這兩件事情
01:44
it troubled me deeply,
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我同時因為個人
01:46
both because of personal reasons
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以及科學因素
01:48
and scientific reasons.
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深深感到困擾。
01:50
So let me first start with the personal reason.
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讓我從個人因素開始說起吧
01:53
It'll sound corny, but it's sincere.
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這聽起來像陳腔濫調,但是由衷的。
01:56
That's my son, Darius.
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這是我兒子,Darius。
01:58
As a new father,
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身為一個新手父親,
02:00
I have a qualitatively different sense
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對於寶寶有多脆弱
02:04
of just how delicate babies are,
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我們對他們有多少義務
02:07
what our obligations are towards them
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還有我們能感覺到對一個孩子
02:10
and how much love
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有多麼深的愛
02:12
we can feel towards a child.
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有截然不同而美好的感受
02:15
I would move heaven and earth
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我可能會為了治療Darius
02:17
in order to get treatment for Darius,
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在天堂和現實間穿梭。
02:20
and for me to be told
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對我而言,被告知
02:22
that there might be other Dariuses
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別的地方還有更多像Darius這樣的孩子
02:24
who are not getting treatment,
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並沒有得到治療
02:26
that's just viscerally wrong.
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這直覺地就是個錯誤。
02:29
So that's the personal reason.
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以上是我的個人因素。
02:31
Scientific reason is that this notion
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科學方面
02:34
from neuroscience of critical periods --
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神經科學有個關鍵時期之說
02:36
that if the brain is older
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也就是,如果大腦年齡大於
02:39
than four or five years of age,
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四歲或五歲,
02:41
it loses its ability to learn --
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大腦就喪失學習能力這個觀點。
02:43
that doesn't sit well with me,
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這無法說服我,
02:45
because I don't think that idea
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因為我不認為這想法
02:47
has been tested adequately.
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被充分地驗證過。
02:50
The birth of the idea is from
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這想法是從
02:52
David Hubel and Torsten Wiesel's work,
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David Hube和Torsten Wiesel的研究成果孕育而來,
02:54
two researchers who were at Harvard,
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這兩位科學家曾在哈佛任職
02:56
and they got the Nobel Prize in 1981
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並且在1981年因為他們視覺生理學
02:59
for their studies of visual physiology,
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的研究得到諾貝爾獎,
03:01
which are remarkably beautiful studies,
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那的確是傑出而漂亮的研究,
03:03
but I believe some of their work
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但我相信其中的一部分成果
03:05
has been extrapolated
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已被貿然地
03:07
into the human domain prematurely.
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用於人類領域
03:09
So, they did their work with kittens,
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他們用不同治療剝奪
03:11
with different kinds of deprivation regiments,
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的小貓群組進行實驗
03:13
and those studies,
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而這些可追溯到
03:15
which date back to the '60s,
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六零年代的研究
03:17
are now being applied to human children.
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現今被套用於人類孩子上。
03:20
So I felt that I needed to do two things.
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所以我覺得我需要做兩件事。
03:23
One: provide care
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一是提供
03:26
to children who are currently
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目前被剝奪治療的孩子
03:28
being deprived of treatment.
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醫療照護。
03:30
That's the humanitarian mission.
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這是基於人道主義的使命。
03:32
And the scientific mission would be
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而科學的使命則是
03:34
to test the limits
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試探視覺可塑性
03:36
of visual plasticity.
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的極限
03:38
And these two missions, as you can tell,
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你可以看出,這兩個任務
03:41
thread together perfectly. One adds to the other;
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完美地結合在一起,相輔相成。
03:44
in fact, one would be impossible without the other.
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事實上是缺一不可。
03:49
So, to implement
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為了執行
03:51
these twin missions,
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這個雙生任務,
03:53
a few years ago, I launched Project Prakash.
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幾年前我開始了Prakash計畫
03:56
Prakash, as many of you know,
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Prakash,也許你們很多人都知道,
03:58
is the Sanskrit word for light,
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是梵文中光的總稱
04:00
and the idea is that
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我們的理念亦是如此
04:02
in bringing light into the lives of children,
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將光明引入孩子們的生命中,
04:05
we also have a chance
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同時也有
04:07
of shedding light on some of the
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一窺某些
04:09
deepest mysteries of neuroscience.
