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1. Introduction
Autism is a disorder of neural development characterized by impaired social interaction
and communication by restricted and repetitive behavior. These signs all begin before a
child is three years old [1]. Autism affects information processing in the brain by altering
how nerve cells and their synapses connect and organize; how this occurs is not well
understood [2].
Autism has a strong genetic basis, although the genetics of autism are complex and it is
unclear whether ASD is explained more by rare mutations, or by rare combinations of
common genetic variants [3]. In rare cases, autism is strongly associated with agents that
cause birth defects. Controversies surround other proposed environmental causes, such as
heavy metals, pesticides or childhood vaccines; the vaccine hypotheses are biologically
implausible and lack convincing scientific evidence. The prevalence of autism is about 1
2 per 1,000 people worldwide; however, the Centers for Disease Control and Prevention
(CDC) reports approximately 9 per 1,000 children in the United States are diagnosed with
ASD. The number of people diagnosed with autism has increased dramatically since the
1980s, partly due to changes in diagnostic practice; the question of whether actual
prevalence has increased is unresolved.
Currently, there is no reliable evidence as to exactly what are the neural bases for
autism. It is clear that autism is a heterogeneous disorder, even it is genetic. There is no
accepted animal model condition, although infant monkeys with selective brain lesions
show behavioral, features suggestive of autism. Our research goal is to model autism in
such way that is helpful to improve the learning and training process of autistic people
.We used unsupervised learning algorithm that can train autistic people to recognize and
learn object. This model has been implemented using Self Organizing Feature Map
(SOFM) [4].
2. Understanding Autism
Autism is a term used for a number of developmental disabilities called Autis m
Spectrum Disorder (ASD). ASD is a life-long neurobiological disorder that affects
how the person perceives and interprets their world, particularly the social
environment. [5]
The symptoms of ASD vary and can range from mild to severe, but most children
on the spectrum show difficulties with:
1)
Social Interaction
2)
3)
2)
Kentucky, has found that autistic people have more minicolumns which include a
greater number of smaller brain cells. In addition, the "insulation" between these
minicolumns is not as effective as it is among typically developing people. The
result may be that autistic people think and perceive differently and have less of an
ability to block sensory input.
2.5. Treatment of Autism
No cure is known. Children recover occasionally, so that they lose their diagnosis
of ASD; this occurs sometimes after intensive treatment and sometimes not. It is not
known how often recovery happens; reported rates in unselected samples of children
with ASD have ranged from 3% to 25%. Most autistic children can acquire language
by age 5 or younger, though a few have developed communication skills in later
years. Most children with autism lack social support, meaningful relationships,
future employment opportunities or self-determination. Although core difficulties
tend to persist, symptoms often become less severe with age. Few high -quality
studies address long-term prognosis. Some adults show modest improvement in
communication skills, but a few decline; no study has focused on autism after
midlife. Acquiring language before age six, having an IQ above 50, and having a
marketable skill all predict better outcomes; independent living is unlikely with
severe autism. A 2004 British study of 68 adults who were diagnosed before 1980 as
autistic children with IQ above 50 found that 12% achieved a high level of
independence as adults, 10% had some friends and were generally in work but
required some support, 19% had some independence but were generally living at
home and needed considerable support and supervision in daily living, 46% needed
specialist residential provision from facilities specializing in ASD with a high level
of support and very limited autonomy, and 12% needed high-level hospital care. A
2005 Swedish study of 78 adults that did not exclude low IQ found worse prognosis;
for example, only 4% achieved independence. A 2008 Canadian study of 48 young
adults diagnosed with ASD as preschoolers found outcomes ranging through poor
(46%), fair (32%), good (17%), and very good (4%); 56% of these young adults had
been employed at some point during their lives, mostly in volunteer, sheltered or
part-time work. Changes in diagnostic practice and increased availability of
effective early intervention make it unclear whether these findings can be
generalized to recently diagnosed children [9].
There a SOM is discussed about where m neurons, each with p synapses are organized
in an l-dimensional lattice (grid) representing the feature space. Such a neural network
performs mapping of a p-dimensional input space into the l-dimensional feature space. In
Figure 5 we present an example of a self-organizing map consisting of m =12 neurons in
which the input space is 3-dimensional (p = 3) and the feature space is 2-dimensional (l =
2). The rst section of the network is a distance-measure layer consisting of m = 12
dendrites each containing p = 3 synapses ex-cited by pdimensional stimuli x and
characterized by the pdimensional weight vector wi, i =1,...,m. The distance-measure
layer calculates the distances di between each input vector x and every weight vector wi.
