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Cognitive Technologies

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cognitive technologies

 

What are cognitive technologies?

 

Cognition is defined as 'the process by which knowledge and understanding are developed in the mind' (Oxford Learners Dictionary). Cognitive technologies are ‘the realm of technologies that assist, augment or simulate cognitive processes or that can be used for the achievement of cognitive aims’ (Ienca 2018). These include both neurotechnologies, that is technologies that interact with the brain (Brain-computer interface (BCI), implants, transcranial stimulation, pharmaceuticals, etc. ) and Artificial Intelligence (AI), either embedded in neurotechnologies or which simulates intelligence.

Why use them?

 

Much of the research is still work in progress, however, the purpose of such research is to assist or augment our cognitive capacities. Research is often related to disabilities such as attention deficit, memory loss ( as in Alzheimer's disease), or specific professions that require high levels of focus such as the military. However, if these technologies are shown to work with limited side-effects, why should a wider public not benefit from them, too? 

Here is a 15-minute video by Anders Sandberg about cognitive enhancement. Sandberg studies societal and ethical issues surrounding human enhancement and new technologies with a transhumanistic approach. He has a background in computer science, neuroscience, and medical engineering and works at the Future of Humanity Institute, Oxford University. Link to video here

 

And an example of how a company is using cognitive technologies in the classroom (3 min). Link to video here

 

Isn't this discussion premature?

This reflection is needed whether or not the technology can deliver on its promises. The scientific backing of the technology is weak with no scientific publications regarding the headset and scientists have stated that the findings so far are partial and require further research (Sitaram et al. 2017; Johnson 2017). However, the tech industry is creating imaginaries that will shape future research. ‘Sociotechnical imaginaries are collectively held, institutionally stabilized, and publicly performed visions of desirable futures that are animated by imagined forms of life and made attainable through the design of technological projects’ (Williamson 2017). BrainCo is reinforcing this imaginary by setting it in a historical perspective, from the comparison of the headband to a head ring in the in the 16th-century Chinese mythological story, `Journey to the West`’ (Wang, Shen, and Tai 2019), to the reference to Alan Pope’s research for NASA (NASA Spinoff 2019). The data collection is compared to the current trend of measuring ones physical efforts, transforming it into ‘everyday, mundane’ data (Pink et al. 2017). As what Paju (2019) describes as an embodied future, ‘past, present and future are inseparable’ and feed into each other, leading to a practically pre-determined future. Before this future is realised, we need to understand its implications and the risks that are not mentioned in this imaginary future. It is all the more important to do so now, before the technology becomes widely used as it is then difficult to push back and control or regulate it. Therefore, even if the technology is not yet fully functional, we need to consider the implications of its use in schools.

Healthy Break

Perfect timing for a stretch and  glass of water!

 
References:

Ienca, Marcello. 2018. ‘Democratizing Cognitive Technology: A Proactive Approach’. Ethics and Information Technology; Dordrecht, June, 1–14. http://dx.doi.org.ezproxy.is.ed.ac.uk/10.1007/s10676-018-9453-9. (link to abstract)

Johnson, Sidney. 2017. ‘This Company Wants to Gather Student Brainwave Data to Measure “Engagement” - EdSurge News’. EdSurge. 26 October 2017. 

NASA Spinoff. 2019. ‘Brainwaves Reveal Student Engagement, Operate Household Objects’. 

Paju, Elina. 2019. ‘Futures in Action: Embodied or Empty Futures in Youth Activation Workshops’. Time & Society, April, 0961463X19842474. https://doi.org/10.1177/0961463X19842474. (link to abstract only)

Pink, Sarah, Shanti Sumartojo, Deborah Lupton, and Christine Heyes La Bond. 2017. ‘Mundane Data: The Routines, Contingencies and Accomplishments of Digital Living’. Big Data & Society 4 (1): 2053951717700924. https://doi.org/10.1177/2053951717700924.