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神經科學奧秘的機會
04:12
And the logo -- even though it looks extremely Irish,
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再看看這標誌,雖然它看起來很像幸運草
04:15
it's actually derived from
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事實上它是源自
04:17
the Indian symbol of Diya, an earthen lamp.
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一種印度陶燈 Diya 的象徵
04:21
The Prakash, the overall effort
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Prakash整體工作內容
04:24
has three components:
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包含三個部分,
04:26
outreach, to identify children in need of care;
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宣傳理念、定義病童是否需要照護、醫藥治療,
04:30
medical treatment; and in subsequent study.
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以及後續追蹤研究。
04:33
And I want to show you a short video clip
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我想要在此分享一段節錄短片
04:36
that illustrates the first two components of this work.
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來說明前兩個部份的工作。
04:41
This is an outreach station
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這是一個由為盲童設立的學校
04:43
conducted at a school for the blind.
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的宣傳站。
04:46
(Text: Most of the children are profoundly and permanently blind ...)
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(字幕: 大多數的孩童嚴重且永久地失明...
04:51
Pawan Sinha: So, because this is a school for the blind,
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Pawan Sinha: 因為這是間為盲人而辦的學校,
04:56
many children have permanent conditions.
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許多盲童是永久地失明。
04:58
That's a case of microphthalmos,
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這是一個小眼症的例子
05:01
which is malformed eyes,
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也就是有畸形的眼睛,
05:03
and that's a permanent condition;
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並且是永久性的。
05:05
it cannot be treated.
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它沒有辦法被治癒。
05:07
That's an extreme of micropthalmos
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這和極端的小眼症
05:09
called enophthalmos.
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稱為眼球陷沒。
05:11
But, every so often, we come across children
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但偶爾,我們遇見有
05:13
who show some residual vision,
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殘存視力的孩童
05:16
and that is a very good sign
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這是很好的徵兆
05:19
that the condition might actually be treatable.
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顯示病情實際上可能是可治療的。
05:21
So, after that screening, we bring the children to the hospital.
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於是經過篩檢,我們帶這些病童到醫院去。
05:24
That's the hospital we're working with in Delhi,
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這是我們在德里工作的醫院,
05:26
the Schroff Charity Eye Hospital.
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修福慈善眼科醫院
05:29
It has a very well-equipped
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裏頭有非常裝備完善的
05:31
pediatric ophthalmic center,
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小兒眼科中心,
05:35
which was made possible in part
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這得以實現有部分
05:37
by a gift from the Ronald McDonald charity.
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來自麥當勞叔叔慈善基金的贈與。
05:41
So, eating burgers actually helps.
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所以吃漢堡的確可助一臂之力。
05:45
(Text: Such examinations allow us to improve
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(字幕: 這樣的檢查允許我們增進
05:47
eye-health in many children, and ...
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許多孩童的眼睛健康,並且
05:54
... help us find children who can participate in Project Prakash.)
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幫助我們找到可參與Prakash計畫的孩子。)
05:57
PS: So, as I zoom in to the eyes of this child,
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補充一下,當我放大這個孩子眼睛的影像,
05:59
you will see the cause of his blindness.
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你將可以看到他失明的原因。
06:03
The whites that you see in the middle of his pupils
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你看到在瞳孔中間白色部分
06:06
are congenital cataracts,
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是先天性的白內障,
06:09
so opacities of the lens.
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所以水晶體是不透明的。
06:11
In our eyes, the lens is clear,
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我們的眼睛水晶體則是透明的。
06:14
but in this child, the lens has become opaque,
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但是這個孩子的水晶體已經變得不透光,
06:16
and therefore he can't see the world.
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因此他沒有辦法看見這世界。
06:19
So, the child is given treatment. You'll see shots of the eye.
