Cognition seminars

The curse of dimensionality plagues models of reinforcement learning and decision-making. The process of abstraction solves this by constructing abstract variables describing features shared by different specific instances, reducing dimensionality and enabling generalization in novel situations. Here we characterized neural representations in monkeys performing a task where a hidden variable described the temporal statistics of stimulus-response-outcome mappings. Abstraction was defined operationally using the generalization performance of neural decoders across task conditions not used for training. This type of generalization requires a particular geometric format of neural representations. Neural ensembles in dorsolateral pre-frontal cortex, anterior cingulate cortex and hippocampus, and in simulated neural networks, simultaneously represented multiple hidden and explicit variables in a format reflecting abstraction. Task events engaging cognitive operations modulated this format. These findings elucidate how the brain and artificial systems represent abstract variables, variables critical for generalization that in turn confers cognitive flexibility.

The neurotransmitter dopamine is essential for normal reward learning and motivational arousal processes. Indeed these core functions are implicated in the major neurological and psychiatric dopamine disorders such as schizophrenia, substance abuse disorders/addiction and Parkinson's disease. Over the years, we have made significant strides in understanding the dopamine system across multiple levels of description, and I will focus on our recent advances in the computational description, and brain circuit mechanisms that facilitate the dual role of dopamine in learning and performance. I will specifically describe our recent work with imaging the activity of dopamine axons and measurements of dopamine release in mice performing various behavioural tasks. We discovered wave-like spatiotemporal activity of dopamine in the striatal region, and I will argue that this pattern of activation supports a critical computational operation; spatiotemporal credit assignment to regional striatal subexperts. Our findings provide a mechanistic description for vectorizing reward prediction error signals relayed by dopamine.

Humans spend a lifetime learning, storing and refining a repertoire of motor memories. However, it is unknown what principle underlies the way our continuous stream of sensori-motor experience is segmented into separate memories and how we adapt and use this growing repertoire. Here we develop a principled theory of motor learning based on the key insight that memory creation, updating, and expression are all controlled by a single computation – contextual inference. Unlike dominant theories of single-context learning, our repertoire-learning model accounts for key features of motor learning that had no unified explanation and predicts novel phenomena, which we confirm experimentally. These results suggest that contextual inference is the key principle underlying how a diverse set of experiences is reflected in motor behavior.

Learning is a population phenomenon. Since it is the organized activity of populations of neurons that cause movement, learning a new skill must involve reshaping those population activity patterns. Seeing how the brain does this has been elusive, but a brain-computer interface approach can yield new insight. We presented monkeys with novel BCI mappings that we knew would be difficult for them to learn how to control. Over several days, we observed the emergence of new patterns of neural activity that endowed the animals with the ability to perform better at the BCI task. We speculate that there also exists a direct relationship between new patterns of neural activity and new abilities during natural movements, but it is much harder to see in that setting.

The brain is remarkably flexible, and appears to instantly reconfigure its processing depending on what’s needed to solve a task at hand: fMRI studies indicate that distal brain areas appear to fluidly couple and decouple with one another depending on behavioral context. We investigated how the brain coordinates its activity across areas to inform complex, top-down control behaviors. Animals were trained to perform a novel brain machine interface task to guide a visual cursor to a reward zone, using activity recorded with widefield calcium imaging. This allowed us to screen for cortical areas implicated in causal neural control of the visual object. Animals could decorrelate normally highly-correlated areas to perform the task, and used an explore-exploit search in neural activity space to discover successful strategies. Higher visual and parietal areas were more active during the task in expert animals. Single unit recordings targeted to these areas indicated that the sensory representation of an object was sensitive to an animal’s subjective sense of controlling it.

Learning by analogy is a powerful tool children’s developmental repertoire, as well as in educational contexts such as mathematics, where the key knowledge base involves building flexible schemas. However, noticing and learning from analogies develops over time and is cognitively resource intensive. I review studies that provide insight into the relationship between mechanisms driving children’s developing analogy skills, highlighting environmental inputs (parent talk and prior experiences priming attention to relations) and neuro-cognitive factors (Executive Functions and brain injury). I then note implications for mathematics learning, reviewing experimental findings that show analogy can improve learning, but also that both individual differences in EFs and environmental factors that reduce available EFs such as performance pressure can predict student learning.

In 1955, John McCarthy and colleagues proposed an AI summer research project with the following aim: “An attempt will be made to find how to make machines use language, form abstractions and concepts, solve kinds of problems now reserved for humans, and improve themselves.” More than six decades later, all of these research topics remain open and actively investigated in the AI community. While AI has made dramatic progress over the last decade in areas such as vision, natural language processing, and robotics, current AI systems still almost entirely lack the ability to form humanlike concepts and abstractions. Some cognitive scientists have proposed that analogy-making is a central mechanism for conceptual abstraction and understanding in humans. Douglas Hofstadter called analogy-making “the core of cognition”, and Hofstadter and co-author Emmanuel Sander noted, “Without concepts there can be no thought, and without analogies there can be no concepts.” In this talk I will reflect on the role played by analogy-making at all levels of intelligence, and on prospects for developing AI systems with humanlike abilities for abstraction and analogy.

