43,329 research outputs found
Action and behavior: a free-energy formulation
We have previously tried to explain perceptual inference and learning under a free-energy principle that pursues Helmholtz’s agenda to understand the brain in terms of energy minimization. It is fairly easy to show that making inferences about the causes of sensory data can be cast as the minimization of a free-energy bound on the likelihood of sensory inputs, given an internal model of how they were caused. In this article, we consider what would happen if the data themselves were sampled to minimize this bound. It transpires that the ensuing active sampling or inference is mandated by ergodic arguments based on the very existence of adaptive agents. Furthermore, it accounts for many aspects of motor behavior; from retinal stabilization to goal-seeking. In particular, it suggests that motor control can be understood as fulfilling prior expectations about proprioceptive sensations. This formulation can explain why adaptive behavior emerges in biological agents and suggests a simple alternative to optimal control theory. We illustrate these points using simulations of oculomotor control and then apply to same principles to cued and goal-directed movements. In short, the free-energy formulation may provide an alternative perspective on the motor control that places it in an intimate relationship with perception
Investigation of sequence processing: A cognitive and computational neuroscience perspective
Serial order processing or sequence processing underlies
many human activities such as speech, language, skill
learning, planning, problem-solving, etc. Investigating
the neural bases of sequence processing enables us to
understand serial order in cognition and also helps in
building intelligent devices. In this article, we review
various cognitive issues related to sequence processing
with examples. Experimental results that give evidence
for the involvement of various brain areas will be described.
Finally, a theoretical approach based on statistical
models and reinforcement learning paradigm is
presented. These theoretical ideas are useful for studying
sequence learning in a principled way. This article
also suggests a two-way process diagram integrating
experimentation (cognitive neuroscience) and theory/
computational modelling (computational neuroscience).
This integrated framework is useful not only in the present
study of serial order, but also for understanding
many cognitive processes
Beyond Gazing, Pointing, and Reaching: A Survey of Developmental Robotics
Developmental robotics is an emerging field located
at the intersection of developmental psychology
and robotics, that has lately attracted
quite some attention. This paper gives a survey of
a variety of research projects dealing with or inspired
by developmental issues, and outlines possible
future directions
Meanings in motion and faces: Developmental associations between the processing of intention from geometrical animations and gaze detection accuracy
Aspects of face processing, on the one hand, and theory of mind (ToM) tasks, on the other hand, show specific impairment in autism. We aimed to discover whether a correlation between tasks tapping these abilities was evident in typically developing children at two developmental stages. One hundred fifty-four normal children (6-8 years and 16-18 years) and 13 high-IQ autistic children (11-17 years) were tested on a range of face-processing and IQ tasks, and a ToM test based oil the attribution of intentional movement to abstract shapes in a cartoon. By midchildhood, the ability accurately and spontaneously to infer the locus of attention of a face with direct or averted gaze was specifically associated with the ability to describe geometrical animations using mental state terms. Other face-processing and animation descriptions failed to show the association. Autistic adolescents were impaired at both gaze processing and ToM descriptions. using these tests. Mentalizing and gaze perception accuracy are associated in typically developing children and adolescents. The findings are congruent with the possibility that common neural Circuitry underlies, at least in part, processing implicated in these tasks. They are also congruent with the possibility that autism may lie at one end of a developmental continuum with respect to these skills, and to the factor(s) underpinning them
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