A Cognitive Architecture Based on a Learning Classifier System with Spiking Classifiers

© 2015, Springer Science+Business Media New York. Learning classifier systems (LCS) are population-based reinforcement learners that were originally designed to model various cognitive phenomena. This paper presents an explicitly cognitive LCS by using spiking neural networks as classifiers, providing each classifier with a measure of temporal dynamism. We employ a constructivist model of growth of both neurons and synaptic connections, which permits a genetic algorithm to automatically evolve sufficiently-complex neural structures. The spiking classifiers are coupled with a temporally-sensitive reinforcement learning algorithm, which allows the system to perform temporal state decomposition by appropriately rewarding “macro-actions”, created by chaining together multiple atomic actions. The combination of temporal reinforcement learning and neural information processing is shown to outperform benchmark neural classifier systems, and successfully solve a robotic navigation task

Robot Competence Development by Constructive Learning

This paper presents a constructive learning approach for developing sensor-motor mapping in autonomous systems. The system's adaptation to environment changes is discussed and three methods are proposed to deal with long term and short term changes. The proposed constructive learning allows autonomous systems to develop network topology and adjust network parameters. The approach is supported by findings from psychology and neuroscience especially during infants cognitive development at early stages. A growing radial basis function network is introduced as a computational substrate for sensory-motor mapping learning. Experiments are conducted on a robot eye/hand coordination testbed and results show the incremental development of sensory-motor mapping and its adaptation to changes such as in tool-use

Representational Development Need Not Be Explicable-By-Content

Fodor’s radical concept nativism flowed from his view that hypothesis testing is the only route to concept acquisition. Many have successfully objected to the overly-narrow restriction to learning by hypothesis testing. Existing representations can be connected to a new representational vehicle so as to constitute a sustaining mechanism for a new representation, without the new representation thereby being constituted by or structured out of the old. This paper argues that there is also a deeper objection. Connectionism shows that a more fundamental assumption underpinning the debate can also be rejected: the assumption that the development of a new representation must be explained in content-involving terms if innateness is to be avoided. Fodor has argued that connectionism offers no new resources to explain concept acquisition: unless it is merely an uninteresting claim about neural implementation, connectionism’s defining commitment to distributed representations reduces to the claim that some representations are structured out of others (which is the old, problematic research programme). Examination of examples of representational development i

Quantitative genetics of geometric shape: Heritability and the pitfalls of the univariate approach

The original publication can be found at www.springerlink.comStandard approaches to cognition emphasise structures (representations and rules) much more than processes, in part because this appears to be necessary to capture the normative features of cognition. However the resultant models are inflexible and face the problem of computational intractability. I argue that the ability of real world cognition to cope with complexity results from deep and subtle coupling between cognitive and non-cognitive processes. In order to capture this, theories of cognition must shift from a structural rule-defined conception of cognition to a thoroughgoing embedded process approach

Computational perspectives on cognitive development

This article reviews the efforts to develop process models of infants' and children's cognition. Computational process models provide a tool for elucidating the causal mechanisms involved in learning and development. The history of computational modeling in developmental psychology broadly follows the same trends that have run throughout cognitive science—including rule‐based models, neural network (connectionist) models, ACT‐R models, ART models, decision tree models, reinforcement learning models, and hybrid models among others