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• W120049938 abstract "Models of Ontogenetic Development for Autonomous Adaptive Systems Derek Harter (dharter@memphis.edu) Department of Mathematical Sciences; University of Memphis Memphis, TN 38152 USA Robert Kozma (rkozma@memphis.edu) Department of Mathematical Sciences; University of Memphis Memphis, TN 38152 USA Arthur C. Graesser (a-graesser@memphis.edu) Department of Psychology; University of Memphis Memphis, TN 38152 USA Abstract Biological organisms display an amazing ability during their ontogenetic development to adaptively develop so- lutions to the various problems of survival that their en- vironments present to them. Dynamical and embodied models of cognition (Clark, 1997; Edelman & Tononi, 2000; Franklin, 1995; Freeman, 1999a, 1999b; Freeman & Kozma, 2000; Freeman, Kozma, & Werbos, 2000; Hendriks-Jansen, 1996; Kelso, 1995; Kozma & Free- man, 2001; Port & van Gelder, 1995; Skarda & Free- man, 1987; Thelen & Smith, 1994) are beginning to of- fer new insights into how the numerous, heterogeneous elements of neural structures may self-organize during the development of the organism in order to effectively form adaptive categories and increasingly sophisticated skills, strategies and goals. In this paper we present mod- els of ontogenetic development built on neurologically in- spired, bottom-up, dynamic approaches to embodied cat- egory formation such as those done by Freeman (1975, 1999b), Freeman and Kozma (2000), Kozma and Free- man (2001), Verschure and Voegtlin (1999) and Edel- man (1987), Edelman and Tononi (2000). We believe that building on such mechanisms from an embodied dynam- ical perspective will produce autonomous agents that dis- play greatly increased flexibility in their behavior. Such models will represent a better understanding of how the brains of biological organisms not only form perceptual categories of their environments during development, but also develop effective patterns of behavior through the dy- namic self-organization of neurological patterns of activ- ity. Introduction Biological organisms develop effective behaviors sim- ply by perceiving and acting upon their environment in real time. Their learning is always guided by their basic needs. Through their experience with the environment, they begin to embody, anticipate and exploit the regu- larities of their ecological niche in the service of their intrinsic needs. Some models of learning and develop- ment for autonomous systems are beginning to display some of these properties. (Alm´assy, Edelman, & Sporns, 1998; Edelman et al., 1992; Freeman & Kozma, 2000; Kozma & Freeman, 2001; Verschure, Kr¨ose, & Pfeifer, 1992; Verschure, Wray, Sporns, Tononi, & Edelman, 1995) These abilities include the formation of embodied, organism significant categories through experience; the development of active searching and anticipation of rele- vant stimuli; the development of a repertoire of skills, or action loops, for the effective transformation of environ- mental problems and the exploitation of environmental regularities in the service of intrinsic needs. In this paper we will present some of the most im- portant properties of dynamical and embodied cognition. We will also discuss the properties of ontogenetic devel- opment of skills, strategies and goals in biological organ- isms that make it a particularly powerful mechanism of learning. We will look at examples of existing systems that display properties of dynamical and embodied cog- nition. And finally we discuss our own plans for creating models of the ontogenetic development of behavior in autonomous adaptive systems. Embodied Cognition Embodied cognition is an emerging viewpoint in cog- nitive science that emphasizes many differing aspects from the standard cognitive hypothesis (Clark, 1997; Hendriks-Jansen, 1996; Pfeifer & Scheier, 1998). In the standard view of cognition, the mind is the product of the manipulation of symbolic representations of the problem in order to produce solutions and generate intelligent be- havior (Johnson-Laird, 1988; Newell & Simon, 1972, 1976; Newell, 1990). The environment is perceived and transduced into symbolic representations. These sym- bols encode the current state of the environment and the problem to be solved. They can be manipulated, inde- pendent of the environment, to discover solutions to the problem and produce intelligent behavior for the organ- ism. In an embodied view of cognition, intelligence in bi- ological organisms does not arise through the static ma- nipulation of amodal symbols and representations. In- stead, organisms are seen to be embedded in their envi- ronments in fundamental ways. Through their real time experiences with their bodies and environments, they be- gin to embody the salient aspects of situations in ways that guide future perception and behavior towards im- proved performance. Experience with their ecological niche develops expectations of the environmental regu- larities that are of benefit to the intrinsic needs and de- sires of the organism. The organism actively learns to seek out expected stimuli that are relevant to the desires and needs of the organism at a particular moment. There are many concepts associated with an embodied perspective of cognition. We will briefly present some of" @default.
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• W120049938 title "Models of Ontogenetic Development for Autonomous Adaptive Systems" @default.
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