Examples of Artificial Perceptions in Optical Character Recognition and Iris Recognition

This paper assumes the hypothesis that human learning is perception based, and consequently, the learning process and perceptions should not be represented and investigated independently or modeled in different simulation spaces. In order to keep the analogy between the artificial and human learning, the former is assumed here as being based on the artificial perception. Hence, instead of choosing to apply or develop a Computational Theory of (human) Perceptions, we choose to mirror the human perceptions in a numeric (computational) space as artificial perceptions and to analyze the interdependence between artificial learning and artificial perception in the same numeric space, using one of the simplest tools of Artificial Intelligence and Soft Computing, namely the perceptrons. As practical applications, we choose to work around two examples: Optical Character Recognition and Iris Recognition. In both cases a simple Turing test shows that artificial perceptions of the difference between two characters and between two irides are fuzzy, whereas the corresponding human perceptions are, in fact, crisp.Comment: 5th Int. Conf. on Soft Computing and Applications (Szeged, HU), 22-24 Aug 201

Incremental Learning for Robot Perception through HRI

Scene understanding and object recognition is a difficult to achieve yet crucial skill for robots. Recently, Convolutional Neural Networks (CNN), have shown success in this task. However, there is still a gap between their performance on image datasets and real-world robotics scenarios. We present a novel paradigm for incrementally improving a robot's visual perception through active human interaction. In this paradigm, the user introduces novel objects to the robot by means of pointing and voice commands. Given this information, the robot visually explores the object and adds images from it to re-train the perception module. Our base perception module is based on recent development in object detection and recognition using deep learning. Our method leverages state of the art CNNs from off-line batch learning, human guidance, robot exploration and incremental on-line learning

Learning perception and planning with deep active inference

Active inference is a process theory of the brain that states that all living organisms infer actions in order to minimize their (expected) free energy. However, current experiments are limited to predefined, often discrete, state spaces. In this paper we use recent advances in deep learning to learn the state space and approximate the necessary probability distributions to engage in active inference

Reinforcement learning or active inference?

This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain

E-learning as a tool for knowledge transfer through traditional and independent study at two UK higher educational institutes: a case study

Much has been made of the advances in computer aided learning activities. Websites, virtual campus, the increased use of Web CT and chat rooms and further advances in the use of WebCT are becoming more commonplace in UK universities. This paper looks for ways of changing higher education students’ perception of the usefulness of recommended internet web sites for learning purposes, with the intention of increasing the usage rate of recommended module web-sites. The change could represent an adaptation of the existing, well-known technology to change students’ perception regarding its potentially formative role. Subsequently, the outcomes from this preliminary research could be used in order to enhance the quality of the Internet use for teaching and learning purposes