On gait as a biometric: progress and prospects

There is increasing interest in automatic recognition by gait given its unique capability to recognize people at a distance when other biometrics are obscured. Application domains are those of any noninvasive biometric, but with particular advantage in surveillance scenarios. Its recognition capability is supported by studies in other domains such as medicine (biomechanics), mathematics and psychology which also suggest that gait is unique. Further, examples of recognition by gait can be found in literature, with early reference by Shakespeare concerning recognition by the way people walk. Many of the current approaches confirm the early results that suggested gait could be used for identification, and now on much larger databases. This has been especially influenced by DARPA’s Human ID at a Distance research program with its wide scenario of data and approaches. Gait has benefited from the developments in other biometrics and has led to new insight particularly in view of covariates. Equally, gait-recognition approaches concern extraction and description of moving articulated shapes and this has wider implications than just in biometrics

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

Building Machines That Learn and Think Like People

Recent progress in artificial intelligence (AI) has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitive science suggesting that truly human-like learning and thinking machines will have to reach beyond current engineering trends in both what they learn, and how they learn it. Specifically, we argue that these machines should (a) build causal models of the world that support explanation and understanding, rather than merely solving pattern recognition problems; (b) ground learning in intuitive theories of physics and psychology, to support and enrich the knowledge that is learned; and (c) harness compositionality and learning-to-learn to rapidly acquire and generalize knowledge to new tasks and situations. We suggest concrete challenges and promising routes towards these goals that can combine the strengths of recent neural network advances with more structured cognitive models.Comment: In press at Behavioral and Brain Sciences. Open call for commentary proposals (until Nov. 22, 2016). https://www.cambridge.org/core/journals/behavioral-and-brain-sciences/information/calls-for-commentary/open-calls-for-commentar

Expanding Higher Education in the UK: From 'System Slowdown' to 'System Acceleration'

This paper sets out to explore the implications of current patterns of participation and attainment, particularly among 16-19 year olds, for the further expansion of higher education in the UK. It uses a range of recent statistics on participation and attainment to describe what is termed ‘system slowdown’. It then goes on to explore a basis for ‘system acceleration’ through the development of five possible routes into higher education both for 16-19 year olds and for adults. We conclude the paper by looking briefly at a number of inter-related strategies the Government could adopt to encourage ‘system acceleration’. We suggest that unless the Government is prepared to consider policy changes of this type, it is unlikely to reach the higher education participation target it has set itself and may also jeopardise the basis for a sustainable lifelong learning system for the 21st century

Birth of a Learning Law

Defense Advanced Research Projects Agency; Office of Naval Research (N00014-95-1-0409, N00014-95-1-0657, N00014-92-J-1309

Origins of Modern Data Analysis Linked to the Beginnings and Early Development of Computer Science and Information Engineering

The history of data analysis that is addressed here is underpinned by two themes, -- those of tabular data analysis, and the analysis of collected heterogeneous data. "Exploratory data analysis" is taken as the heuristic approach that begins with data and information and seeks underlying explanation for what is observed or measured. I also cover some of the evolving context of research and applications, including scholarly publishing, technology transfer and the economic relationship of the university to society.Comment: 26 page