title: On a Neural Phonon Model of EEG Brain Dynamics

authors: Head, Mitchell

subjects: Brain

abstract: Neuronal oscillations are a ubiquitous feature of brain activity, indexing functions from sensory selection to memory formation. Yet a unified framework that (i) accommodates the nonlinear, noise-driven nature of cortical dynamics and (ii) explains standard empirical measures—power, spectral entropy, coherence, Phase-Locking Value (PLV), Phase-Amplitude Coupling (PAC), and envelope correlations—remains elusive. A natural candidate is the noisy Stuart–Landau (SL) oscillator,
whose deterministic form models cortical rhythms as limit cycles, while additive noise induces stochastic phase and amplitude fluctuations. Prior work has shown that networks of SL oscillators can replicate burst statistics, multistability, and cross-frequency modulation in electroencephalography/magnetoencephalography (EEG/MEG). However, an analytical framework linking these models directly to observed connectivity metrics has been lacking. Here we derive such a framework by mapping the Fokker–Planck equation (FPE) of each SL oscillator to an imaginary-time Schrödinger operator
via a classical similarity transform. A second-order expansion around the limit-cycle amplitude yields a quadratic Hamiltonian whose ladder operators describe quantised fluctuations—neural phonons—in oscillatory power. Bilinear coupling terms inherited from diffusion give rise to analytically diagonalisable bosonic interactions. This construction yields closed-form expressions for spectral observables and their dynamics, including Green-function-derived coherence and
PLV, perturbative PAC, and a five-parameter “personality map” linking microscopic physics to macroscopic brain states. By unifying noisy limit-cycle theory with operator methods from statistical physics, we introduce a tractable, interpretable formalism for understanding neural coherence as the dynamics of quantised phonons.

text: On a Neural Phonon Model of EEG Brain Dynamics Neuronal oscillations are a ubiquitous feature of brain activity, indexing functions from sensory selection to memory formation. Yet a unified framework that (i) accommodates the nonlinear, noise-driven nature of cortical dynamics and (ii) explains standard empirical measures—power, spectral entropy, coherence, Phase-Locking Value (PLV), Phase-Amplitude Coupling (PAC), and envelope correlations—remains elusive. A natural candidate is the noisy Stuart–Landau (SL) oscillator,
whose deterministic form models cortical rhythms as limit cycles, while additive noise induces stochastic phase and amplitude fluctuations. Prior work has shown that networks of SL oscillators can replicate burst statistics, multistability, and cross-frequency modulation in electroencephalography/magnetoencephalography (EEG/MEG). However, an analytical framework linking these models directly to observed connectivity metrics has been lacking. Here we derive such a framework by mapping the Fokker–Planck equation (FPE) of each SL oscillator to an imaginary-time Schrödinger operator
via a classical similarity transform. A second-order expansion around the limit-cycle amplitude yields a quadratic Hamiltonian whose ladder operators describe quantised fluctuations—neural phonons—in oscillatory power. Bilinear coupling terms inherited from diffusion give rise to analytically diagonalisable bosonic interactions. This construction yields closed-form expressions for spectral observables and their dynamics, including Green-function-derived coherence and
PLV, perturbative PAC, and a five-parameter “personality map” linking microscopic physics to macroscopic brain states. By unifying noisy limit-cycle theory with operator methods from statistical physics, we introduce a tractable, interpretable formalism for understanding neural coherence as the dynamics of quantised phonons.

