Models Of Category Learning Research Articles

A neural network model of category-learning induced transfer of visual perceptual learning

A neural network model of category-learning induced transfer of visual perceptual learning

A Computational Model Reveals Learning Dynamics During Interpretation Bias Training With Clinical Applications

BackgroundSome psychopathologies, including anxiety and irritability, are associated with biases when judging ambiguous social stimuli. Interventions targeting these biases, or interpretation bias training (IBT), are amenable to computational modeling to describe their associative learning mechanisms. Here, we translated ALCOVE (attention learning covering map), a model of category learning, to describe learning in youths with affective psychopathology when training on more positive judgments of ambiguous face emotions. MethodsA predominantly clinical sample comprised 71 youths (age range, 8–22 years) representing broad distributions of irritability and anxiety symptoms. Of these, 63 youths were included in the test sample by completing an IBT task with acceptable performance for computational modeling. We used a separate sample of 28 youths to translate ALCOVE for individual estimates of learning rate and generalization. In the test sample, we assessed associations between model learning estimates and irritability, anxiety, their shared variance (negative affectivity), and age. ResultsAge and affective symptoms were associated with category learning during IBT. Lower learning rates were associated with higher negative affectivity common in anxiety and irritability. Lower generalization, or improved discrimination between face emotions, was associated with increasing age. ConclusionsThis work demonstrates a functional consequence of age- and symptom-related learning during interpretation bias. Learning measured by ALCOVE also revealed learning types not accounted for in the prior literature on IBT. This work more broadly demonstrates the utility of measurement models for understanding trial-by-trial processes and identifying individual learning styles.

A cognitive category-learning model of rule abstraction, attention learning, and contextual modulation.

We introduce the Category Abstraction Learning (CAL) model, a cognitive framework formally describing category learning built on similarity-based generalization, dissimilarity-based abstraction, two attention learning mechanisms, error-driven knowledge structuring, and stimulus memorization. Our hypotheses draw on an array of empirical and theoretical insights connecting reinforcement and category learning. The key novelty of the model is its explanation of how rules are learned from scratch based on three central assumptions. (a) Category rules emerge from two processes of stimulus generalization (similarity) and its direct inverse (category contrast) on independent dimensions. (b) Two attention mechanisms guide learning by focusing on rules, or on the contexts in which they produce errors. (c) Knowing about these contexts inhibits executing the rule, without correcting it, and consequently leads to applying partial rules in different situations. The model is designed to capture both systematic and individual differences in a broad range of learning paradigms. We illustrate the model's explanatory scope by simulating several benchmarks, including the classic Six Problems, the 5-4 problem, and linear separability. Beyond the common approach of predicting average response probabilities, we also propose explanations for more recently studied phenomena that challenge existing learning accounts, regarding task instructions, individual differences in rule extrapolation in three different tasks, individual attention shifts to stimulus features during learning, and other phenomena. We discuss CAL's relation to different models, and its potential to measure the cognitive processes regarding attention, abstraction, error detection, and memorization from multiple psychological perspectives. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Distributed Neural Systems Support Flexible Attention Updating during Category Learning.

To accurately categorize items, humans learn to selectively attend to the stimulus dimensions that are most relevant to the task. Models of category learning describe how attention changes across trials as labeled stimuli are progressively observed. The Adaptive Attention Representation Model (AARM), for example, provides an account in which categorization decisions are based on the perceptual similarity of a new stimulus to stored exemplars, and dimension-wise attention is updated on every trial in the direction of a feedback-based error gradient. As such, attention modulation as described by AARM requires interactions among processes of orienting, visual perception, memory retrieval, prediction error, and goal maintenance to facilitate learning. The current study explored the neural bases of attention mechanisms using quantitative predictions from AARM to analyze behavioral and fMRI data collected while participants learned novel categories. Generalized linear model analyses revealed patterns of BOLD activation in the parietal cortex (orienting), visual cortex (perception), medial temporal lobe (memory retrieval), basal ganglia (prediction error), and pFC (goal maintenance) that covaried with the magnitude of model-predicted attentional tuning. Results are consistent with AARM's specification of attention modulation as a dynamic property of distributed cognitive systems.

