computational cognitivecomputational cognitive searchinggg...

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Computational CognitiveComputational Cognitive NeuroscienceShyh-Kang JengDepartment of Electrical Engineering/Department of Electrical Engineering/Graduate Institute of Communication/Graduate Institute of Networking and Multimedia

Outline Searching for Intelligenceg g Cognitive Neuroscience Computational Cognitive Neuroscience Course Outline Interpretations of “Education” Interpretations of Education Some Guidelines for Managing Your Project

Outline Searching for Intelligenceg g Cognitive Neuroscience Computational Cognitive Neuroscience Course Outline Interpretations of “Education”” Interpretations of Education Some Guidelines for Managing Your Project

Artificial Intelligence

http://www.research.ibm.com/deepblue/meet/html/d.1.shtmlhttp://www.research.ibm.com/deepblue/press/html/g.6.6.shtml

http://www.takanishi.mech.waseda.ac.jp/top/research/music/flute/wf_4rv/index_j.htm羅仁權, 再造一個青年愛因斯坦, 台大科學創造新文明特展, 2011

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Jeff Hawkins’s Comments on Artificial Intelligence AI defenders … a program that produces p g p

outputs resembling (or surpassing) human performance on a task in some narrow but useful way really is just as good as the way our brains do it

thi ki d f d j tif th …this kind of ends-justify-the-means interpretation of functionalism leads AI researchers astray

J. Hawkins, On Intelligence, Times Books, 2004

Artificial Neural Networks

R. O. Duda, P. E. Harr, and D. G. Stork, Pattern Classification, 2nd ed., John Wiley & Sons, 2001

Jeff Hawkins’s Comments on Artificial Neural Networks Connectionists intuitively felt the brain wasn’t y

a computer and that its secrets lie in how neurons behave when connected together

That was a good start, but the field barely moved on from its early successes

Research on cortically realistic networks was, and remains, rare

Jeff Hawkins’s Comments on Intelligence Since intelligence is an internal property of a g p p y

brain, we have to look inside the brain to understand what intelligence is

To succeed, we will need to crib heavily from nature’s engine of intelligence, the neocortex

No other roads will get us there

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Cognitive Neuroscience To understand how neural processes give rise p g

to cognition Perception, attention, language, memory, problem

solving, planning, reasoning, coordination and execution of action

“Cognitive neuroscience – with its concern about perception, action, memory, language, and selective attention – will increasingly come to represent the central focus of all neurosciences in the twenty-first century.”

Experimental Methodologies fMRI and other imaging modalitiesg g Neural basis of cognition in human

Multi-electrode arrays Record from many separate neurons at a time Insight into representation of information

http://www.csulb.edu/~cwallis/482/fmri/fmri.h2.gif

http://paulbourke.net/oldstuff/eeg/eeg2.jpeg http://en.wikibooks.org/wiki/File:Sleep_EEG_Stage_1.jpg

Other Major Research Methods Processes occurring in individuals with g

disorders Helpful to understand the “normal” case Animal models are also often used

Conscious experience Subject to scientific scrutiny through observables Including verbal reports or other readout methods Brief interval of time or longer periods of time

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Different Mechanistic Goals Some focus on partitioning the brain into p g

distinct modules with isolable functions Some try to find detailed characterization of

actual physical and chemical processes Some look for something more general Not the details themselves that matter Not the details themselves that matter Principles that are embodied in these details are

more important

Two-Route Model for Reading

http://en.wikibooks.org/wiki/File:1_1_twoRouteModelInReading.JPG

Outline Searching for Intelligenceg g Cognitive Neuroscience Computational Cognitive Neuroscience Course Outline My Concept of “Education” My Concept of Education Some Guidelines for Managing Your Project

Computational Cognitive Neuroscience Understanding how the brain embodies the g

mind, using biologically based computational models made up of networks of neuron-like units

Intersection of many disciplines Neuroscience Cognitive psychology Computation

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Computational Model for Reading

Randall C. O’Reilly and Yuko Munakata, Computational Explorations in Cognitive Neuroscience: Understanding the Mind by Simulating the Brain, MIT Press, 2000

http://www.lps.uci.edu/~johnsonk/CLASSES/philpsych/brain.jpgRandall C. O’Reilly and Yuko Munakata, Computational Explorations in Cognitive Neuroscience: Understanding the Mind by Simulating the Brain, MIT Press, 2000

Usefulness of Models Work through in detail of proposed modular g p p

mechanism Lead to explicit predictions that can be compared for an

adequate account exploration of what postulates imply about p p p y

resulting behaviors


Course Outline1. IntroductionI. Basic Computational Mechanisms2. The Neuron3. Networks4 Learning Mechanisms4. Learning Mechanisms

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Course OutlineII. Cognitive Neuroscienceg5. Brain Areas6. Perception and Attention7. Motor Control and Reinforcement Learning8 Learning and Memory8. Learning and Memory9. Language10. Executive Cognition

Textbook R. C. O'Reilly, Y. Munakata, M. J. Frank, T.

