Deep Learning : How the Mind Overrides Experience

Although The Ability To Retain, Process, And Project Prior Experience Onto Future Situations Is Indispensable, The Human Mind Also Possesses The Ability To Override Experience And Adapt To Changing Circumstances. Cognitive Scientist Stellan Ohlsson Analyzes Three Types Of Deep, Non-monotonic Cognitive Change: Creative Insight, Adaptation Of Cognitive Skills By Learning From Errors, And Conversion From One Belief To Another, Incompatible Belief. For Each Topic, Ohlsson Summarizes Past Research, Re-formulates The Relevant Research Questions, And Proposes Information-processing Mechanisms That Answer Those Questions. The Three Theories Are Based On The Principles Of Redistribution Of Activation, Specialization Of Practical Knowledge, And Re-subsumption Of Declarative Information. Ohlsson Develops The Implications Of Those Mechanisms By Scaling Their Effects With Respect To Time, Complexity, And Social Interaction. The Book Ends With A Unified Theory Of Non-monotonic Cognitive Change That Captures The Abstract Properties That The Three Types Of Change Share-- Machine Generated Contents Note: Part I. Introduction: 1. The Need To Override Experience; 2. The Nature Of The Enterprise; Part Ii. Creativity: 3. The Production Of Novelty; 4. Creative Insight: The Redistribution Theory; 5. Creative Insight Writ Large; Part Iii. Adaptation: 6. The Growth Of Competence; 7. Error Correction: The Specialization Theory; 8. Error Correction In Context; Part Iv. Conversion: 9. The Formation Of Belief; 10. Belief Revision: The Resubsumption Theory; Part V. Conclusion: 11. Elements Of A Unified Theory; 12. The Recursion Curse. Stellan Ohlsson. Includes Bibliographical References And Index. CONTENTS......Page 6 PREFACE......Page 8 PART ONE INTRODUCTION......Page 18 1 The Need to Override Experience......Page 20 A CLOCK SO TURBULENT......Page 21 LEARNING IN A TURBULENT WORLD......Page 32 DEEP LEARNING......Page 38 2 The Nature of the Enterprise......Page 41 CLOSING THE ESCAPE ROUTES......Page 42 THE ARCHITECTURE OF COGNITION: THE BASICS......Page 45 The Centrality of Representation......Page 46 Functions and Processes......Page 50 The Necessity of Control......Page 52 The Turing-Newell Vision......Page 54 Componential Explanations......Page 56 The Repertoire of Learning Mechanisms......Page 59 Triggering Conditions......Page 61 Patterns as Explanatory Targets......Page 62 Challenges for Componential Explanations......Page 63 Criteria of Adequacy......Page 65 THE PATH AHEAD......Page 66 PART TWO CREATIVITY......Page 68 3 The Production of Novelty......Page 70 How Is Novelty Possible?......Page 71 Products......Page 74 Individuals......Page 76 Processes......Page 77 What Gives Direction to an Act of Creation?......Page 79 Four Creativity Questions......Page 80 Novelty Through Combination......Page 81 Novelty Through Accumulation......Page 87 Accumulation Through Variation-Selection?......Page 88 Accumulation Through Heuristic Search......Page 90 Evaluation of Accumulation Theories......Page 95 Novelty Through Restructuring......Page 97 A REPERTOIRE OF IDEAS......Page 102 4 Creative Insight: The Redistribution Theory......Page 104 The Case Against Insight Problems......Page 105 The Insight Sequence......Page 108 ANALYTICAL PROBLEM SOLVING......Page 110 Visual perception......Page 111 Language comprehension......Page 114 Knowledge Retrieval......Page 115 Anticipation......Page 117 Subgoaling......Page 118 Heuristic Search......Page 119 The Power and the Limit of Experience......Page 120 The Causes of Unwarranted Impasses......Page 121 How Impasses Are Resolved......Page 124 Aftermath: Pursuing the New Option......Page 130 ANSWERS TO THE CREATIVITY QUESTIONS......Page 133 Completeness and Simplicity......Page 135 Experimental Grounding......Page 137 Alternative explanations for impasses?......Page 140 Resolving impasses: A role for forgetting?......Page 142 Resolving impasses: The role of externalities......Page 144 Resolving impasses: Laterality in spread of activation?......Page 145 5 Creative Insight Writ Large......Page 147 GENERALIZATION VERSUS SCALING......Page 148 SCALING ACROSS TIME AND COMPLEXITY......Page 150 Search......Page 151 Subgoaling......Page 152 Complexity: Impasse and Insight......Page 153 Scaling Across Time......Page 158 Other Properties That Scale......Page 163 Summary and Discussion......Page 165 SCALING FROM INDIVIDUALS TO COLLECTIVES......Page 167 Stagnation and Breakthroughs in Collectives......Page 168 An Emerging Change Mechanism: Replacement......Page 175 Summary......Page 176 MERGING TIME AND COLLECTIVITY......Page 177 THE ULTIMATE SYSTEM LEVEL......Page 183 PART THREE ADAPTATION......Page 184 6 The Growth of Competence......Page 186 QUESTIONS ABOUT PRACTICE......Page 189 RULES AND THE STRUCTURE OF ACTION......Page 194 The Units of Behavior......Page 195 Goals......Page 196 Task Environments......Page 197 Practical Knowledge......Page 199 Strategy Execution......Page 201 PROCESSES FOR SKILL ACQUISITION......Page 203 A Century of Progress......Page 204 The Information Specificity Principle......Page 209 Stage 1: Getting started......Page 211 Stage 2: Mastery......Page 213 Stage 3: Optimization......Page 215 THE NINE MODES THEORY......Page 216 7 Error Correction: The Specialization Theory......Page 222 FRAMING THE PROBLEM......Page 223 Objective Versus Subjective Errors......Page 225 Dissociation Between Action and Judgment......Page 227 Error Signals as Constraint Violations......Page 229 