Unified Cognitive Science

1. Unified Cognitive Science • Neurobiology • Psychology • Computer Science • Linguistics • Philosophy • Social Sciences • Experience Take all the Findings and Constraints Seriously

2. What are schemas? • Regularities in our perceptual, motor and cognitive systems • Structure our experiences and interactions with the world. • May be grounded in a specific cognitive system, but are not situation-specific in their application (can apply to many domains of experience)

3. Basis of Image schemas • Perceptual systems • Motor routines • Social Cognition • Image Schema properties depend on • Neural circuits • Interactions with the world

4. Spatial schemas • TR/LM relation • Boundaries, bounded region • Topological relations • Orientational Axes • Proximal/Distal

5. Trajector/Landmark Schema • Roles: Trajector (TR) – object being located Landmark (LM) – reference object TR and LM may share a location (at)

6. TR/LM -- asymmetry • The cup is on the table • ?The table is under the cup. • The skateboard is next to the post. • ?The post is next to the skateboard.

7. Topological Relations • Separation

8. Topological Relations • Separation • Contact

9. Topological Relations • Separation • Contact • Coincidence: • Overlap • Inclusion

10. Orientation • Vertical axis -- up/down up above upright below down

11. Orientation Horizontal plane – Two axes:

12. Language and Frames of Reference • There seem to be three prototypical frames of reference in language (Levinson) • Intrinsic • Relative • Absolute

13. Intrinsic frame of reference left back front right

14. Relative frame of reference right?? back front left??

15. Absolute frame of reference west south north east

16. Representing image schemas semantic schemaSource-Path-Goal roles: source path goal trajector semantic schemaContainer roles: interior exterior portal boundary Boundary Interior Trajector Portal Source Goal Path Exterior These are abstractions over sensorimotor experiences.

17. Language and Spatial Schemas • People say that they look up to some people, but look down on others because those we deem worthy of respect are somehow “above” us, and those we deem unworthy are somehow “beneath” us. • But why does respect run along a vertical axis (or any spatial axis, for that matter)? Much of our language is rich with such spatial talk. • Concrete actions such as a push or a lift clearly imply a vertical or horizontal motion, but so too can more abstract concepts. • Metaphors: Arguments can go “back and forth,” and hopes can get “too high.”

18. RegierModel Lecture Jerome A. Feldman March 4, 2008 With help from Matt Gedigian

19. Neural Theory of Language

20. Language Development in Children • 0-3 mo: prefers sounds in native language • 3-6 mo: imitation of vowel sounds only • 6-8 mo: babbling in consonant-vowel segments • 8-10 mo: word comprehension, starts to lose sensitivity to consonants outside native language • 12-13 mo: word production (naming) • 16-20 mo: word combinations, relational words (verbs, adj.) • 24-36 mo: grammaticization, inflectional morphology • 3 years – adulthood: vocab. growth, sentence-level grammar for discourse purposes

23. Trajector/Landmark Schema • Roles: Trajector (TR) – object being located Landmark (LM) – reference object TR and LM may share a location (at)

25. Language and Frames of Reference • There seem to be three prototypical frames of reference in language (Levinson) • Intrinsic • Relative • Absolute

26. LM TR TR LM LM TR UP TR/LM, verticality, contact, support TR/LM, contact, attaching force TR/LM, contact, attaching force DN English ‘on’ • The computer is on the desk • The picture is on the wall • The projector is on the ceiling

28. boundary bounded region Image schemas LM • Trajector / Landmark (asymmetric) • The bike is near the house • ? The house is near the bike • Boundary / Bounded Region • bounded region has a closed boundary • Topological Relations • Separation, Contact, Overlap, Inclusion, Surround • Orientation • Vertical (up/down), Horizontal • Absolute (E, S, W, N) TR

29. Spatial schemas • TR/LM relation • Boundaries, bounded region • Topological relations • Orientational Axes • Proximal/Distal

30. above below left right in out on off Learning System TR Input: above LM Regier’s Model • Training input: configuration of TR/LM and the correct spatial relation term • Learned behavior: input TR/LM, output spatial relation

32. Issue #1: Implicit Negatives • Children usually do not get explicit negatives • But we won’t know when to stop generalizing if we don’t have negative evidence • Yet spatial relation terms aren’t entirely mutually exclusive • The same scene can often be described with two or more spatial relation terms (e.g. above and outside) • How can we make the learning problem realistic yet learnable?

36. Dealing with Implicit Negatives • Explicit positive for above • Implicit negatives for below, left, right, etc • in Regier: E = ½ ∑i,p (( ti,p – oi,p) * βi,p )2, where i is the node, p is the pattern, βi,p = 1 if explicit positive, βi,p < 1 if implicit negative

39. above – positive examples

40. above – negative examples

41. above – after training

42. above – test examples

45. Learning System dynamic relations (e.g. into) structured connectionistnetwork (based on visual system)