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所以這孩子接受治療。你所看到的是眼球置換手術。
06:22
Here's the eye with the opaque lens,
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這是有不透明水晶體的眼球,
06:24
the opaque lens extracted
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不透明的水晶體被吸取出
06:26
and an acrylic lens inserted.
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然後置入丙烯酸人工水晶體。
06:29
And here's the same child
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這是剛剛那孩子
06:31
three weeks post-operation,
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在接受手術後三個星期,
06:34
with the right eye open.
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使用右眼的情形。
06:40
(Applause)
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(鼓掌)
06:46
Thank you.
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謝謝大家。
06:48
So, even from that little clip, you can begin to get the sense
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所以,即使從這小片段,你也能開始感覺到
06:51
that recovery is possible,
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治癒是可能的,
06:53
and we have now
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而我們已經
06:55
provided treatment to over 200 children,
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對超過兩百位孩童施予治療
06:58
and the story repeats itself.
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而成功復明故事不斷重演。
07:00
After treatment, the child
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經過治療,孩子
07:02
gains significant functionality.
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得到重要的視覺官能。
07:05
In fact, the story holds true
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事實上,這情節即使對你知道的
07:08
even if you have a person who got sight
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某個被剝奪視力多年的人
07:10
after several years of deprivation.
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也同樣為真。
07:12
We did a paper a few years ago
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我們幾年前撰寫了一篇報導
07:14
about this woman that you see on the right, SRD,
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是有關你看到在右邊,得了SRD(漿液性網膜剝離)的女人,
07:18
and she got her sight late in life,
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她在晚年復明,
07:20
and her vision is remarkable at this age.
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而且在這年紀她的視力是相當好的。
07:24
I should add a tragic postscript to this --
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我在這故事末加個悲劇附錄。
07:27
she died two years ago
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她兩年前因為一場巴士意外
07:29
in a bus accident.
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而去世了。
07:31
So, hers is just a truly inspiring story --
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她的故事正是非常激勵人心的,
07:35
unknown, but inspiring story.
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不為人知,但激勵人心的故事。
07:38
So when we started finding these results,
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當我們開始發掘這些成果,
07:40
as you might imagine, it created quite a bit of stir
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就像你想像的,它在科學以及普及的
07:43
in the scientific and the popular press.
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出版物造成旋風。
07:46
Here's an article in Nature
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這是在自然期刊側寫這工作
07:48
that profiled this work,
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的一篇文章,
07:50
and another one in Time.
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另一篇則是在時代雜誌。
07:52
So, we were fairly convinced -- we are convinced --
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我們非常確信,我們確信
07:54
that recovery is feasible,
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儘管長久地失去視力。
07:56
despite extended visual deprivation.
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復明是可能的。
07:59
The next obvious question to ask:
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下一個要問且顯而易見的問題是:
08:01
What is the process of recovery?
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痊癒的過程如何發生?
08:04
So, the way we study that is,
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所以,我們研究的方法是,
08:07
let's say we find a child who has light sensitivity.
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假設我們找到一個對光線有反應的孩子
08:09
The child is provided treatment,
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提供他治療,
08:11
and I want to stress that the treatment
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我要強調這治療
08:13
is completely unconditional;
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是完全無條件的。
08:15
there is no quid pro quo.
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是無償的。
08:17
We treat many more children then we actually work with.
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我們治療的孩童比參與計畫的更多。
08:20
Every child who needs treatment is treated.
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每個需要醫療的孩子都被治療。
08:23
After treatment, about every week,
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治療後,約每個星期一次,
08:25
we run the child
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我們讓孩童
08:27
on a battery of simple visual tests
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接受簡單視覺測試
08:30
in order to see how their visual skills
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以了解他們看的技能
08:32
are coming on line.
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是否如預期恢復。
08:34
And we try to do this for as long as possible.
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我們試著盡可能長時間追蹤。
08:37
This arc of development
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這些發展曲線,
08:39
gives us unprecedented
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給了我們有關
08:41
and extremely valuable information
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如何建構視覺
08:43
about how the scaffolding of vision
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不同以往且十分有價值
08:45
gets set up.