ERROR CORRECTION......Page 232 The Origin of Errors......Page 234 Constraint-Based Specialization......Page 237 Rule Genealogies and Conflict Resolution......Page 240 Relation to Alternative Mechanisms......Page 242 The Anatomy of a Single Learning Event......Page 246 Three Central Concepts......Page 250 THE PROBLEM OF TRANSFER......Page 252 The Constraint-Based Theory of Transfer......Page 253 Simulating Successful Transfer......Page 254 The Primacy of Adaptation......Page 261 THE PROBLEM OF TUTORING......Page 262 Simulating Learning From Tutoring......Page 264 Constraint-Based Tutoring......Page 266 From CBM to Multiple Tutoring Modes......Page 268 NORBERT WIENER’S INSIGHT......Page 270 8 Error Correction in Context......Page 272 SCALING ACROSS TIME AND COMPLEXITY......Page 273 The short-term learning curve......Page 274 Multiple overlapping waves......Page 280 Long-term growth of complexity......Page 282 Size of knowledge base......Page 285 Domain specificity......Page 286 Flexibility......Page 288 ERROR REDUCTION IN COLLECTIVES......Page 290 The nature of collective errors......Page 291 The centrality of constraints......Page 294 The specialization of operating procedures......Page 296 The shape of change in collectives......Page 297 Safety Implications......Page 301 BIG ERRORS AND THE FATES OF SOCIETIES......Page 303 PART FOUR CONVERSION......Page 306 9 The Formation of Belief......Page 308 THE QUESTIONS OF CONVERSION......Page 310 Knowledge-Dependent Processing......Page 315 Center-Periphery Structure......Page 319 Dissonance Reduction......Page 322 Discredit the source......Page 323 Bolstering......Page 324 Mediation/abduction......Page 325 Discussion......Page 328 CONVERSION: SCIENCE AS EXAMPLE......Page 329 Progress Through Falsification......Page 330 The Accumulation of Anomalies......Page 331 The Many Roads Since Structure ......Page 333 Kuhn in the Woodwork......Page 336 The Theory-Theory......Page 338 Ontological Category Shifts......Page 339 The Pedagogical Turn......Page 340 A Child Is Only a Child......Page 341 FALSIFICATION AS FALSIFIED......Page 343 10 Belief Revision: The Resubsumption Theory......Page 346 The Dimensions of Beliefs......Page 347 The Structure of Belief Systems......Page 351 The Components of Conflicts......Page 355 Local Coherence and Latent Conflict......Page 359 Bisociation and Manifest Conflict......Page 362 Competitive Evaluation......Page 363 Propagation of Change......Page 366 Three Vignettes......Page 367 Summary......Page 369 RELATIONS TO OTHER THEORIES......Page 371 THE PRAGMATIC IMPERATIVE......Page 375 PART FIVE CONCLUSION......Page 378 11 Elements of a unified Theory......Page 380 Spontaneous Activity......Page 385 Structured, Unbounded Representations......Page 387 Layered, Selective, Capacity-Limited, Feed-Forward Processing......Page 388 Ubiquitous Monotonic Learning......Page 389 Local Coherence and Latent Conflict......Page 390 Feedback and Point Changes......Page 391 Amplified Propagation of Point Changes......Page 393 Competitive Evaluation via Cognitive Utility......Page 395 Necessary, Sufficient, or Both?......Page 396 EVOLUTIONARY ORIGINS......Page 398 ON THE DIFFICULTY OF NON-MONOTONIC CHANGE......Page 400 12 The Recursion Curse......Page 406 NOTES......Page 410 REFERENCES......Page 472 NAME INDEX......Page 532 SUBJECT INDEX......Page 536 "Although the ability to retain, process, and project prior experience onto future situations is indispensable, the human mind also possesses the ability to override experience and adapt to changing circumstances. Cognitive scientist Stellan Ohlsson analyzes three types of deep, non-monotonic cognitive change: creative insight, adaptation of cognitive skills by learning from errors and conversion from one belief to another, incompatible belief. For each topic, Ohlsson summarizes past research, re-formulates the relevant research questions, and proposes information-processing mechanisms that answer those questions. The three theories are based on the principles of redistribution of activation, specialization of practical knowledge and resubsumption of declarative information. Ohlsson develops the implications of those principles by scaling their consequences with respect to time, complexity and social interaction. The book ends with a unified theory of non-monotonic cognitive change that captures the abstract properties that the three types of change share"-- Provided by publisher "Although the ability to retain, process, and project prior experience onto future situations is indispensable, the human mind also possesses the ability to override experience and adapt to changing circumstances. Cognitive scientist Stellan Ohlsson analyzes three types of deep, non-monotonic cognitive change: creative insight, adaptation of cognitive skills by learning from errors, and conversion from one belief to another, incompatible belief. For each topic, Ohlsson summarizes past research, re-formulates the relevant research questions, and proposes information-processing mechanisms that answer those questions. The three theories are based on the principles of redistribution of activation, specialization of practical knowledge, and re-subsumption of declarative information. Ohlsson develops the implications of those mechanisms by scaling their effects with respect to time, complexity, and social interaction. The book ends with a unified theory of non-monotonic cognitive change that captures the abstract properties that the three types of change share"-- Résumé de l'éditeur