Hold-out strategy for selecting learning models: Application to categorization subjected to presentation orders

In this article, we develop a new general inference method for selecting learning models. The method relies upon a specific hold-out cross-validation, which takes into account the dependency within the data. This allows us to retrieve the model that best fits the learning strategy of a single individual. The novelty of our approach lies on the choice of the testing set, both in the experimental design and in the data analysis. This individual approach is then applied to two category learning models (ALCOVE and Component-cue) on data-sets manipulating presentation order, after verification of the reliability of our method. We found that both models performed equally well during transfer, but Component-cue best fits the majority of participants during learning. To further analyze these models, we also investigated a potential relation between the underlying mechanisms of the models and the actual types of presentation order assigned to participants.

A Computational Model of Context-Dependent Encodings During Category Learning.

Although current exemplar models of category learning are flexible and can capture how different features are emphasized for different categories, they still lack the flexibility to adapt to local changes in category learning, such as the effect of different sequences of study. In this paper, we introduce a new model of category learning, the Sequential Attention Theory Model (SAT‐M), in which the encoding of each presented item is influenced not only by its category assignment (global context) as in other exemplar models, but also by how its properties relate to the properties of temporally neighboring items (local context). By fitting SAT‐M to data from experiments comparing category learning with different sequences of trials (interleaved vs. blocked), we demonstrate that SAT‐M captures the effect of local context and predicts when interleaved or blocked training will result in better testing performance across three different studies. Comparatively, ALCOVE, SUSTAIN, and a version of SAT‐M without locally adaptive encoding provided poor fits to the results. Moreover, we evaluated the direct prediction of the model that different sequences of training change what learners encode and determined that the best‐fit encoding parameter values match learners’ looking times during training.

The ubiquity of selective attention in the processing of feedback during category learning.

Feedback is essential for many kinds of learning, but the cognitive processes involved in learning from feedback are unclear. Models of category learning incorporate selective attention to stimulus features while generating a response, but during the feedback phase of an experiment, it is assumed that participants receive complete information about stimulus features as well as the correct category. The present work looks at eye tracking data from six category learning datasets covering a variety of category complexities and types. We find that selective attention to task-relevant information is pervasive throughout feedback processing, suggesting a role for selective attention in memory encoding of category exemplars. We also find that error trials elicit additional stimulus processing during the feedback phase. Finally, our data reveal that participants increasingly skip the processing of feedback altogether. At the broadest level, these three findings reveal that selective attention is ubiquitous throughout the entire category learning task, functioning to emphasize the importance of certain stimulus features, the helpfulness of extra stimulus encoding during times of uncertainty, and the superfluousness of feedback once one has learned the task. We discuss the implications of our findings for modelling efforts in category learning from the perspective of researchers trying to capture the full dynamic interaction of selective attention and learning, as well as for researchers focused on other issues, such as category representation, whose work only requires simplifications that do a reasonable job of capturing learning.

State-trace analysis — Misrepresented and misunderstood: Reply to Ashby (2019)

Stephens, Matzke, and Hayes (SMH; 2019) used state-trace analysis to re-analyze databases of studies of reasoning and category learning. They found that many behavioral dissociations that had been viewed as support for distinct cognitive processes (or systems) were consistent with the operation of only one latent psychological variable. Ashby (2019) discussed several concerns about the application and interpretation of state-trace analysis in relation to the COVIS dual-systems model of category learning. The current reply addresses these concerns, showing that Ashby’s arguments reflect a misunderstanding of some aspects of state-trace analysis and a misrepresentation of claims made by SMH. We do not claim that state-trace analysis is the final arbiter of competing theories about cognitive systems, and do not assert that it directly assesses model parsimony. Nevertheless, we argue that state-trace analysis is an important advance over existing methods for evaluating claims about unobservable psychological processes based on ordinal data patterns, and is a useful tool as part of theory testing.

Training Deep Networks to Construct a Psychological Feature Space for a Natural-Object Category Domain

Many successful formal models of human categorization have been developed, but these models have been tested almost exclusively using artificial categories, because deriving psychological representations of large sets of natural stimuli using traditional methods such as multidimensional scaling (MDS) has been an intractable task. Here, we propose a novel integration in which MDS representations are used to train deep convolutional neural networks (CNNs) to automatically derive psychological representations for unlimited numbers of natural stimuli. In an example application, we train an ensemble of CNNs to produce the MDS coordinates of images of rocks, and we show that the ensemble can predict the MDS coordinates of new sets of rocks, even those not part of the original MDS space. We then show that the CNN-predicted MDS representations, unlike off-the-shelf CNN representations, can be used in conjunction with a formal psychological model to predict human categorization behavior. We further show that the CNNs can be trained to produce additional dimensions that extend the original MDS space and provide even better model fits to human category-learning data. Our integrated method provides a promising approach that can be instrumental in allowing researchers to extend traditional psychological-scaling and category-learning models to the complex, high-dimensional domains that exist in the natural world.