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的資訊
08:47
What might be the causal connections
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早期發展的視覺技能和
08:49
between the early developing skills
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較晚發展的兩者之間的
08:51
and the later developing ones?
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因果關聯為何?
08:53
And we've used this general approach to study
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我們已經用這套公認的研究方法來研究
08:55
many different visual proficiencies,
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許多不同的視覺熟練程度,
08:58
but I want to highlight one particular one,
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但我想要強調其中特別的一項,
09:02
and that is image parsing into objects.
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那就是將圖像解析為物體的技能。
09:05
So, any image of the kind that you see on the left,
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在這兒,左邊任何一種你所見的圖,
09:07
be it a real image or a synthetic image,
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是真實影像還是合成的?
09:10
it's made up of little regions
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這是由中間
09:12
that you see in the middle column,
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那張有不同顏色、不同照度
09:14
regions of different colors, different luminances.
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的區域合併起來做成的。
09:17
The brain has this complex task
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大腦的複雜任務包括
09:20
of putting together, integrating,
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組合、整合,
09:23
subsets of these regions
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將這些區域統整
09:25
into something that's more meaningful,
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成為更有意義的某樣物品,
09:27
into what we would consider to be objects,
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是我們認知的實物,
09:29
as you see on the right.
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就像右邊你所看到的那樣。
09:31
And nobody knows how this integration happens,
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而沒有人知道這些整合工作如何發生。
09:33
and that's the question we asked with Project Prakash.
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這就是我們在Prakash計畫中所問的問題。
09:37
So, here's what happens
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這就是發生歷程
09:39
very soon after the onset of sight.
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一旦開始建構視覺便變化快速。
09:42
Here's a person who had gained sight just a couple of weeks ago,
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這個人他才在兩個星期前恢復視力,
09:45
and you see Ethan Myers, a graduate student from MIT,
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再看到Ethan Myers,來自麻省理工的大學生,
09:48
running the experiment with him.
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正在和他一起做實驗。
09:51
His visual-motor coordination is quite poor,
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他的視覺運動協調十分地差,
09:55
but you get a general sense
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但你大約可知
09:57
of what are the regions that he's trying to trace out.
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他正試著描繪的區域為何
10:00
If you show him real world images,
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如果向他展示真實世界的影像
10:02
if you show others like him real world images,
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如果你向其他跟這個人相似的病友展示真實世界的影像,
10:05
they are unable to recognize most of the objects
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他們不能辨識出大部分的物體
10:07
because the world to them is over-fragmented;
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因為這樣的世界對他們來說太支離破碎。
10:10
it's made up of a collage, a patchwork,
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他們所見是由不同顏色、照明的
10:13
of regions of different colors and luminances.
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小區塊拼貼、補綴而成
10:15
And that's what's indicated in the green outlines.
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而這就是綠色輪廓所表示的東西。
10:17
When you ask them,
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當你要求他們,
10:19
"Even if you can't name the objects, just point to where the objects are,"
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即使他們不能說出物體的名字,僅僅指出在哪裡就好,
10:22
these are the regions that they point to.
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這些就是他們所指的地方。
10:24
So the world is this complex
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所以世界是如此複雜的
10:26
patchwork of regions.
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區塊拼貼。
10:28
Even the shadow on the ball
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即使是球上面的陰影
10:30
becomes its own object.
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也是一個獨立的物件。
10:33
Interestingly enough,
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非常有趣的是,
10:35
you give them a few months,
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你給他們幾個月的時間,
10:37
and this is what happens.
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這就是後來所發生的事。
10:43
Doctor: How many are these?
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醫生:這裡有多少個?
10:45
Patient: These are two things.
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病人:這裡有兩個東西。
10:47
Doctor: What are their shapes?
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醫生:他們的形狀是?
10:49
Patient: Their shapes ...
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病人:他們的形狀...
10:51
This one is a circle,
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這個是圓的,
10:54
and this
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這個嘛
10:56
is a square.
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是方的。
10:58
PS: A very dramatic transformation has come about.
