Research on the reasoning, teaching and learning of probability and uncertainty

In this editorial, we set out the aims in the call to publish papers on informal statistical inference, randomness, modelling and risk. We discuss how the papers published in this issue have responded to those aims. In particular, we note how the nine papers contribute to some of the major debates in mathematics and statistics education, often taking contrasting positions. Such debates range across: (1) whether knowledge is fractured or takes the form of mental models; (2) heuristic or intuitive thinking versus operational thinking as for example in dual process theory; (3) the role of different epistemic resources, such as perceptions, modelling, imagery, in the development of probabilistic reasoning; (4) how design and situation impact upon probabilistic learning

A neuromorphic systems approach to in-memory computing with non-ideal memristive devices: From mitigation to exploitation

Memristive devices represent a promising technology for building neuromorphic electronic systems. In addition to their compactness and non-volatility features, they are characterized by computationally relevant physical properties, such as state-dependence, non-linear conductance changes, and intrinsic variability in both their switching threshold and conductance values, that make them ideal devices for emulating the bio-physics of real synapses. In this paper we present a spiking neural network architecture that supports the use of memristive devices as synaptic elements, and propose mixed-signal analog-digital interfacing circuits which mitigate the effect of variability in their conductance values and exploit their variability in the switching threshold, for implementing stochastic learning. The effect of device variability is mitigated by using pairs of memristive devices configured in a complementary push-pull mechanism and interfaced to a current-mode normalizer circuit. The stochastic learning mechanism is obtained by mapping the desired change in synaptic weight into a corresponding switching probability that is derived from the intrinsic stochastic behavior of memristive devices. We demonstrate the features of the CMOS circuits and apply the architecture proposed to a standard neural network hand-written digit classification benchmark based on the MNIST data-set. We evaluate the performance of the approach proposed on this benchmark using behavioral-level spiking neural network simulation, showing both the effect of the reduction in conductance variability produced by the current-mode normalizer circuit, and the increase in performance as a function of the number of memristive devices used in each synapse.Comment: 13 pages, 12 figures, accepted for Faraday Discussion

Usage-based and emergentist approaches to language acquisition

It was long considered to be impossible to learn grammar based on linguistic experience alone. In the past decade, however, advances in usage-based linguistic theory, computational linguistics, and developmental psychology changed the view on this matter. So-called usage-based and emergentist approaches to language acquisition state that language can be learned from language use itself, by means of social skills like joint attention, and by means of powerful generalization mechanisms. This paper first summarizes the assumptions regarding the nature of linguistic representations and processing. Usage-based theories are nonmodular and nonreductionist, i.e., they emphasize the form-function relationships, and deal with all of language, not just selected levels of representations. Furthermore, storage and processing is considered to be analytic as well as holistic, such that there is a continuum between children's unanalyzed chunks and abstract units found in adult language. In the second part, the empirical evidence is reviewed. Children's linguistic competence is shown to be limited initially, and it is demonstrated how children can generalize knowledge based on direct and indirect positive evidence. It is argued that with these general learning mechanisms, the usage-based paradigm can be extended to multilingual language situations and to language acquisition under special circumstances