Sitaram, Ranganatha, Tomas Ros, Luke Stoeckel, Sven Haller, Frank Scharnowski, Jarrod Lewis-Peacock, Nikolaus Weiskopf, et al. 2017. ‘Closed-Loop Brain Training: The Science of Neurofeedback’. Nature Reviews Neuroscience. 1 February 2017. https://doi.org/10.1038/nrn.2016.164. (link to abstract only)

Wang, Yifan, Hong Shen, and Crystal Tai. 2019. ‘China’s Efforts to Lead the Way in AI Start in Its Classrooms; A Fast-Spreading Use of Artificial Intelligence in Schools from Kindergartens to Universities Provides the Country with an Unrivaled Database’. Wall Street Journal (Online); New York, N.Y., 24 October 2019, sec. Business. 

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The science behind these technologies

Mind machines - the promise and problems of cognitive enhancement devices
01:23:32

Mind machines - the promise and problems of cognitive enhancement devices

Cognitive enhancement technologies raised hope in boosting healthy brain functioning, increasing mental capacity, speed, and creativity, through use of electrical and magnetic currents. How do these technologies work? How is the brain affected? And what are the ethical and societal implications of their use? Professor Roi Cohen Kadosh, Professor of Cognitive Neuroscience at the University of Oxford, and Dr Hannah Maslen, Postdoctoral Research Fellow in Ethics at the University of Oxford, will examine what happens when we combine mind and machine. Join in on Twitter #tomorrowtech About the speakers Roi Cohen Kadosh is a Senior Research Fellow in Psychology and Professor of Cognitive Neuroscience at The University of Oxford. He studied at Ben-Gurion University, Israel, obtaining a BA in Behavioural Sciences and a PhD in Neuropsychology (summa cum laude), while completing a European Diploma in Cognitive Brain Sciences (EDCBS). During this period he also received clinical training as a neuropsychologist at Beit Loewenstein, one of the best rehabilitation centres in Israel. From 2006 to 2009 he was a postdoctoral fellow at the Institute of Cognitive Neuroscience, UCL, which was funded by the Yad-Hanadiv/Rothschild Foundation, the International Brain Research Organization, and the European Union (Marie Curie Fellowship). In 2009, he joined the University of Oxford as a Wellcome Research Career Development Fellow and set up the Cohen Kadosh lab in the Department of Experimental Psychology where he continues work on mathematics and the brain, as well as other questions in cognitive neuroscience. He joined Jesus College, Oxford in 2011 as a Junior Research Fellow and as a Hugh Price Fellow in 2014, and has received several prestigious prizes in psychology and neuroscience including the Sieratzki-Korczyn Prize for Advances in the Neurosciences (2009), the Career Development Award from the Society for Neuroscience (2010) for his work on the neural basis of numbers in the parietal cortex, the Paul Bertelson Award (2012) from the European Society for Cognitive Psychology for an outstanding contribution to cognitive psychology in Europe, the British Psychological Society's Spearman Medal for outstanding contributions to psychology (2014), and the Scholar Award from the James S McDonnell Foundation (2014). In 2015 he was appointed Professor of Cognitive Neuroscience by the University of Oxford. Hannah Maslen is a James Martin Fellow on the Oxford Martin Programme on Mind and Machine, and a Postdoctoral Research Fellow in Ethics at the University of Oxford. Hannah’s academic background is in philosophy, psychology and law: she received her BA in PPP from Oxford in 2007, her MSc in Criminology and Criminal Justice from Oxford in 2008, and her DPhil from Oxford in 2011. Her current research focuses on the ethical, legal and social implications of various brain intervention technologies, but she works on a variety of topics within applied philosophy and ethics, spanning neuroethics, medical ethics, moral emotions, philosophy of punishment and criminal justice. Previously, Hannah worked on the NWO-funded project ‘Enhancing Responsibility: the Effects of Cognitive Enhancement on Moral and Legal Responsibility’. She also continues to write on topics in sentencing and penal theory and has recently had her book on remorse and retribution published (Hart Publishing). Her current research position is associated with the Oxford Martin School’s Programme on Mind and Machine, and the Oxford Uehiro Centre for Practical Ethics. The aim of this project is to examine various brain intervention and interface technologies, from brain stimulation devices, to optogenetics, to virtual reality and immersive technologies. her research examines the ethical, legal and social implications of these technologies. Oxford Martin School, University of Oxford www.oxfordmartin.ox.ac.uk
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