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附註:非常戲劇化的轉變已經發生。
11:01
And the question is:
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而問題是:
11:03
What underlies this transformation?
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這轉變是根據什麼?
11:05
It's a profound question,
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這是個深奧的問題,
11:07
and what's even more amazing is how simple
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而令人驚訝的是答案有
11:09
the answer is.
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多麼地簡單。
11:11
The answer lies in motion
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答案就是移動
11:13
and that's what I want to show you in the next clip.
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這也是我想要在下個影片中呈現給大家的。
11:18
Doctor: What shape do you see here?
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醫生: 你在這兒看到的是什麼形狀?
11:20
Patient: I can't make it out.
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病患: 我無法回答這個問題。
11:28
Doctor: Now?
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醫生: 現在呢?
11:31
Patient: Triangle.
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病患: 三角形。
11:35
Doctor: How many things are these?
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醫生: 這裡有多少東西?
11:48
Now, how many things are these?
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現在,這裡有多少東西?
11:51
Patient: Two.
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病患: 兩個。
11:53
Doctor: What are these things?
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醫生: 這些東西是什麼呢?
11:56
Patient: A square and a circle.
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病患: 一個方塊跟一個圓。
11:58
PS: And we see this pattern over and over again.
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附帶說明,我們看到這個模式不斷重複。
12:01
The one thing the visual system needs
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視覺系統所需
12:04
in order to begin parsing the world
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解析世界的要件就是
12:06
is dynamic information.
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動態資訊。
12:08
So the inference we are deriving from this,
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從這結果和多次這類的實驗
12:10
and several such experiments,
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我們推論,
12:12
is that dynamic information processing,
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動態資訊的處理
12:14
or motion processing,
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或動作資訊處裡,
12:16
serves as the bedrock for building
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就像是建立後續複雜的
12:18
the rest of the complexity of visual processing;
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視覺處理流程的基石。
12:22
it leads to visual integration
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它成就了視覺整合
12:24
and eventually to recognition.
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以及最終的辨認能力。
12:27
This simple idea has far reaching implications.
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這簡單的概念在科學研究上有深遠的含意。
12:30
And let me just quickly mention two,
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讓我快速地簡介其中兩個。
12:33
one, drawing from the domain of engineering,
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一是從工程上來說,
12:35
and one from the clinic.
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另一個是臨床上的意義。
12:37
So, from the perspective of engineering,
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從工程的透視法,
12:39
we can ask: Goven that we know
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我們能問,我們已知
12:42
that motion is so important for the human visual system,
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動作對人類的視覺系統是如此重要,
12:44
can we use this as a recipe
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我們可以利用這結果建立
12:47
for constructing machine-based vision systems
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不需要程式設計師
12:50
that can learn on their own, that don't need to be programmed
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設計程式就可以自我學習的
12:53
by a human programmer?
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機械視覺系統嗎?
12:55
And that's what we're trying to do.
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這就是我們正試著達成的。
12:57
I'm at MIT, at MIT you need to apply
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我在麻省理工,在那兒你需要運用
13:00
whatever basic knowledge you gain.
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任何你得到的基礎知識。
13:02
So we are creating Dylan,
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所以我們創造了Dylan
13:04
which is a computational system
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它是套有遠大目標
13:06
with an ambitious goal
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的運算系統
13:08
of taking in visual inputs
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可以接收的和一個人類孩童
13:10
of the same kind that a human child would receive,
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相同的視覺輸入後,
13:13
and autonomously discovering:
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自主地發現
13:15
What are the objects in this visual input?
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這些視覺輸入有什麼東西。
13:18
So, don't worry about the internals of Dylan.
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不用擔心Dylan裡面有什麼。
13:21
Here, I'm just going to talk about
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在這裡我只想簡單提到
13:24
how we test Dylan.
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我們如何測試Dylan。
13:26
The way we test Dylan is by giving it
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我們測試它的方式是利用
13:28
inputs, as I said, of the same kind
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給它輸入,像我先前說的,跟一個孩童,
13:31
that a baby, or a child in Project Prakash would get.
