Lifeboat Foundation

ABOVE: Researchers recapitulate electrical gradients in vitro to help guide stem cell differentiation for neural regeneration. ©istock, Cappan.

The dance of development is electric. Bioelectrical gradients choreograph embryonic growth, signaling to stem cells what cell types they should become, where they should travel, who their neighbors should be, and what structures they should form.¹ The intensity and location of these signals serve as an electrical scaffold to map out anatomical features and guide development. Bioelectricity also shapes tissue regeneration.² Tapping into these mechanisms is of special interest to researchers who grapple with the challenge of regenerating injured nerves.³

One such curious team from Stanford University and the University of Arizona recently reported a new approach using electrically conductive hydrogels to induce differentiation of human mesenchymal stem cells into neurons and oligodendrocytes in vitro.⁴ Their findings, published in the Journal of Materials Chemistry B, provide important proof of principle for future studies of biocompatible materials to electrically augment transplanted and endogenous cells after injury.

HAPPI seeks demonstrations of low-loss, high-density optical interconnects using scalable manufacturing compatible with microelectronics.

Related: SDR: a spectrum of possibilities

NAVWAR awarded the order on behalf of the Navy’s Program Executive Office for Command, Control, Communication, Computers, and Intelligence (PEO C4I) in San Diego.

The AN/USC-61© is a maritime software-defined radio (SDR) that has become standard for the U.S. military. The compact, multi-channel DMR provides several different waveforms and multi-level information security for voice and data communications.

Organoids of mammary glands can help researchers more efficiently study lactation, with findings that could apply to fields ranging from agriculture to medicine.

Scientists from the Department of Physical Chemistry at the Fritz Haber Institute have made an innovative discovery in nanoscale optoelectronics, as detailed in their recent publication in Nature Communications (“Atomic-Precision Control of Plasmon-Induced Single-Molecule Switching in a Metal–Semiconductor Nanojunction”).

The study introduced a groundbreaking method for achieving unprecedented control over single-molecule photoswitching. This breakthrough could transform the future of nanodevice technology.

Schematic view of the plasmon-driven switching of a single PTCDA molecule. (Image: Fritz Haber Institute)

Nervous system disorders are among the leading causes of death and disability globally.

As brain research advances, how should study participants be protected? Bioethicist Saskia Hendriks has some ideas.

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Robert J. Sternberg has devoted much of his career to the study of various conceptions of human intelligence. Starting with his Triarchic Theory of Human Intelligence (Sternberg, 1985), he has expanded on his view of human ability and success. Successful intelligence is defined as that set of mental abilities used to achieve one’s goals in life, given a socio-cultural context, through adaptation to, selection of, and shaping of environments. Successful intelligence involves three aspects that are interrelated but largely distinct: analytical, creative, and practical thinking (Sternberg, 1998). Practical Intelligence is the ability to size up a situation well, to be able to determine how to achieve goals, to display awareness to the world around you, and to display interest in the world at large (Sternberg, 1990; Sternberg et al., 2000; Wagner, 2000). Prof. Sternberg is working on several projects that examine the interrelation of his various conceptions of ability in applied settings.

Sternberg has proposed what he refers to as a “triarchic theory” of human intelligence.¹⁴ The original version of the theory is triarchic in that it argues that intelligence comprises three sets of skills: creative, analytical, and practical. In its augmented version, it specifies the importance of wisdom-based skills as well. According to this theory, people are intelligent in their lives to the extent that they: (i) formulate and achieve goals that help them attain what they seek in life, given their cultural context; (ii) by capitalizing on their strengths and compensating for or correcting weaknesses; (iii) in order to adapt to, shape, and select environments; (iv) through a combination of essential skills. As mentioned above, the essential skills are: (i) creative skills to generate novel ideas; (ii) analytical skills in order to assure that the ideas are good ones; (iii) practical skills in order to implement their ideas and persuade others of their value; and (iv) wisdom-based skills in order to ensure that the ideas help to achieve a common good over the long as well as the short term through the infusion of positive ethical values.

The various aspects of the theory—analytical, creative, practical, wisdom—are measurable. Sternberg has shown that when they are measured, they improve prediction of both academic and nonacademic performance in university settings and reduce ethnic-group differences.¹⁵ Teaching that incorporates the various aspects of intelligence Increases academic performance relative to conventional teaching.¹⁶ Sternberg has argued that intelligence is at least somewhat malleable throughout the lifespan.

The problem of intelligence — its nature, how it is produced by the brain and how it could be replicated in machines — is a deep and fundamental problem that cuts across multiple scientific disciplines. Philosophers have studied intelligence for centuries, but it is only in the last several decades that developments in science and engineering have made questions such as these approachable: How does the mind process sensory information to produce intelligent behavior, and how can we design intelligent computer algorithms that behave similarly? What is the structure and form of human knowledge — how is it stored, represented, and organized? How do human minds arise through processes of evolution, development, and learning? How are the domains of language, perception, social cognition, planning, and motor control combined and integrated? Are there common principles of learning, prediction, decision, or planning that span across these domains?

This course explores these questions with an approach that integrates cognitive science, which studies the mind; neuroscience, which studies the brain; and computer science and artificial intelligence, which study the computations needed to develop intelligent machines. Faculty and postdoctoral associates affiliated with the Center for Brains, Minds and Machines discuss current research on these questions.