year: 2026-03-16

title: Young students using iPads: App design and content influences on their learning pathways

authors: Falloon, Garry

subjects: iPads

abstract: The past few years have seen an array of new technological gadgets arrive on the education scene, perhaps the best known of these being Apple's i-Device range, particularly the iPad. Such devices have been described by some as ‘game changers’, and promoted as a key component to stimulating much-needed educational reform. However, history suggests the hype and rhetoric surrounding these technological innovations has failed to match the reality of their performance, in action. Some have attributed this failure to a lack of alignment by teachers of pedagogical models with the potential of technologies, while others argue that claims made are simply unrealistic sales hype. Regardless, schools continue to be seduced by these new technologies, purchasing ever increasing amounts based on the alleged learning promises they offer their students.
This study presents an innovative approach to exploring student interaction with iPad apps, and is an attempt to begin to unpack factors that affect their learning pathways, in an effort to improve the educational potential of these popular devices. It focuses specifically on design and content features of apps selected by an experienced teacher to enhance literacy, numeracy and problem-solving capabilities of her 5 year old students. Findings reveal a complex matrix of influencing factors. These include the effect of embedded pedagogical scaffolds (eg., modelling, reflection time), corrective and formative feedback, text-to-speech functionality, imposed interaction parameters, impediments (eg., web links, advertisements, buying content) and the entertainment/education balance. Arguments are made for researchers, teachers and developers to work together and adopt methodologies such as that introduced in this article, to gather data to radically improve the design of apps used by young students for learning.

text: Young students using iPads: App design and content influences on their learning pathways The past few years have seen an array of new technological gadgets arrive on the education scene, perhaps the best known of these being Apple's i-Device range, particularly the iPad. Such devices have been described by some as ‘game changers’, and promoted as a key component to stimulating much-needed educational reform. However, history suggests the hype and rhetoric surrounding these technological innovations has failed to match the reality of their performance, in action. Some have attributed this failure to a lack of alignment by teachers of pedagogical models with the potential of technologies, while others argue that claims made are simply unrealistic sales hype. Regardless, schools continue to be seduced by these new technologies, purchasing ever increasing amounts based on the alleged learning promises they offer their students.
This study presents an innovative approach to exploring student interaction with iPad apps, and is an attempt to begin to unpack factors that affect their learning pathways, in an effort to improve the educational potential of these popular devices. It focuses specifically on design and content features of apps selected by an experienced teacher to enhance literacy, numeracy and problem-solving capabilities of her 5 year old students. Findings reveal a complex matrix of influencing factors. These include the effect of embedded pedagogical scaffolds (eg., modelling, reflection time), corrective and formative feedback, text-to-speech functionality, imposed interaction parameters, impediments (eg., web links, advertisements, buying content) and the entertainment/education balance. Arguments are made for researchers, teachers and developers to work together and adopt methodologies such as that introduced in this article, to gather data to radically improve the design of apps used by young students for learning.

year: 2013

title: The enowning of thought and whakapapa: Heidegger's fourfold

authors: Mika, Carl Te Hira

subjects: Maori

abstract: Throughout colonization, Maori have been constantly urged to think of their terminology, and the objects it relates to, along constrained lines. In this practice, the self and other things are arguably restricted and impoverished. However, certain frequently used Maori terms – such as “whakapapa” and “whakaaro” – may be read alongside Heidegger’s “Ereignis,” revealing a completely other sense to them than their orthodox, respective translations of “genealogy” and “to think” allow. This kind of thinking in concert with an existential philosophy is an active process that allows for the “freeing up” of entities and a colonized group. With Heidegger’s assistance, the terms, and the original sources they refer to, reflect a kind of “Geviert”/Fourfold that ensures a continual strife and interplay between things in the world and self.

text: The enowning of thought and whakapapa: Heidegger's fourfold Throughout colonization, Maori have been constantly urged to think of their terminology, and the objects it relates to, along constrained lines. In this practice, the self and other things are arguably restricted and impoverished. However, certain frequently used Maori terms – such as “whakapapa” and “whakaaro” – may be read alongside Heidegger’s “Ereignis,” revealing a completely other sense to them than their orthodox, respective translations of “genealogy” and “to think” allow. This kind of thinking in concert with an existential philosophy is an active process that allows for the “freeing up” of entities and a colonized group. With Heidegger’s assistance, the terms, and the original sources they refer to, reflect a kind of “Geviert”/Fourfold that ensures a continual strife and interplay between things in the world and self.

year: 2014