Topic: Goal-directed behaviour

Seminar
2 seminars
SeminarDynamical SystemsRecording

Stability-Flexibility Dilemma in Cognitive Control: A Dynamical System Perspective

Naomi Leonard
Princeton University
Mar 26, 2021

Constraints on control-dependent processing have become a fundamental concept in general theories of cognition that explain human behavior in terms of rational adaptations to these constraints. However, theories miss a rationale for why such constraints would exist in the first place. Recent work suggests that constraints on the allocation of control facilitate flexible task switching at the expense of the stability needed to support goal-directed behavior in face of distraction. We formulate this problem in a dynamical system, in which control signals are represented as attractors and in which constraints on control allocation limit the depth of these attractors. We derive formal expressions of the stability-flexibility tradeoff, showing that constraints on control allocation improve cognitive flexibility but impair cognitive stability. We provide evidence that human participants adapt higher constraints on the allocation of control as the demand for flexibility increases but that participants deviate from optimal constraints. In continuing work, we are investigating how collaborative performance of a group of individuals can benefit from individual differences defined in terms of balance between cognitive stability and flexibility.

SeminarCognitionRecording

Working memory transforms goals into rewards

Anne Collins
UC Berkeley
Aug 26, 2020

Humans continuously need to learn to make good choices – be it using a new video-conferencing set up, figuring out what questions to ask to successfully secure a reliable babysitter, or just selecting which location in a house is least likely to be interrupted by toddlers during work calls. However, the goals we seek to attain – such as using zoom successfully – are often vaguely defined and previously unexperienced, and in that sense cannot be known by us as being rewarding. We hypothesized that learning to make good choices in such situations nevertheless leverages reinforcement learning processes, and that executive functions in general, and working memory in particular, play a crucial role in defining the reward function for arbitrary outcomes in such a way that they become reinforcing. I will show results from a novel behavioral protocol, as well as preliminary computational and imaging evidence supporting our hypothesis.

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