Lecture slides are posted here as the course progresses, along with notes on each lecture. For topics for which the links don't yet work, you can get a copy of last year's notes at the 2012-2013 site. Anything posted about a lecture that has not yet happened is (of course) a projection that may not turn out to be accurate.
Note that some slides are password protected because they contain copyrighted figures. These should be readable from any University of Edinburgh machine. To read them from an external machine such as a home system, the username and password can be found in /group/teaching/cnv/README on a UE Informatics DICE machine.
Handing out introductory slides and giving overview of course, focusing on why vision is an important topic, why computational modeling can be useful, and what makes a particular type of computational model appropriate for a given use.
Required reading for next class:
Chapter 1 of the CMVC textbook, plus sections 2-4 of Report
of the 1st INCF Workshop on Large-scale Modeling of the Nervous
System. Read the
file mentioned above for information about obtaining the CMVC book.
Beginning review of biological data about the visual system. Covering image formation and the gross anatomy of the visual system.
Chapter 2 of the textbook is assigned as background reading.
As we work through this background material, you may find that this article is helpful for explaining any topic that I cover too quickly or that you want to follow up on:
Crick, F. and Asanuma, C. (1986) Certain aspects of the anatomy and physiology of the cerebral cortex. In J. L. McClelland and D. E. Rumelhart (eds.), Parallel Distributed Processing: Explorations in the Microstructure of Cognition, vol. II, chapter 20, pp. 333-371. MIT Press.
The Crick article is quite old, but it is useful because it
covers most of the basic concepts in neuroscience from a
modelling perspective, and goes into a lot more detail about
molecular, cellular, and anatomical concepts than we will discuss
in this course. The material in the Crick article is not
examinable, but may be helpful for anyone who does not have a
prior background in this area. There are also a lot of other
basic introductions to neuroscience available; I mention this one
only because it is explicitly written from a modelling
Continuing review of the visual system, focusing on the structure and function of the retina and cell response types in the retina, LGN, and V1.
Suggested background reading: the vision chapter(s) of any
neuroscience textbook, e.g. Bear, Connors, and Paradiso, Neuroscience:
Exploring the Brain, or Kandel, Schwartz, and Jessell,
Principles of Neural Science. But this is just for
background and more information; as with the basic neuroanatomy
reading above, none of it is required or examinable.
Hubel, D. H. and Wiesel, T. (1962). Receptive fields, binocular interaction, and functional architecture in the cat's visual cortex, J. Physiology 160: 106-154.
Note that this is a long article, and you will not be examined
on any of the details of its contents. So feel free to skim it
at whatever level you prefer. Even so, this is the first
important study of the electrophysiological properties of V1
neurons, and it is well worth reading. Other related
papers on monkey cortex from the same authors can be found on the
Background readings page, if you
Continuing review of the visual system, focusing on feature maps in V1.
Blasdel, Gary G. (1992). Orientation selectivity, preference, and continuity in monkey striate cortex, J. Neuroscience 12: 3139--3161.
Again, this is a long and very detailed article, and so feel
free to skim it looking for the high points. Even so, it is
an excellent way to understand how optical imaging experiments
are done, the types of analyses that can be done on cortical
Continuing review of the visual system, focusing on
interactions between maps, two-photon imaging, and lateral and
Completing review of the visual system, covering development and spontaneous activity.
Beginning review of modeling approaches for computational
neuroscience of vision, focusing on non-developmental models for
early visual areas.
Chapter 3 of the text is assigned as required background reading.
Continuing review of modeling approaches, focusing on
SOM-based model of learning retinotopy.
Completing review of modeling approaches.
Discussing how the LISSOM and GCAL models are more
biologically realistic but SOM-like ways to develop maps,
focusing on the LISSOM retinotopy model.
Chapter 4 and sections 5.1-5.3 of the text are assigned as
Discussing the LISSOM model of orientation maps.
Background reading: Chapter 8 starting with
section 8.2.3, and chapter 15 through 15.2.3 (only skimming
Also briefly introducing the Topographica simulator GUI, to
help on the first assignment.
Continuing discussion of the LISSOM model of orientation
Collecting feedback on the course so far.
Continuing discussion of LISSOM model of orientation maps,
focusing on types of training patterns.
Background reading: chapter 9.
Completing discussion of LISSOM model of orientation maps,
focusing on the process of development.
Beginning discussion of other feature preference dimensions.
Background reading: rest of chapter 5.
Discussing project for assignment 2, and continuing
discussion of other feature preference dimensions.
Completing discussion of other feature preference dimensions.
Discussing models of adult visual function, focusing on surround modulation and aftereffects.
Background reading: Chapter 7 and
Schwabe et al.
(2006), The Journal of Neuroscience, 26:9117--9129.
Models of areas beyond V1, and higher-level visual capabilities.
Background reading: Chapters 16, 17, 18.
Last updated: 2014/03/23 23:32:11
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