This distance vector di = [d1,...,dm)] is passed to the competition layer, the Min
Net,which calculates the minimal distance di = min di in order to establish the position of
the winning neuron k.
All neurons (unlike in the simple competitive learning) have their weights modified
with a strength proportional to the neighborhood function and to the distance of their
weight vector from the current input vector (as in competitive learning).The step (2) is
repeated E times, where E is the number of epochs.
3.2. Feature Map
Self-Organizing Feature Maps (SOFM or SOM) also known as Kohonen maps or
topographic maps were first introduced by von der Malsburg (1973) and in its present
form by Kohonen (1982) [7]. A typical Feature Map is a plot of synaptic weights in the
input space in which weights of the neighboring neurons are joined by lines and illustrates
the mapping from the input space to the feature spaces. For simplicity, we restrict our
attention here to two-dimensional input and feature spaces (p, l = 2).As an illustrative
example let us consider a SOM with p = 2 inputs and m = 12 neurons organized on a 3
4 lattice. An example of the weight W and position V matrices and the resulting feature
map is given in Figure 6.
K
1
2
3
4
5
6
7
8
9
10
11
12
W
0.73
0 .62
0.18
3.07
1.83
1.47
3.38
0.6
3.51
3.26
2.92
3.16
0.87
1.01
2.93
2.06
2.81
2.28
1.27
2.27
0.61
1.85
3.05
3.90
V
1
2
3
1
2
3
1
2
3
1
2
3
w34
x2
1
1
1
2
2
2
3
3
3
4
4
4
3.5
w24
w22
w23
2.5
w31
w32
w12
w14
1.5
w13
w21
w11
w33
0.5
0
0.5
1.5
2.5
3.5
4
x1
Figure 6. Example of Weight and Position Matrix and their Feature Map for
p, l =2
In our modeling we will be using similar SOMs with p, l = 2 and neurons organized in
either a 2 2, or 3 3 mesh.
3.3. The Autistic Learning Model
Based on the SOM neural network a model of a learning autistic model can be build.
The block diagram of the learning model is described below:
The block-diagram of the model of autistic learning which includes source familiarity
filter and attention shift mechanism is presented in Figure 7. The central part is the SOM
neural network as presented in Figure 5, together with the learning section implementing
the learning law, or map formation algorithm. At each learning step a stimulus is
randomly generated from one of the sources, S1...Sc. The attention shifting mechanism
determines if that stimulus is presented to the map for learning. For modeling autistic
learning we have used two learning mode:
In the normal, or novelty seeking learning mode, attention is shifted to another source
if the new stimulus originates from that source.
(a)
(b)
Figure 8. A 44 Feature Map in the 2-D Input Space Developed in the: (a)
Novelty Seeking, and (b) Attention Shifting Restricted by Familiarity
Preference Learning Modes
In the attention shifting restricted by familiarity preference learning mode attention is
shifted to another source if that source presents the next new stimulus, but conditionally,
depending on the maps familiarity with that source. The map familiarity to a particular
source is measured by the time averaged value of the distance between map nodes and the
stimuli. When both sources are unfamiliar to the map, i.e., in the beginning stage of selforganization, attention is shifted to an alternate source if that source presented the next
stimulus as in the novelty seeking mode. As the map develops some familiarity with the
sources, i.e., the node weights begin to resemble the data; attention is shifted with a higher
probability to the source which is most familiar to the map. If the map becomes familiar
to two or more sources (the average deference between node weights and the data from
the sources becomes smaller than a predetermined small value) then attention is
unconditionally shifted.
The feature map presented in Figure 8 (b) is the result of learning when the attention
shifting is restricted by familiarity preference.
4. Result Analysis
In order to model autistic behavior we arrange the two-dimensional training data
and plot them into feature map using SOFM. In this section I have taken training
data for random behavioral neuron and we presented some of experimental output of
training data plot into feature map.