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或是Prakash計畫中的孩子會得到的一樣。
13:34
But for a long time we couldn't quite figure out:
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但是長久以來我們無法真正知道
13:37
Wow can we get these kinds of video inputs?
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我們如何能的到這樣的視訊輸入。
13:41
So, I thought,
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所以,我就想,
13:43
could we have Darius
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我們是否能使Darius
13:45
serve as our babycam carrier,
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像我們的嬰兒攝影機攜帶者,
13:48
and that way get the inputs that we feed into Dylan?
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使我們得以將視訊輸入至Dylan。
13:51
So that's what we did.
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這就是我們的方法。
13:53
(Laughter)
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(眾笑)
14:00
I had to have long conversations with my wife.
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我必須跟我妻子談很久。
14:03
(Laughter)
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(眾笑)
14:08
In fact, Pam, if you're watching this,
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事實上,Pam,如果你正看著,
14:10
please forgive me.
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請原諒我。
14:13
So, we modified the optics of the camera
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為了更生動模擬寶寶的視力
14:17
in order to mimic the baby's visual acuity.
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我們修改了攝影機的光學元件。
14:20
As some of you might know,
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也許你們有些人知道,
14:22
babyies are born pretty much legally blind.
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寶寶剛出生的時候幾乎是看不見的。
14:26
Their acuity -- our acuity is 20/20;
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寶寶看20英尺外的東西,
14:29
babies' acuity is like 20/800,
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就像正常視力在800英尺看見的。
14:32
so they are looking at the world
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所以他們是非常非常模糊地
14:34
in a very, very blurry fashion.
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看著這個世界。
14:37
Here's what a baby-cam video looks like.
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這就是嬰兒攝影機所見的影像。
14:41
(Laughter)
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(眾大笑)
14:50
(Applause)
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(鼓掌)
14:53
Thankfully, there isn't any audio
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謝天謝地,這段影片
14:55
to go with this.
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沒有任何聲音。
14:58
What's amazing is that working with such
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令人驚訝的是,即使是這麼
15:00
highly degraded input,
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高度劣化的影像輸入,
15:02
the baby, very quickly, is able
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寶寶還是可以很快地
15:04
to discover meaning in such input.
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知道影像的意義。
15:07
But then two or three days afterward,
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經過兩三天,
15:09
babies begin to pay attention
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寶寶開始把注意力放在
15:11
to their mother's or their father's face.
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他們的爸爸或媽媽臉上。
15:13
How does that happen? We want Dylan to be able to do that,
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這是如何發生的? 我們希望Dylan可以做到這樣。
15:16
and using this mantra of motion,
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利用移動的奧秘,
15:19
Dylan actually can do that.
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事實上Dylan可以做到,
15:21
So, given that kind of video input,
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即使是那麼糟糕的影像輸入。
15:24
with just about six or seven minutes worth of video,
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大概只有六或七分鐘可用的影片,
15:27
Dylan can begin to extract patterns
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Dylan可以開始取得
15:30
that include faces.
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包含臉部的圖樣。
15:33
So, it's an important demonstration
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所以這是重要效果
15:35
of the power of motion.
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的重要展示。
15:37
The clinical implication, it comes from the domain of autism.
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臨床應用上,要從自閉症開始說起。
15:40
Visual integration has been associated with autism
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視覺整合已經被好幾位研究學者證實
15:42
by several researchers.
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和自閉症有關。
15:44
When we saw that, we asked:
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當我們知道這結果,我們問:
15:46
Could the impairment in visual integration
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是否動態資訊處理缺損
15:49
be the manifestation of something underneath,
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就是視覺整合損傷
15:52
of dynamic information processing deficiencies in autism?
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造成的自閉症的背後肇因
15:55
Because, if that hypothesis were to be true,
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因為,若是這個假說成立,
15:58
it would have massive repercussions in our understanding
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這將對我們了解
16:01
of what's causing the many different aspects
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是什麼使得自閉症有不同方面的外顯特徵
16:03
of the autism phenotype.
