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Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis

Although the spontaneous origins of concepts from interaction is often given for granted, how the process can start without a fully developed sensorimotor representation system has not been sufficiently explored. Here, we offer a new hypothesis for a mechanism supporting concept formation while lear...

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Detalles Bibliográficos
Autores principales: Mannella, Francesco, Tummolini, Luca
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Royal Society 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9791488/
https://www.ncbi.nlm.nih.gov/pubmed/36571135
http://dx.doi.org/10.1098/rstb.2021.0370
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author Mannella, Francesco
Tummolini, Luca
author_facet Mannella, Francesco
Tummolini, Luca
author_sort Mannella, Francesco
collection PubMed
description Although the spontaneous origins of concepts from interaction is often given for granted, how the process can start without a fully developed sensorimotor representation system has not been sufficiently explored. Here, we offer a new hypothesis for a mechanism supporting concept formation while learning to perceive and act intentionally. We specify an architecture in which multi-modal sensory patterns are mapped in the same lower-dimensional representation space. The motor repertoire is also represented in the same space via topological mapping. We posit that the acquisition of these mappings can be mutually constrained by maximizing the convergence between sensory and motor representations during online interaction. This learning signal reflects an intrinsic motivation of competence acquisition. We propose that topological alignment via competence acquisition eventually results in a sensorimotor representation system. To assess the consistency of this hypothesis, we develop a computational model and test it in an object manipulation task. Results show that such an intrinsically motivated learning process can create a cross-modal categorization system with semantic content, which supports perception and intentional action selection, which has the resources to re-enact its own multi-modal experiences, and, on this basis, to kick-start the formation of concepts grounded in the external environment. This article is part of the theme issue ‘Concepts in interaction: social engagement and inner experiences’.
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spelling pubmed-97914882022-12-29 Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis Mannella, Francesco Tummolini, Luca Philos Trans R Soc Lond B Biol Sci Articles Although the spontaneous origins of concepts from interaction is often given for granted, how the process can start without a fully developed sensorimotor representation system has not been sufficiently explored. Here, we offer a new hypothesis for a mechanism supporting concept formation while learning to perceive and act intentionally. We specify an architecture in which multi-modal sensory patterns are mapped in the same lower-dimensional representation space. The motor repertoire is also represented in the same space via topological mapping. We posit that the acquisition of these mappings can be mutually constrained by maximizing the convergence between sensory and motor representations during online interaction. This learning signal reflects an intrinsic motivation of competence acquisition. We propose that topological alignment via competence acquisition eventually results in a sensorimotor representation system. To assess the consistency of this hypothesis, we develop a computational model and test it in an object manipulation task. Results show that such an intrinsically motivated learning process can create a cross-modal categorization system with semantic content, which supports perception and intentional action selection, which has the resources to re-enact its own multi-modal experiences, and, on this basis, to kick-start the formation of concepts grounded in the external environment. This article is part of the theme issue ‘Concepts in interaction: social engagement and inner experiences’. The Royal Society 2023-02-13 2022-12-26 /pmc/articles/PMC9791488/ /pubmed/36571135 http://dx.doi.org/10.1098/rstb.2021.0370 Text en © 2022 The Authors. https://creativecommons.org/licenses/by/4.0/Published by the Royal Society under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, provided the original author and source are credited.
spellingShingle Articles
Mannella, Francesco
Tummolini, Luca
Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis
title Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis
title_full Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis
title_fullStr Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis
title_full_unstemmed Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis
title_short Kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis
title_sort kick-starting concept formation with intrinsically motivated learning: the grounding by competence acquisition hypothesis
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9791488/
https://www.ncbi.nlm.nih.gov/pubmed/36571135
http://dx.doi.org/10.1098/rstb.2021.0370
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