E. Hazy, and Contributors, Computational Cognitive Neuroscience. Wiki Book, 1st Edition, 2012. URL: http://ccnbook.colorado.edu

Website http://cc.ee.ntu.edu.tw/~skjeng/CCN2012.htmp j g

Software Emergent For practicing examples in the textbook and p g p

doing homeworks as well as the term project Enhanced from PDP++ Downloadable fromhttp://grey.colorado.edu/emergent/index.php/p g y g p pMain_Page

http://grey.colorado.edu/emergent/index.php/File:Screenshot_ax_tutorial.png

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References Randall C. O’Reilly and Yuko Munakata, y ,

Computational Explorations in Cognitive Neuroscience: Understanding the Mind by Simulating the Brain, MIT Press, 2000.

References T. J. Anastasio, Tutorial on Neural Systems

Modeling, Sunderland:Sinauer Associates Inc. Publishers, 2010. [For reading assignment]

Bernard J. Baars and Nicole M. Gage, Cognition, Brain, and Consciousness:Introduction to CognitiveConsciousness:Introduction to Cognitive Neuroscience, 2nd ed., Academic Press, 2010

References Friedemann Pulvermuller, The Neuroscience ,

of Language, Cambridge University Press, 2002

Douglas Medin, Brian H. Ross, Arthur B. Markman, Cognitive Psychology, 4th ed,. Wil 2004Wiley, 2004

References Patricia Churchland and Terrence J.

Sejnowski, The Computational Brain (Computational Neuroscience), MIT Press, 1994

Peter Dayan and L. F. Abbott, Theoretical N i C i l dNeuroscience: Computational and Mathematical Modeling of Neural Systems, MIT Press, 2005

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References J. Hawkins, On Intelligence, Times Books, , g , ,

2004 http://en.wikipedia.org/wiki/Cognitive_neuros

cience http://en.wikipedia.org/wiki/Computational_n

euroscience

Outline Searching for Intelligenceg g Cognitive Neuroscience Computational Cognitive Neuroscience Course Outline Interpretations of “Education” Interpretations of Education Some Guidelines for Managing Your Project

Interpretations of “Education”(1)(1)

及至高等學堂，第一次上講堂，日本教及至高等學堂，第一次上講堂，日本教及至高等學堂第一次上講堂日本教及至高等學堂第一次上講堂日本教習池永先生演說過：「操學問，全靠自習池永先生演說過：「操學問，全靠自己，不能靠教師。教育二字，在英為己，不能靠教師。教育二字，在英為「「EducationEducation」，照字意是「引出」之意。」，照字意是「引出」之意。世間一切學問，俱是我腦中所固有，教世間一切學問，俱是我腦中所固有，教師不過「師不過「引之使出引之使出」而已。並不是拿一」而已。並不是拿一

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種學問來，按入學生腦筋內。種學問來，按入學生腦筋內。‧‧‧‧‧‧」」

李宗吾，厚黑學，第二部李宗吾，厚黑學，第二部厚黑叢話厚黑叢話


““B. F. Skinner once wrote that B. F. Skinner once wrote that education is education is h t i fth t i ft ’’ f ttf ttwhat remains after youwhat remains after you’’ve forgotten ve forgotten

everything you learnedeverything you learned,,”” Saldivar told his Saldivar told his audience. audience. ““I think he was suggesting that I think he was suggesting that you forget the things but learn the process. you forget the things but learn the process. And thatAnd that’’s the quality of understanding I s the quality of understanding I want students to learn, along with want students to learn, along with the the bili h l l lbili h l l l

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ability to express themselves eloquently ability to express themselves eloquently and rationally, with conviction and and rationally, with conviction and persuasive powerpersuasive power..””

D. Manuel, Education: D. Manuel, Education: ‘‘What remains after youWhat remains after you’’ve forgotten everything you ve forgotten everything you learnedlearned’’,Stanford Report, vol. XXXI, no. 20, March 3, 1999,Stanford Report, vol. XXXI, no. 20, March 3, 1999

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In four years StanfordIn four years Stanford tore me down andtore me down andIn four years, Stanford In four years, Stanford tore me down and tore me down and helped me build myself up againhelped me build myself up again. If being . If being here has taught me anything, it is here has taught me anything, it is I – like each one of us – am an independent and valuable individual because I believe I am, not because people and posts tell me so.

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p p p

T. Ho, Turning the worst year into the best years, The Stanford Daily, T. Ho, Turning the worst year into the best years, The Stanford Daily, June 11, 1999.June 11, 1999.