Dissociations between rule-based and information-integration categorization are not caused by differences in task difficulty

In rule-based (RB) category-learning tasks, the optimal strategy is a simple explicit rule, whereas in information-integration (II) tasks, the optimal strategy is impossible to describe verbally. Many studies have reported qualitative dissociations between training and performance in RB and II tasks. Virtually all of these studies were testing predictions of the dual-systems model of category learning called COVIS. The most prominent alternative account to COVIS is that humans have one learning system that is used in all tasks, and that the observed dissociations occur because the II task is more difficult than the RB task. This article describes the first attempt to test this difficulty hypothesis against anything more than a single set of data. First, two novel predictions are derived that discriminate between the difficulty and multiple-systems hypotheses. Next, these predictions are tested against a wide variety of published categorization data. Overall, the results overwhelmingly reject the difficulty hypothesis and instead strongly favor the multiple-systems account of the many RB versus II dissociations.

Dynamic integration of conceptual information during learning

The development and application of concepts is a critical component of cognition. Although concepts can be formed on the basis of simple perceptual or semantic features, conceptual representations can also capitalize on similarities across feature relationships. By representing these types of higher-order relationships, concepts can simplify the learning problem and facilitate decisions. Despite this, little is known about the neural mechanisms that support the construction and deployment of these kinds of higher-order concepts during learning. To address this question, we combined a carefully designed associative learning task with computational model-based functional magnetic resonance imaging (fMRI). Participants were scanned as they learned and made decisions about sixteen pairs of cues and associated outcomes. Associations were structured such that individual cues shared feature relationships, operationalized as shared patterns of cue pair-outcome associations. In order to capture the large number of possible conceptual representational structures that participants might employ and to evaluate how conceptual representations are used during learning, we leveraged a well-specified Bayesian computational model of category learning [1]. Behavioral and model-based results revealed that participants who displayed a tendency to link experiences in memory benefitted from faster learning rates, suggesting that the use of the conceptual structure in the task facilitated decisions about cue pair-outcome associations. Model-based fMRI analyses revealed that trial-by-trial integration of cue information into higher-order conceptual representations was supported by an anterior temporal (AT) network of regions previously implicated in representing complex conjunctions of features and meaning-based information.

Learning concepts when instances never repeat.

Three experiments explored the learning of categories where the training instances either repeated in each training block or appeared only once during the entire learning phase, followed by a classification transfer (Experiment 1) or a recognition transfer test (Experiments 2 and 3). Subjects received training instances from either two (Experiment 2) or three categories (Experiments 1-3) for either 15 or 20 training blocks. The results showed substantial learning in each experiment, with the notable result that learning was not slowed in the non-repeating condition in any of the three experiments. Furthermore, subsequent transfer was marginally better in the non-repeating condition. The recognition results showed that subjects in the repeat condition had substantial memory for the training instances, whereas subjects in the non-repeat condition had no measurable memory for the training instances, as measured either by hit and false-alarm rates or by signal detectability measures. These outcomes are consistent with prototype models of category learning, at least when patterns never repeat in learning, and place severe constraints on exemplar views that posit transfer mechanisms to stored individual traces. A formal model, which incorporates changing similarity relationships during learning, was shown to explain the major results.

A Varying Role for Abstraction in Models of Category Learning Constructed from Neural Representations in Early Visual Cortex.

The human capacity for visual categorization is core to how we make sense of the visible world. Although a substantive body of research in cognitive neuroscience has localized this capacity to regions of human visual cortex, relatively few studies have investigated the role of abstraction in how representations for novel object categories are constructed from the neural representation of stimulus dimensions. Using human fMRI coupled with formal modeling of observer behavior, we assess a wide range of categorization models that vary in their level of abstraction from collections of subprototypes to representations of individual exemplars. The category learning tasks range from simple linear and unidimensional category rules to complex crisscross rules that require a nonlinear combination of multiple dimensions. We show that models based on neural responses in primary visual cortex favor a variable, but often limited, extent of abstraction in the construction of representations for novel categories, which differ in degree across tasks and individuals.

On the Role of Cortex-Basal Ganglia Interactions for Category Learning: A Neurocomputational Approach.

