Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals
Individuals with complex neurodevelopmental differences, including some individuals with autism and/or genetic disorders, often struggle with cognition, communication, emotion regulation, motor coordination, and social interaction. At the same time, these individuals offer untapped insight into fund...
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| Format: | Thesis |
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Massachusetts Institute of Technology
2023
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| Online Access: | https://hdl.handle.net/1721.1/152012 |
| _version_ | 1811072266989993984 |
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| author | Johnson, Kristina T. |
| author2 | Picard, Rosalind W. |
| author_facet | Picard, Rosalind W. Johnson, Kristina T. |
| author_sort | Johnson, Kristina T. |
| collection | MIT |
| description | Individuals with complex neurodevelopmental differences, including some individuals with autism and/or genetic disorders, often struggle with cognition, communication, emotion regulation, motor coordination, and social interaction. At the same time, these individuals offer untapped insight into fundamental questions of human nature: How do we learn? How and why do we communicate? Why do we do what we do? In many respects, these individuals possess some of the greatest need and potential for scientific inquiry and advancement; yet they are difficult to bring into clinics, almost impossible to assess using a single modality, and often cannot provide accurate verbal indicators of how they are feeling or what they are thinking. Moreover, the population is small, heterogeneous, and geographically distributed. There is inconsistent terminology to describe this group, few standardized assessments that are sensitive and accessible for this population, and unequal access to support, technology, research, and funding. Lastly, there is an overwhelming focus on what they cannot do.
This thesis investigates how individuals with complex neurodevelopmental differences can and do thrive. Here, I present the design, framework, and implementation of systems that can elucidate the ways in which neurodiverse individuals are learning and growing across cognitive, affective, and communicative domains. These systems include custom-built hardware, software, mathematical models, novel methodologies, publicly released datasets, and multiple scientific studies. Each study is built around strengths-based research questions – asking what these individuals can do – and personalized, naturalistic study paradigms.
Specifically, I introduce a multi-modal, customizable learning platform, SPRING, designed to motivate skill development for this population while automating data collection and feedback. I also describe a personalized, naturalistic fMRI study probing the neural correlates of special interests in children both with and without autism. Finally, I present Commalla, a system of remote data acquisition and individualized speech signal processing that seeks to characterize how individuals with few spoken words communicate using non-speech vocalizations. This research aims to build the foundation for a transdisciplinary center for the study and advancement of these exceptional individuals, with the intention of expanding our understanding of human cognition, motivation, and language. |
| first_indexed | 2024-09-23T09:03:13Z |
| format | Thesis |
| id | mit-1721.1/152012 |
| institution | Massachusetts Institute of Technology |
| last_indexed | 2024-09-23T09:03:13Z |
| publishDate | 2023 |
| publisher | Massachusetts Institute of Technology |
| record_format | dspace |
| spelling | mit-1721.1/1520122023-09-01T03:51:31Z Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals Johnson, Kristina T. Picard, Rosalind W. Program in Media Arts and Sciences (Massachusetts Institute of Technology) Individuals with complex neurodevelopmental differences, including some individuals with autism and/or genetic disorders, often struggle with cognition, communication, emotion regulation, motor coordination, and social interaction. At the same time, these individuals offer untapped insight into fundamental questions of human nature: How do we learn? How and why do we communicate? Why do we do what we do? In many respects, these individuals possess some of the greatest need and potential for scientific inquiry and advancement; yet they are difficult to bring into clinics, almost impossible to assess using a single modality, and often cannot provide accurate verbal indicators of how they are feeling or what they are thinking. Moreover, the population is small, heterogeneous, and geographically distributed. There is inconsistent terminology to describe this group, few standardized assessments that are sensitive and accessible for this population, and unequal access to support, technology, research, and funding. Lastly, there is an overwhelming focus on what they cannot do. This thesis investigates how individuals with complex neurodevelopmental differences can and do thrive. Here, I present the design, framework, and implementation of systems that can elucidate the ways in which neurodiverse individuals are learning and growing across cognitive, affective, and communicative domains. These systems include custom-built hardware, software, mathematical models, novel methodologies, publicly released datasets, and multiple scientific studies. Each study is built around strengths-based research questions – asking what these individuals can do – and personalized, naturalistic study paradigms. Specifically, I introduce a multi-modal, customizable learning platform, SPRING, designed to motivate skill development for this population while automating data collection and feedback. I also describe a personalized, naturalistic fMRI study probing the neural correlates of special interests in children both with and without autism. Finally, I present Commalla, a system of remote data acquisition and individualized speech signal processing that seeks to characterize how individuals with few spoken words communicate using non-speech vocalizations. This research aims to build the foundation for a transdisciplinary center for the study and advancement of these exceptional individuals, with the intention of expanding our understanding of human cognition, motivation, and language. Ph.D. 2023-08-30T15:59:39Z 2023-08-30T15:59:39Z 2021-09 2023-08-16T17:26:32.436Z Thesis https://hdl.handle.net/1721.1/152012 In Copyright - Educational Use Permitted Copyright MIT http://rightsstatements.org/page/InC-EDU/1.0/ application/pdf Massachusetts Institute of Technology |
| spellingShingle | Johnson, Kristina T. Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals |
| title | Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals |
| title_full | Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals |
| title_fullStr | Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals |
| title_full_unstemmed | Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals |
| title_short | Foundations of Cognitive, Affective, and Communicative Systems for Neurodiverse Individuals |
| title_sort | foundations of cognitive affective and communicative systems for neurodiverse individuals |
| url | https://hdl.handle.net/1721.1/152012 |
| work_keys_str_mv | AT johnsonkristinat foundationsofcognitiveaffectiveandcommunicativesystemsforneurodiverseindividuals |