Exploring the mysteries of neuroscience, professors in cognitive neuroscience unravel the complex secrets of the brain every day. They solve new puzzles within the intricate maze of the brain by analyzing its structure and function and come one step closer to understanding the essence of humanity. Such research goes beyond science, offering a deeper insight into the human mind. This SMT reporter had some time to talk about it with Professor Lee In-ah, who researches brain cognitive sciences and hopes for a better world to come.

 

Please introduce yourself before the interview begins.

Hello. I am Lee In-ah, a professor at the Department of Brain and Cognitive Sciences at Seoul National University, where I am currently serving as the department chair. My primary research focus is on the functions of the brain regions responsible for learning and memory including the hippocampus.

 

It seems there may be students who are hearing about brain and cognitive sciences for the first time. Could you please provide a brief explanation of this field for them?

The term "brain and cognitive sciences" originated in Korea. In the United States, this field is called neuroscience, but when translated into Korean, "neuro," meaning "related to the brain," is translated as "nerve," which has a medical connotation that does not accurately convey the intended meaning. Cognitive refers to the processing of information related to thoughts, behaviors, and emotions. Therefore, brain and cognitive sciences focus on the aspect of cognition within the broader field of brain sciences.

 

You have been researching brain and cognitive sciences for nearly 18 years, and your passion for this field is evident. What led you to develop an interest in it and motivated you to begin your research?

Initially, I wanted to study the human mind and behavior, so I enrolled in the Department of Psychology at Seoul National University. However, the psychological department at that time didn't focus much on the brain. It mainly explains human behavior by altering stimuli and observing responses, without exploring the biological mechanisms behind them. This approach felt vague to me, and I sought something more concrete. During my university years, I was introduced to the research of professor Lee Choong-kil in the Psychology Department on measuring brain cell activity in cats. This study combined psychological, engineering, and medical perspectives, all areas I was passionate about. This experience led me to pursue my studies in brain and cognitive sciences. My intrinsic interest in this field has enabled me to devote myself to it ever since.

 

You seem to have immersed yourself in this field out of sheer interest and have had a significant impact. We're curious about how one can find something they love doing like you during their college years.

The social atmosphere today is quite different from when I was a student. Back then, the internet was in its primitive form, and information was scarce. With little external input, people were more attuned to their inner desires, which made deciding easier. Today, however, platforms like YouTube flood us with information and other people's perspectives. I wish young people would avoid letting those stories influence them too much. Passively absorbed information from media does not create actionable models in the brain. Instead of relying solely on that information, people need time to interpret the world through models made by their own experiences. I advise young people to occasionally listen to others' advice but not depend on it. Seek out activities you enjoy and engage with them directly.
 

 

You are known as an authority on the study of the hippocampus, which governs learning and memory. What is the most memorable hippocampus study you have conducted?

In 1998, I went to the University of Utah in the United States to pursue a Ph.D. in the neuroscience program, with a focus on the study of learning and memory. Under the guidance of professor Raymond Kesner, I conducted extensive research on the hippocampus through experiments on rats. Computational neuroscientists at the time used computer models and simulations to predict the roles of these regions, but there was no experimental way to verify these predictions due to the surgical challenges involved in accessing different hippocampal subregions. I was curious about the effects of removing a specific subregion of the rat hippocampus and wanted to test the predictions of computational neuroscientists. As a result, I developed the world's first surgical method for selectively damaging various subregions of the hippocampus and published many experimental papers on the topic. Initially, it was considered too difficult, and many were reluctant to attempt it for fear of impacting their careers. However, I wasn't afraid of trial and error, and my willingness to take risks made this research particularly memorable to me.

 

When you first went to study abroad in the United States, we imagine it was challenging because the field was unfamiliar and there were few opportunities in it at the time. What difficulties did you face during your time studying abroad?

When I first went abroad, the language barrier was my biggest challenge. Initially, I could only focus on lectures for about ten minutes before my understanding faltered, requiring intense concentration. However, with repeated practice, my attention span increased, and I gradually overcame the language barrier. The more significant challenge was adapting to the different culture. At the time, there was limited understanding of Asians, and integrating into the culture was difficult. This made it challenging to build networks and access information beyond what was available in class. Although I eventually became a professor in the United States, being accepted as part of that society was not easy.
 

 

As a researcher and educator, have there been any moments when you felt most fulfilled?

Recently, many graduate students have shown an interest in cognitive neuroscience. Some are exceptionally dedicated to becoming experts in this field. The top elites in any area have a different level of commitment. I find it most rewarding to work with these diligent students, constantly questioning and exploring new challenges together. Additionally, I recently wrote a book that has gained a wide readership, leading to opportunities for public lectures. I feel fulfilled when people show great interest in the brain during these lectures. As people's interest in the brain has grown, I was even invited to appear on the program "You Quiz on the Block," which was an unexpected and gratifying experience.