In addition to the prefrontal cortex (PFC), the basal ganglia (BG) have been increasingly often reported to play a fundamental role in category learning, but the circuit mechanisms mediating their interaction remain to be explored. We developed a novel neurocomputational model of category learning that particularly addresses the BG-PFC interplay. We propose that the BG bias PFC activity by removing the inhibition of cortico-thalamo-cortical loop and thereby provide a teaching signal to guide the acquisition of category representations in the corticocortical associations to the PFC. Our model replicates key behavioral and physiological data of macaque monkey learning a prototype distortion task from Antzoulatos and Miller (2011) Our simulations allowed us to gain a deeper insight into the observed drop of category selectivity in striatal neurons seen in the experimental data and in the model. The simulation results and a new analysis of the experimental data based on the model's predictions show that the drop in category selectivity of the striatum emerges as the variability of responses in the striatum rises when confronting the BG with an increasingly larger number of stimuli to be classified. The neurocomputational model therefore provides new testable insights of systems-level brain circuits involved in category learning that may also be generalized to better understand other cortico-BG-cortical loops.SIGNIFICANCE STATEMENT Inspired by the idea that basal ganglia (BG) teach the prefrontal cortex (PFC) to acquire category representations, we developed a novel neurocomputational model and tested it on a task that was recently applied in monkey experiments. As an advantage over previous models of category learning, our model allows to compare simulation data with single-cell recordings in PFC and BG. We not only derived model predictions, but already verified a prediction to explain the observed drop in striatal category selectivity. When testing our model with a simple, real-world face categorization task, we observed that the fast striatal learning with a performance of 85% correct responses can teach the slower PFC learning to push the model performance up to almost 100%.

Task and distribution sampling affect auditory category learning.

There is substantial evidence that two distinct learning systems are engaged in category learning. One is principally engaged when learning requires selective attention to a single dimension (rule-based), and the other is drawn online by categories requiring integration across two or more dimensions (information-integration). This distinction has largely been drawn from studies of visual categories learned via overt category decisions and explicit feedback. Recent research has extended this model to auditory categories, the nature of which introduces new questions for research. With the present experiment, we addressed the influences of incidental versus overt training and category distribution sampling on learning information-integration and rule-based auditory categories. The results demonstrate that the training task influences category learning, with overt feedback generally outperforming incidental feedback. Additionally, distribution sampling (probabilistic or deterministic) and category type (information-integration or rule-based) both affect how well participants are able to learn. Specifically, rule-based categories are learned equivalently, regardless of distribution sampling, whereas information-integration categories are learned better with deterministic than with probabilistic sampling. The interactions of distribution sampling, category type, and kind of feedback impacted category-learning performance, but these interactions have not yet been integrated into existing category-learning models. These results suggest new dimensions for understanding category learning, inspired by the real-world properties of auditory categories.

Due Process in Dual Process: Model-Recovery Simulations of Decision-Bound Strategy Analysis in Category Learning.

Behavioral evidence for the COVIS dual-process model of category learning has been widely reported in over a hundred publications (Ashby & Valentin, ). It is generally accepted that the validity of such evidence depends on the accurate identification of individual participants' categorization strategies, a task that usually falls to Decision Bound analysis (Maddox & Ashby, ). Here, we examine the accuracy of this analysis in a series of model-recovery simulations. In Simulation 1, over a third of simulated participants using an Explicit (conjunctive) strategy were misidentified as using a Procedural strategy. In Simulation 2, nearly all simulated participants using a Procedural strategy were misidentified as using an Explicit strategy. In Simulation 3, we re-examined a recently reported COVIS-supporting dissociation (Smith etal., ) and found that these misidentification errors permit an alternative, single-process, explanation of the results. Implications for due process in the future evaluation of dual-process theories, including recommendations for future practice, are discussed.

Applying Cognitive Learner Models for Recommender Systems in Sparse Data Learning Environments

