The Origins of Knowledge Debate

1. The Origins of Knowledge Debate • How do people gain knowledge about the world around them? Are we born with some fundamental knowledge about concepts like object, number or space, or do we have to learn everything? On April 16, 2010, The Ohio State Center for Cognitive Science will host a debate on this question that has intrigued scientists and philosophers for more than 2,000 years. • The debate will bring together two outstanding scientists representing two different answers to the question of Origins of Knowledge. Professor Susan Carey of Harvard University has been advocating the position of innate knowledge through her brilliant work on infant understanding of object and number. Professor James McClelland of Stanford University has been advocating the learning position through his pioneering research of learning in networks of interacting neuron-like elements. • Each speaker will have 45 minutes to outline their cases. There will then be an hour and a half question/answer session, with a reception to follow.

2. Origins of Cognitive Abilities Jay McClelland Stanford University

3. Three Questions • What is the basis of cognitive abilities? • What do we start with? • What causes abilities to change? • The answers to these questions are inter-related, and need to be considered together

4. What is the Basis of Cognitive Abilities? • Explicit data representations used to reason and for behavior even though inaccessible to overt report • Systems of rules (e.g. of grammar, math, or logic) • ‘Written down as though in a book’ – Fodor, 1982 • Propositions, Principles (Spelke) • Trees, Graphs, Maps… (Tenenbaum et al) • Wired-in dispositions to represent and to respond in particular ways • As in neural networks and connectionist models • Explicit culturally transmitted systems of representation and reasoning

5. What is the Basis of Cognitive Abilities? Explicit data representations used to reason and for behavior even though inaccessible to overt report Systems of rules (e.g. of grammar, math, or logic) ‘Written down as though in a book’ – Fodor, 1982 Propositions, Principles (Spelke) Trees, Graphs, Maps… (Tenenbaum et al) Wired-in dispositions to represent and to respond in particular ways As in neural networks and connectionist models Explicit culturally transmitted systems of representation and reasoning

6. Should We Care? • Some seek to characterize the basis our cognitive abilities at an abstract level • Perhaps the actual substrate doesn’t matter, if the goal is to provide a perspicuous account of the “knowledge” itself, not the details of how it is actually used, acquired or represented • So one proceeds ‘as though’ people reason over explicit data structures, whether on really thinks they actually do or not

7. Why the Choice Makes a Difference • Representation • Neural networks can exhibit emergent behavior that approximates a (series of) explicit structures, but need not conform to any such structure exactly at any point • These networks may actually capture domain structure and/or human abilities better than a such data structures • Learning • If we think we are using rules or propositions when we think and act, we must have a mechanism for rule induction, and, it is often argued, a set of starting principles on which to proceed • If we are learning by adjusting connections, there must still be a starting place and a mechanism for change, but their nature might be very different

8. Generic Principles of Learning for Neural Networks • Adjust connections in proportion to a product of pre- and post-synaptic activation • Adjust connections to reduce the discrepancy between expectation and observation • Adjust connections to capture the input with neurons whose activations are sparse and independent

9. Hebbian learning, local within-eye correlations, and lateral excitation and inhibition lead to ocular dominance columns before the eyes open (Miller, 1989) Representations chosen to maximize sparsity and independence lead to emergence of Gabor filters like V1 neurons when trained on natural images (Olshausen & Field, 2004) How important is experience? Origins of SensoryRepresentations

10. Merzenich’s Joined Finger Experiment

11. Generic Principles of Learning for Neural Networks • Adjust connections in proportion to a product of pre- and post-synaptic activation • Adjust connections to reduce the discrepancy between expectation and observation • Adjust connections to capture the input with neurons whose activations are sparse and independent

12. The Balance Scale Task

13. The Torque Difference Effect

14. Natural Structure and Connectionist Networks • Natural language structure is quasi-regular • paid / said; baked / kept • mint / pint, hive / give • hairy / sporty, dirty • Approaches based on ‘algebra-like’ rules vs. exceptions don’t capture quasi-regularity well • All exceptions are cast out of the regular system, thereby failing to exploit what is known about the regulars • Connectionist networks naturally capture quasi-regularity in exceptions • Problems with early models have been addressed • Current models are the state-of-the-art in tasks ranging • from digit recognition and single word reading • to backgammon and semantic cognition /h/ /i/ /n/ /t/ H I N T

15. Quasi-regularity is pervasive in nature as well as in language Typicality like regularity is a matter of degree Some properties are more exceptional than others Typicalization errors occur in both lexical and object decision

16. fruit frute flute fluit Lexical and Object Decision

17. Conceptual Development in a Simple PDP Model (Rumelhart, 1990; Rogers & McClelland 2004) Progressive differentiation Keil, J. Mandler U-shaped patterns of over-generalization Mervis & others Advantage of the basic level Rosch Frequency and expertise effects Sensitivity to linguistic distinctions Lumping vs. splitting Idiosyncractic (lexical) Systematic (gender, classifiers…) Conceptual Reorganization Carey

18. Early Later LaterStill Experie nce

19. Patterns of Coherent Covariation That Drive Learning

20. Conceptual Reorganization (Carey, 1985) • Carey demonstrated that young children ‘discover’ the unity of plants and animals as living things with many shared properties only around the age of 10. • She suggested that the coalescence of the concept of living thing depends on learning about diverse aspects of plants and animals including • Nature of life sustaining processes • What it means to be dead vs. alive • Reproductive properties • Can reorganization occur in a connectionist net?