Here Training data (synaptic weights in the input space in which weights of the
neighboring neurons are joined by lines) is plot into map which illustrates the
mapping from p-dimensional input space to l-dimensional feature space. In training
data K denotes the serial no. of neuron and V is the position and W represent the
k
1
2
3
4
5
6
7
8
9
1.2112
2.9771
3.5297
2.2040
3.1951
3.8310
1.6952
3.2597
4.1503
W
1.9029
2.1452
1.9243
2.4788
2.4056
2.4777
3.7477
4.0180
3.4330
1.0000
2.0000
3.0000
1.0000
2.0000
3.0000
1.0000
2.0000
3.0000
V
1.0000
1.0000
1.0000
2.0000
2.0000
2.0000
3.0000
3.0000
3.0000
w23
4
w13
w33
3.5
w12
2.5
w32
w22
w21
1.5
w31
w11
1.5
2.5
(a)
3.5
4.5
(b)
In Figure 9 (a) denote the no. of nine neurons and the weight W and position V of
corresponding neurons. After that we plot them into 2-D input space into a 2-D
neuronal space. Here 9 neurons are organized into 33 grid and it should be plot
into 33 output lattice. Consider a neuron 5 which located at the central vertex of
the 33 neuronal output lattice. The neuron has four neighbors: 4, 6, 2 and 8.
Therefore, in the feature maps the nodes w12, w32, w21 and w23 will all be joint
with a line to the node w22.
Similarly we have plot several neurons and there behavioral training data those
are organized at 44, 45 and 55 grid and map into corresponding feature map
[Figure 10-13].
4.2. Computing Result of 3x4 Matrices
1
2
3
4
5
6
7
8
9
10
11
12
1.0214
3.0455
3.6231
2.3045
2.6524
3.5861
2.1847
2.7352
3.2837
1.9410
3.1734
3.0275
1.9538
1.5313
2.1645
2.7039
2.9933
2.6004
3.4265
3.2655
3.2708
4.9551
4.4239
4.7583
1.0000
2.0000
3.0000
1.0000
2.0000
3.0000
1.0000
2.0000
3.0000
1.0000
2.0000
3.0000
1.0000
1.0000
1.0000
2.0000
2.0000
2.0000
3.0000
3.0000
3.0000
4.0000
4.0000
4.0000
w34
4.5
w24
w13
3.5
w23
w33
w22
3
w12
w32
2.5
w31
2
1.5
1
(a)
w14
w11
w21
1.5
2.5
3.5
(b)
Figure 10. (a) Table Containing Weight and Position Vector of a 3x4
Matrices, (b) Feature Map of a 3x4 Matrices
x1
10
W
2.1739
2.7953
3.5186
4.9838
1.7652
2.6228
3.9724
4.8698
2.1127
3.3396
3.7316
5.2322
1.2421
3.3716
3.3800
4.3533
V
1.0000
2.0000
3.0000
4.0000
1.0000
2.0000
3.0000
4.0000
1.0000
2.0000
3.0000
4.0000
1.0000
2.0000
3.0000
4.0000
2.2260
2.0322
1.1911
1.0165
3.2515
2.2788
2.4182
2.9260
3.3982
3.6569
3.0907
4.3837
4.8159
4.5929
4.7217
4.4675
1.0000
1.0000
1.0000
1.0000
2.0000
2.0000
2.0000
2.0000
3.0000
3.0000
3.0000
3.0000
4.0000
4.0000
4.0000
4.0000
w14
x2
w34
w24
4.5
w44
w43
4
w23
3.5
w12
w13
w33
3
2.5
w32
w22
w11
w42
w21
2
1.5
w31
1
1.5
2.5
3.5
(a)
w41
4
4.5
5.5
(b)
Figure 11. (a) Table Containing Weight and Position Vector of a 4x4
Matrices, (b) Feature Map of a 4x4 Matrices
x1
W
1.5744
3.2511
3.0810
4.4940
2.1384
2.0138
3.1944
4.2839
1.2782
2.8453
3.3811
4.2783
1.0214
3.0455
3.6231
5.3045
1.6524
2.5861
4.1847
4.7352
1.2837
1.9410
2.1734
1.0275
2.9538
2.5313
3.1645
2.7039
3.9933
3.6004
3.4265
3.2655
4.2708
4.9551
4.4239
4.7583
5.2112
5.9771
5.5297
6.2040
(a)
V
1.0000
2.0000
3.0000
4.0000
1.0000
2.0000
3.0000
4.0000
1.0000
2.0000
3.0000
4.0000
1.0000
2.0000
3.0000
4.0000
1.0000
2.0000
3.0000
4.0000
7
x2
1.0000
1.0000
1.0000
1.0000
2.0000
2.0000
2.0000
2.0000
3.0000
3.0000
3.0000
3.0000
4.0000
4.0000
4.0000
4.0000
5.0000
5.0000
5.0000
5.0000
w45
w25
w35
w15
w24
5
w14
4
w44
w34