In recent years, various recommendation algorithms have been proposed to support learners in technology-enhanced learning environments. Such algorithms have proven to be quite effective in big-data learning settings (massive open online courses), yet successful applications in other informal and formal learning settings are rare. Common challenges include data sparsity, the lack of sufficiently flexible learner and domain models, and the difficulty of including pedagogical goals into recommendation strategies. Computational models of human cognition and learning are, in principle, well positioned to help meet these challenges, yet the effectiveness of cognitive models in educational recommender systems remains poorly understood to this date. This thesis contributes to this strand of research by investigating i) two cognitive learner models (CbKST and SUSTAIN) for resource recommendations that qualify for sparse user data by following theory-driven top down approaches, and ii) two tag recommendation strategies based on models of human cognition (BLL and MINERVA2) that support the creation of learning content meta-data. The results of four online and offline experiments in different learning contexts indicate that a recommendation approach based on the CbKST, a well-founded structural model of knowledge representation, can improve the users? perceived learning experience in formal learning settings. In informal settings, SUSTAIN, a human category learning model, is shown to succeed in representing dynamic, interest based learning interactions and to improve Collaborative Filtering for resource recommendations. The investigation of the two proposed tag recommender strategies underlined their ability to generate accurate suggestions (BLL) and in collaborative settings, their potential to promote the development of shared vocabulary (MINERVA2). This thesis shows that the application of computational models of human cognition holds promise for the design of recommender mechanisms and, at the same time, for gaining a deeper understanding of interaction dynamics in virtual learning systems.

Category structure determines the relative attractiveness of global versus local averages.

Stimuli that capture the central tendency of presented exemplars are often preferred-a phenomenon also known as the classic beauty-in-averageness effect. However, recent studies have shown that this effect can reverse under certain conditions. We propose that a key variable for such ugliness-in-averageness effects is the category structure of the presented exemplars. When exemplars cluster into multiple subcategories, the global average should no longer reflect the underlying stimulus distributions, and will thereby become unattractive. In contrast, the subcategory averages (i.e., local averages) should better reflect the stimulus distributions, and become more attractive. In 3 studies, we presented participants with dot patterns belonging to 2 different subcategories. Importantly, across studies, we also manipulated the distinctiveness of the subcategories. We found that participants preferred the local averages over the global average when they first learned to classify the patterns into 2 different subcategories in a contrastive categorization paradigm (Experiment 1). Moreover, participants still preferred local averages when first classifying patterns into a single category (Experiment 2) or when not classifying patterns at all during incidental learning (Experiment 3), as long as the subcategories were sufficiently distinct. Finally, as a proof-of-concept, we mapped our empirical results onto predictions generated by a well-known computational model of category learning (the Generalized Context Model [GCM]). Overall, our findings emphasize the key role of categorization for understanding the nature of preferences, including any effects that emerge from stimulus averaging. (PsycINFO Database Record

Naïve and Robust: Class-Conditional Independence in Human Classification Learning.

Humans excel in categorization. Yet from a computational standpoint, learning a novel probabilistic classification task involves severe computational challenges. The present paper investigates one way to address these challenges: assuming class-conditional independence of features. This feature independence assumption simplifies the inference problem, allows for informed inferences about novel feature combinations, and performs robustly across different statistical environments. We designed a new Bayesian classification learning model (the dependence-independence structure and category learning model, DISC-LM) that incorporates varying degrees of prior belief in class-conditional independence, learns whether or not independence holds, and adapts its behavior accordingly. Theoretical results from two simulation studies demonstrate that classification behavior can appear to start simple, yet adapt effectively to unexpected task structures. Two experiments-designed using optimal experimental design principles-were conducted with human learners. Classification decisions of the majority of participants were best accounted for by a version of the model with very high initial prior belief in class-conditional independence, before adapting to the true environmental structure. Class-conditional independence may be a strong and useful default assumption in category learning tasks.

Inferential Learning of Serial Order of Perceptual Categories by Rhesus Monkeys (Macaca mulatta).

Category learning in animals is typically trained explicitly, in most instances by varying the exemplars of a single category in a matching-to-sample task. Here, we show that male rhesus macaques can learn categories by a transitive inference paradigm in which novel exemplars of five categories were presented throughout training. Instead of requiring decisions about a constant set of repetitively presented stimuli, we studied the macaque's ability to determine the relative order of multiple exemplars of particular stimuli that were rarely repeated. Ordinal decisions generalized both to novel stimuli and, as a consequence, to novel pairings. Thus, we showed that rhesus monkeys could learn to categorize on the basis of implied ordinal position, without prior matching-to-sample training, and that they could then make inferences about category order. Our results challenge the plausibility of association models of category learning and broaden the scope of the transitive inference paradigm.SIGNIFICANCE STATEMENT The cognitive abilities of nonhuman animals are of enduring interest to scientists and the general public because they blur the dividing line between human and nonhuman intelligence. Categorization and sequence learning are highly abstract cognitive abilities each in their own right. This study is the first to provide evidence that visual categories can be ordered serially by macaque monkeys using a behavioral paradigm that provides no explicit feedback about category or serial order. These results strongly challenge accounts of learning based on stimulus-response associations.