我們這樣教與學我們這樣教與學

排定進度排定進度排定進度排定進度

課前預習課前預習((自行看講義及找書參考自行看講義及找書參考)) 課堂講解討論與實作示範課堂講解討論與實作示範

課後複習演練並做作業課後複習演練並做作業

作業討論時抽籤講解自己作業作業討論時抽籤講解自己作業

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作業討論時抽籤講解自己作業作業討論時抽籤講解自己作業

自行組隊進行期末專題研究自行組隊進行期末專題研究

期末舉行專題成果展示會期末舉行專題成果展示會

期中與期末考

自行選擇有關期刊或會議論文, 書面及口頭自行選擇有關期刊或會議論文, 書面及口頭報告心得

由任課教師評分


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自己找尋研究主題自己找尋研究主題

李遠哲、尤信程李遠哲、尤信程

呂宗昕呂宗昕, , ““比念書更重要的事比念書更重要的事,,”” 國語日報國語日報, , 民民9595年年1212月月3131日日

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谷中小花谷中小花

「「……今年一年裏只有你一個有這份兒幸運，今年一年裏只有你一個有這份兒幸運，今年一年裏只有你一個有這份兒幸運今年一年裏只有你一個有這份兒幸運你愛什麼顏色就開什麼顏色的花你愛什麼顏色就開什麼顏色的花!...!...」」

她每決定好了一個顏色就又責備自己未盡她每決定好了一個顏色就又責備自己未盡最大力量，沒有把整個時間充份利用最大力量，沒有把整個時間充份利用

在這千千萬萬應時盛開的叢花裏，他找到在這千千萬萬應時盛開的叢花裏，他找到

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一株美好的枝梗，擎著一個沒有顏色、沒一株美好的枝梗，擎著一個沒有顏色、沒有開放，可是就已經枯萎了的小蓓蕾有開放，可是就已經枯萎了的小蓓蕾

--鹿橋, 幽谷, 《人子》, 1974

兩則做事方法的名言兩則做事方法的名言

物有本末，事有始终，知所先後，則近道物有本末，事有始终，知所先後，則近道矣。矣。

《《大學大學》》開宗明義開宗明義

學而不思則罔，思而不學則殆學而不思則罔，思而不學則殆

《《論語論語》》為政篇為政篇

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8080--2020定律、要事第一、工程方法定律、要事第一、工程方法

8080--2020定律定律定律定律要事第一要事第一 (First things first)(First things first) 工程方法工程方法 (Engineering approach)(Engineering approach) 辨識問題核心辨識問題核心 (Core)(Core) 訂定優先順序訂定優先順序 (Priority)(Priority)

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快速原型製作快速原型製作 (Fast prototyping)(Fast prototyping) 逐步演化逐步演化 (Evolution)(Evolution)

定時定量研究法定時定量研究法

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釐清問題釐清問題

核心關鍵核心關鍵核心關鍵核心關鍵

Nice to haveNice to have 優先順序優先順序

問題簡化問題簡化

從實例簡化開始嘗試從實例簡化開始嘗試

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從實例簡化開始嘗試從實例簡化開始嘗試

做中學做中學

工程方法工程方法

v 0 3

v 0.1v 0 1

v 0.2

v 0.3

v 0.2

v 0.2

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v 0.1

v 0.1

工程方法工程方法

配合實作逐漸熟悉問題，而非開始即要求全面了解解

避免過度分析(analysis paralysis) ，及早獲得可用結果

隨版本演進，有系統地達成目標

隨時有產出，增進信心

越重要的部份較早完成，經歷越多測試，較確實可靠穩定；避免後期發現錯誤，須全面重新來過

越重要的部份越早完成，可依照環境時程的改變，修改後續版本需求，富有彈性

定時定量研究法與研發紀錄定時定量研究法與研發紀錄

一個晚上主義一個晚上主義, , 龜毛個性龜毛個性, P , P 與與 PC PC 的平衡的平衡一個晚上主義一個晚上主義,, 龜毛個性龜毛個性,, 與與的平衡的平衡 Batch system vs. time sharing systemBatch system vs. time sharing system 流水帳流水帳研發研發日誌日誌

重要文獻或穩定成果重要文獻或穩定成果PPT PPT 檔檔 Group MeetingGroup Meeting進度報告進度報告PPTPPT 檔或書面檔或書面

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Group MeetingGroup Meeting進度報告進度報告PPT PPT 檔或書面檔或書面最終結果最終結果展演程式展演程式, , 期末報告期末報告, , 期末發表期末發表

會會PPTPPT檔檔

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時間管理時間管理

重要程度

緊急程度

重要程度

III

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III IV

推薦好書推薦好書

柯維柯維(Stephen R. Covey)(Stephen R. Covey)著，著，顧淑馨譯顧淑馨譯與成功有約與成功有約顧淑馨譯，顧淑馨譯，《《與成功有約與成功有約》》((The Seven Habits of Highly The Seven Habits of Highly Effective PeopleEffective People))，天下遠見，天下遠見

西恩西恩．．柯維柯維(Sean Covey)(Sean Covey)著，著，汪芸譯，汪芸譯，《《與青春有約與青春有約》》

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汪芸譯，汪芸譯，《《與青春有約與青春有約》》((The Seven Habits of Highly The Seven Habits of Highly Effective TeensEffective Teens))，天下遠見，天下遠見

風險管理風險管理

問題經常比想像的難問題經常比想像的難

及早進行，分輕重緩急

必要時放棄未及時完成的部份

電腦出狀況

經常儲存進度與備份

印表機出狀況

六十分版本、八十分版本、最終版本

computational cognitivecomputational cognitive searchinggg...

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