w13
w23
w12
w33
w32
w43
w42
w22
w31
w21
2
w11
1
1.5
2.5
3.5
w41
4.5
5.5
x1
(b)
Figure 12. (a) Weight and Position Vector of a 4x5 Matrices, (b) Feature
Map of a 4x5 Matrices
11
W
2.1951
2.8310
3.6952
5.2597
6.1503
1.9029
3.1452
3.9243
4.4788
5.4056
1.4777
2.7477
4.0180
4.4330
6.1739
1.7953
2.5186
3.9838
4.7652
5.6228
1.9724
2.8698
4.1127
5.3396
5.7316
V
2.2322
1.2421
2.3716
1.3800
1.3533
3.2260
3.0322
2.1911
2.0165
3.2515
3.2788
3.4182
3.9260
3.3982
3.6569
4.0907
5.3837
4.8159
4.5929
4.7217
5.4675
5.6061
5.3163
5.8117
6.0645
1.0000
2.0000
3.0000
4.0000
5.0000
1.0000
2.0000
3.0000
4.0000
5.0000
1.0000
2.0000
3.0000
4.0000
5.0000
1.0000
2.0000
3.0000
4.0000
5.0000
1.0000
2.0000
3.0000
4.0000
5.0000
(a)
1.0000
1.0000
1.0000
1.0000
1.0000
2.0000
2.0000
2.0000
2.0000
2.0000
3.0000
3.0000
3.0000
3.0000
3.0000
4.0000
4.0000
4.0000
4.0000
4.0000
5.0000
5.0000
5.0000
5.0000
5.0000
7
x2
6
w15
w24
w45
w25
w35
w34
w14
w53
w43
w52
w22
w31
w32
w11
2
w42
w41
w21
1
w54
w44
w33
w23
w13 w
12
w55
w51
6
7
x1
(b)
Figure 13. (a) Weight and Position Vector of a 5x5 Matrices, (b) Feature
Map of a 5x5 Matrices
5. Conclusion
Our works do not help autistic children to learn but it only focuses on the
modeling of one of the autistic behavioral problem, attention shift impairment, with
the conjunction of familiarity preference. In our resulting feature maps for the
attention shift impairment restricted by familiarity preference, the map shrinks by it
area because of the reduced learning capability. This shrinkage of the map
represents the reduced learning capability due to attention shift impairment.
Self-organization feature map shows if attention shift is very low (for the case of
autism) and the learning rate is very low too. And hence the autistic patient whose
attention shift is restricted by familiarity preference shows the behavior of doing
something repetitively.
References
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
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[10] S. Geman, E. Bienenstock and R. Doursat, Neural networks and the bias/variance dilemma, Neural
Computation, vol. 4, (1992), pp. 1-58.
[11] T. Kohonen and T. Honkela, Kohonen Network, (2007).
[12] M. Oja, S. Kaski and T. Kohonen, Bibliography of SelfOrganizing Map (SOM) Papers: 1998-2001
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[9]
Authors
Md. Syeful Islam, he obtained his B.Sc. and M.Sc. in Computer
Science and Engineering from Jahangirnagar University, Dhaka,
Bangladesh in 2010 and 2011 respectively. He is now working as a
Senior Software Engineer at Samsung R&D Institute Bangladesh.
Previously he worked as a software consultant in the Micro -Finance
solutions Department of Southtech Ltd. in Dhaka, Bangladesh. His
research interests are in Natural Language processing, AI,
embedded computer systems and sensor networks, distributed
Computing and big data analysis.
Ruhul Abedin, he obtained his B.Sc. in Computer Science and
Engineering from Jahangirnagar University, Dhaka, Bangladesh in
2010. He is now working as a Software Engineer at BJIT ltd.
previously he worked as Software Engineer Sonali Polaris Ltd. His
research interests are in Natural Language processing, AI and
Neural Network.
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