 

There are a lot of technological advancements happening now, such as using artificial intelligence (AI) to mimic the human brain. What do you think are the most promising areas of study in the field of neurocognitive science right now, and how are you approaching them?

AI learns by mimicking the human brain, and how we train AI is a critical issue. Machine learning, a branch of AI, currently faces the significant problem of high energy consumption. For example, ChatGPT requires a substantial amount of electricity to answer a single question, raising concerns about the long-term sustainability of such systems. In contrast, the human brain operates all day on the power of a single incandescent bulb. This highlights the limitations of machines in mimicking the brain's energy efficiency. Current machine learning approaches struggle to achieve this efficiency, underscoring the importance of understanding the human brain first in AI development. For AI and cognitive science to coexist, we need to focus more on studying the learning principles of the brain and the field of cognitive science is actively working on this.

 

In your book Perfect Guess, you discuss the importance of contextual inference. How do you believe contextual inference contributes to our lives?

Contextual inference doesn't just contribute to life; it dictates it. The importance of context lies in its ability to help us continually predict the future based on our memories and experiences. Without preparation, anxiety increases, impairing information processing. If things don't go as expected, we use our accumulated experiences to generate new models through contextual inference. This makes contextual inference a survival strategy hardwired into the brain. Therefore, practicing what you've learned is essential, as it helps develop expertise. This is what I refer to as the "perfect guess" in my book. The process of trial and error is incredibly beneficial for brain learning, so I encourage young people to continue making mistakes and striving for that perfect guess.
 

 

It seems strategies to optimize brain development will be important for growing children and adolescents. How can contextual learning be applied to education?

The current Korean education system emphasizes teaching and testing students on what they've learned in a multiple-choice format, which involves extracting knowledge in a linear manner. This approach does not support contextual learning, as it doesn't allow for unpredictability. Education should shift to providing students with situations they haven't explicitly learned about, encouraging them to apply their knowledge through trial and error. Before children enter school, their contexts are diverse, but school tends to standardize them, along with their knowledge and thinking. This standardization will eventually be handled by robots, highlighting the need for people who can engage in "unique thinking," a distinctly human ability. I believe the future of education lies in fostering a social and educational culture that encourages contextual reasoning and nurtures such talents.

 

Is there something you hope to contribute to humanity through your research in the brain and cognitive sciences?

While many people get health check-ups that provide measurable data for various parts of the body, the brain remains a challenging area for such quantification. I envision a future where we can thoroughly examine different brain regions, allowing individuals to understand their brains more clearly. If we measure a person's brain and find that their hippocampal functional levels are high, we could offer training to maximize their potential. Such advancements could eliminate unnecessary suffering from conditions like dementia and mental disorders. The more we learn about the brain, the closer humanity comes to a new utopia. I am committed to continuing my research in cognitive neuroscience to help create this transformative future.
 

 

We're curious about the next steps or future directions in your research.

Our lab's previous research primarily focused on studies with rats. However, I began to question whether findings from rodent studies could be fully applied to the human brain. This led me to design research that more directly seeks to understand the human brain. I also hope that the insights gained from our experiments can be practically applied and used by people in their everyday lives.

 

Finally, could you share a few words of advice for Sookmyung students striving to achieve their dreams?

If you find something interesting, you should try it without hesitation. Some spontaneity is necessary. After trying something, if you enjoy it, keep doing it to understand your personal context. This context helps you recognize the type of person you are and what you enjoy. Each person's context is unique, so there is no single answer to what is best. Don't seek approval from others. It's important to quickly figure this out for yourself and act. In university, rather than focusing solely on getting good grades, see your grades as a tool to understand your context. If you focus only on grades without context, you may eventually lose your way. Once you have found your context, approach experts in the field. If you want to make this your career, you need to gain recognition from these experts. They can help bring out your talents. Find work that brings you fulfillment and pursue it with joy.

 

LEE IN-AH

- Seoul National Univ., (B.A.) Department of Psychology (1990-1996)
- Seoul National Univ., (Ph.D.) Department of Psychology (1990-1996)
- University of Utah School of Medicine Neuroscience Program (Ph.D.) (1998-2002)
- Assistant Professor of Psychology at the University of Iowa, United States (2006-2009)
- Professor of Brain Cognitive Science at Seoul National University (2009-present)
- Head of the Department of Brain Cognitive Science at Seoul National University (2015-present)

 

Kim Park Yeonhoo / Woman Section Editor
smt.kpyh@gmail.com
Kim Youn Soyun / Reporter
smt.kysy@gmail.com