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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...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
The Royal Society
2023
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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’. |
format | Online Article Text |
id | pubmed-9791488 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | The Royal Society |
record_format | MEDLINE/PubMed |
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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