21. Conceptual Reorganization in the Model • Suppose superficial appearance information, which is not coherent with much else, is always available… • And there is a pattern of coherent covariation across information that is contingently available in different contexts. • The model forms initial representations based on superficial appearances. • Later, it discovers the shared structure that cuts across the different contexts, reorganizing its representations.

23. Organization of Conceptual Knowledge Early and Late in Development

24. A Challenge to The Core Knowledge Position? • “The existence of conceptual change [...] challenges the view that knowledge develops by enrichment around a constant core, and it raises the possibility that there are no cognitive universals: no core principles of reasoning that are immune to cultural variation.” • Carey & Spelke, 1994 • The simulation also raises the possibility that what we see early reflects simpler regularities that are easy to detect, and what we see later reflects less patently obvious regularities.

25. Inductive Biases that Affect Learning • Like other approaches, connectionist models require inductive biases to avoid over-fitting and to promote good generalization • The idea that such biases exist is not in dispute • The only question is their nature, and the degree to which they are domain-specific

26. What has to be built in? • Theory-theory and related approaches • To learn and generalize correctly, we need a domain theory to constrain our inferences • To get started, we need initial domain-specific knowledge, to guide the learning process • Connectionist and other learning-based approaches • There are initial biases that constrain learning in connectionist systems, but they may be less domain-specific • Domain specific constraints can emerge from the learning process

27. A Inductive Biases of the Rumelhart Model • The architecture promotes sensitivity to shared structure across contexts • Small initial weights promote initial sensitivity to broad generalizations • These properties work together to allow patterns of coherent covariation to drive the network’s representation, explaining differentiation and reorganization • These properties also promote cross-domain generalization, leading to abstraction and sharing of knowledge across domains, leading to implicit metaphor and grounding of abstract concepts

29. Abstracting Cross-Domain Structure: Input Similarities and Learned Similarities

30. How Important Is Structure Represented In the Input to Learning? • Coding of input can bias a network’s learning and generalization • But that coding itself may arise from a learning process • Helpful representations of input can be learned and may not have to be pre-specified • The choice of representation can arise strictly from relationships among inputs and outputs • And even from second-order relationships (similarities across domains in the pattern of similiarities)

31. Emergence of Explicit Knowledge • Humans can and do acquire explicit knowledge through instruction and explicit reasoning. • By this I mean: • One or more stated propositions or observed events can lead to a new proposition or inferred state-of-affairs • These inferences can be used to make further inferences or stored for later use • Note that the inference process need not be governed by explicit knowledge, as we illustrate by showing how they occur in the Rumelhart network

32. Start with a neutral representation on the representation units. Use backprop to adjust the representation to minimize the error.

33. The result is a representation similar to that of the average bird…

34. Use the representation to infer what this new thing can do.

35. Three Questions What is the basis of cognitive abilities? What do we start with? What causes abilities to change? The answers to these questions are inter-related, and need to be considered together

36. Some Tentative Concluding Suggestions • Perhaps most explicit principles and systems of representation are cultural, scholarly, and scientific in origin • New ones are discovered by individuals, by processes that may have implicit as well as explicit components • Perhaps the basis of many of our natural cognitive abilities is knowledge stored in connections • And perhaps this knowledge is the source of the intuitions that lead to genuine scientific discoveries • Early development gives us starting places for further learning, but we might get there from rather different starting places • But it remains unclear how much domain-specific constraint needs to be built in for successful learning of interesting structure

37. Quick Points to Discuss More Later • How do domain-specific constraints on generalization emerge from domain-general learning? • In Rogers and McClelland (2004) we showed how this can occur, and I will be happy to explain • People can learn new things in a single trial, how does this happen in your approach? • It happens through the use of a complementary learning system in the hippocampus as discussed in McClelland, McNaughton, & O’Reilly (1995)

38. Medial Temporal Lobe Proposed Architecture for the Organization of Semantic Memory name action motion Temporal pole color valance form

39. Different Features Matter for Toys and Foods (Marcario, 1991) • 3-4 yr old children see a puppet and are told he likes to eat, or play with, a certain object (e.g., top object at right) • Children then must choose another one that will “be the same kind of thing to eat” or that will be “the same kind of thing to play with”. • In the first case they tend to choose the object with the same color. • In the second case they will tend to choose the object with the same shape.

40. Adjustments to Training Environment • Among the plants: • All trees are large • All flowers are small • Either can be bright or dull • Among the animals: • All birds are bright • All fish are dull • Either can be small or large • In other words: • Size covaries with properties that differentiate different types of plants • Brightness covaries with properties that differentiate different types of animals

41. Use BackProp to Representation to Assign Representations • ‘Has skin’ plus all combinations of • Big or Small • Bright or Dull • ‘Has roots’ plus all combinations

42. Similarities of Obtained Representations Brightness is relevant for Animals Size is relevant for Plants