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有重要的回饋。
16:06
What you're going to see are
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接下來的一段短片是
16:08
video clips of two children -- one neurotypical,
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兩個孩子在玩乒乓球,一個非自閉症,
16:11
one with autism, playing Pong.
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另一個有自閉症。
16:13
So, while the child is playing Pong, we are tracking where they're looking.
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當孩子在玩壁球的時候,我們追蹤他們看著哪兒。
16:16
In red are the eye movement traces.
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紅色的就是眼球移動的紀錄,
16:19
This is the neurotypical child, and what you see
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這是非自閉症孩子的,而你所看見的是
16:22
is that the child is able to make cues
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這個孩子可以利用
16:24
of the dynamic information
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動態資訊給的暗示
16:26
to predict where the ball is going to go.
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預測球會往那兒跑。
16:28
Even before the ball gets to a place,
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即使在球到達之前,
16:31
the child is already looking there.
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這孩子已經看著那邊。
16:34
Contrast this with a child
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對照另一個玩著相同遊戲的
16:36
with autism playing the same game.
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自閉症孩子。
16:38
Instead of anticipating,
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這個孩子的視線總是
16:40
the child always follows where the ball has been.
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跟著球到過的地方跑而非預測它。
16:43
The efficiency of the use
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自閉症患者利用
16:45
of dynamic information
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動態資訊的效率
16:47
seems to be significantly compromised in autism.
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似乎明顯地被抑制。
16:51
So we are pursuing this line of work
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所以我們持續進行這工作
16:54
and hopefully we'll have
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並且希望我們將很快有
16:56
more results to report soon.
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更多結果可以報導。
16:58
Looking ahead, if you think of this disk
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未來,如果你把這圓盤看作
17:01
as representing all of the children
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我們目前為止
17:03
we've treated so far,
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治療過的孩子們的數量,
17:05
this is the magnitude of the problem.
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這就是問題的嚴重程度。
17:07
The red dots are the children we have not treated.
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這些紅點表示孩子我們尚未能治療的孩子。
17:10
So, there are many, many more children who need to be treated,
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所以,世界上還有更多的孩子需要治療,
17:12
and in order to expand the scope of the project,
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為了拓展這個計畫所及的區域,
17:15
we are planning on launching
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我們正計畫創建
17:17
The Prakash Center for Children,
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Prakash孩童中心,
17:19
which will have a dedicated pediatric hospital,
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它將有專門的小兒科醫院,
17:22
a school for the children we are treating
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一所為治療中的病童設立的學校,
17:24
and also a cutting-edge research facility.
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以及尖端研究設施。
17:26
The Prakash Center will integrate health care,
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Prakash中心將真正地
17:29
education and research in a way
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創造一個真正整合健康照護、
17:31
that truly creates the whole
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教育以及研究為一體
17:33
to be greater than the sum of the parts.
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比單純結合各部分更出色的機構。
17:36
So, to summarize: Prakash, in its five years of existence,
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在此,我做個小結,Prakash,在過去五年裡,
17:39
it's had an impact in multiple areas,
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已經對許多領域造成衝擊,
17:42
ranging from basic neuroscience
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範圍從基礎的神經科學裡
17:44
plasticity and learning in the brain,
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大腦的學習力及可塑性,
17:46
to clinically relevant hypotheses like in autism,
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到臨床相關的理論,如自閉症,
17:50
the development of autonomous machine vision systems,
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還有自主性機器視覺系統的發展,
17:53
education of the undergraduate and graduate students,
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大學生及研究生們的教育,
17:56
and most importantly in the alleviation
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最重要的,是減少了
17:58
of childhood blindness.
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盲童的數目。
18:00
And for my students and I, it's been
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而對我和我的學生來說,這計畫已是
18:02
just a phenomenal experience
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非比尋常的經驗,
18:04
because we have gotten to do interesting research,
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因為我們做著有趣的研究,
18:08
while at the same time
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同時也幫助
18:10
helping the many children that we have worked with.
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許多參與實驗的孩子們。
18:12
Thank you very much.
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非常感謝大家
18:14
(Applause)
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(鼓掌)
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