The hippocampus is a well-studied structure, important for spatial navigation, learning, and memory. The hippocampus, however, still contains secrets and does not work in a vacuum. LINCs are a novel form of long-range inhibitory neuron in the hippocampus, which may be important for coordinating activity between the hippocampus and downstream structures. The cerebellum, while classically viewed as a motor structure, is being increasingly recognized for its impact on cognitive domains. Recent work has demonstrated that the cerebellum can influence the hippocampus, including place cells.

Abstract semantic relations (e.g., category membership, part-whole, antonymy, cause-effect) are central to human intelligence, underlying the distinctively human ability to reason by analogy. I will describe a computational project (Bayesian Analogy with Relational Transformations) that aims to extract explicit representations of abstract semantic relations from non-relational inputs automatically generated by machine learning. BART’s representations predict patterns of typicality and similarity for semantic relations, as well as similarity of neural signals triggered by semantic relations during analogical reasoning. In this approach, analogy emerges from the ability to learn and compare relations; mapping emerges later from the ability to compare patterns of relations.

The actions of dopamine within the striatum are central to the selection of cortical and perhaps thalamic inputs that mediate learning throughout life, including during operant conditioning, reward and avoidance learning and the establishment of motor patterns. Dysfunction of these synaptic circuits during maturation or aging underlies many neurological, psychiatric and neurodevelopment disorders. We will discuss the biological sequences by which these synapses are altered as an animal interacts with the environment.

In mammals, the selective transformation of transient experience into stored memory occurs in the hippocampus, which develops representations of specific events in the context in which they occur. In this talk, I will focus on the development of hippocampal circuits and the self-organized dynamics embedded in them since the latter critically support the role of the hippocampus in memory. I will discuss evidence that adult hippocampal cells and circuits are remarkably sculpted by development, as early as embryonic neurogenesis. We argue that these primary developmental programs provide a scaffold onto which later experience of the external world can be grafted. Next, I will present data on the emergence of recurrent connectivity and self-organized dynamics in hippocampal circuits and outline the critical turn points and discontinuities in that developmental journey.

Microneurography is a method, invented by Ake Vallbo and Karl-Erik Hagbarth in the late 1960, with which we can record the activity from single, identified nerve fibres in awake human participants. In this talk, I will then discuss the method, its advantages and limitations, and some of the key discoveries regarding coding of tactile events in the signalling from receptors in the human skin. An extension of the method is to stimulate single afferents, and record the resulting tactile sensations reported by the participants, so-called microstimulation. The first experiments were done in the 1980s, but the method has recently seen a revival, and is currently being combined with high-resolution brain imaging in the study of the relationship between tactile nerve signals, sensations, and processing of tactile information in the brain.

Perceptual learning (PL) is defined as long-term performance improvement on a perceptual task as a result of perceptual experience (Sasaki, Nanez& Watanabe, 2011, Nat Rev Neurosci, 2011). We first found that PL occurs for task-irrelevant and subthreshold features and that pairing task-irrelevant features with rewards is the key to form task-irrelevant PL (TIPL) (Watanabe, Nanez & Sasaki, Nature, 2001; Watanabe et al, 2002, Nature Neuroscience; Seitz & Watanabe, Nature, 2003; Seitz, Kim & Watanabe, 2009, Neuron; Shibata et al, 2011, Science). These results suggest that PL occurs as a result of interactions between reinforcement and bottom-up stimulus signals (Seitz & Watanabe, 2005, TICS). On the other hand, fMRI study results indicate that lateral prefrontal cortex fails to detect and thus to suppress subthreshold task-irrelevant signals. This leads to the paradoxical effect that a signal that is below, but close to, one’s discrimination threshold ends up being stronger than suprathreshold signals (Tsushima, Sasaki & Watanabe, 2006, Science). We confirmed this mechanism with the following results: Task-irrelevant learning occurs only when a presented feature is under and close to the threshold with younger individuals (Tsushima et al, 2009, Current Biol), whereas with older individuals who tend to have less inhibitory control task-irrelevant learning occurs with a feature whose signal is much greater than the threshold (Chang et al, 2014, Current Biol). From all of these results, we conclude that attention and reward play important but different roles in PL. I will further discuss different stages and phases in mechanisms of PL (Seitz et al, 2005, PNAS; Yotsumoto, Watanabe & Sasaki, Neuron, 2008; Yotsumoto et al, Curr Biol, 2009; Watanabe & Sasaki, 2015, Ann Rev Psychol; Shibata et al, 2017, Nat Neurosci; Tamaki et al, 2020, Nat Neurosci).

The question of free will has been topical for millennia, especially considering its links to moral responsibility and the ownership of that responsibility. Free will, or volition, is an incredibly complex phenomenon - and cannot easily be reduced to a single empirical paradigm. Roskies (2010) proposes that there are five cognitive aspects to be considered when developing a more complete understanding of volition. These are: intention, initiation, feeling, executive control and decision-making. Decision-making will be the focus of this talk, which steps through aspects of the philosophy of free will; highlights experimental paradigms stemming from the seminal work of Benjamin Libet et al., and proposes machine learning as a promising method in progressing the empirical studies of decision-making and free will.