Alert button
Picture for Ben Baker

Ben Baker

Alert button

Prospective Learning: Back to the Future

Jan 19, 2022
Joshua T. Vogelstein, Timothy Verstynen, Konrad P. Kording, Leyla Isik, John W. Krakauer, Ralph Etienne-Cummings, Elizabeth L. Ogburn, Carey E. Priebe, Randal Burns, Kwame Kutten, James J. Knierim, James B. Potash, Thomas Hartung, Lena Smirnova, Paul Worley, Alena Savonenko, Ian Phillips, Michael I. Miller, Rene Vidal, Jeremias Sulam, Adam Charles, Noah J. Cowan, Maxim Bichuch, Archana Venkataraman, Chen Li, Nitish Thakor, Justus M Kebschull, Marilyn Albert, Jinchong Xu, Marshall Hussain Shuler, Brian Caffo, Tilak Ratnanather, Ali Geisa, Seung-Eon Roh, Eva Yezerets, Meghana Madhyastha, Javier J. How, Tyler M. Tomita, Jayanta Dey, Ningyuan, Huang, Jong M. Shin, Kaleab Alemayehu Kinfu, Pratik Chaudhari, Ben Baker, Anna Schapiro, Dinesh Jayaraman, Eric Eaton, Michael Platt, Lyle Ungar, Leila Wehbe, Adam Kepecs, Amy Christensen, Onyema Osuagwu, Bing Brunton, Brett Mensh, Alysson R. Muotri, Gabriel Silva, Francesca Puppo, Florian Engert, Elizabeth Hillman, Julia Brown, Chris White, Weiwei Yang

Figure 1 for Prospective Learning: Back to the Future
Figure 2 for Prospective Learning: Back to the Future
Figure 3 for Prospective Learning: Back to the Future

Research on both natural intelligence (NI) and artificial intelligence (AI) generally assumes that the future resembles the past: intelligent agents or systems (what we call 'intelligence') observe and act on the world, then use this experience to act on future experiences of the same kind. We call this 'retrospective learning'. For example, an intelligence may see a set of pictures of objects, along with their names, and learn to name them. A retrospective learning intelligence would merely be able to name more pictures of the same objects. We argue that this is not what true intelligence is about. In many real world problems, both NIs and AIs will have to learn for an uncertain future. Both must update their internal models to be useful for future tasks, such as naming fundamentally new objects and using these objects effectively in a new context or to achieve previously unencountered goals. This ability to learn for the future we call 'prospective learning'. We articulate four relevant factors that jointly define prospective learning. Continual learning enables intelligences to remember those aspects of the past which it believes will be most useful in the future. Prospective constraints (including biases and priors) facilitate the intelligence finding general solutions that will be applicable to future problems. Curiosity motivates taking actions that inform future decision making, including in previously unmet situations. Causal estimation enables learning the structure of relations that guide choosing actions for specific outcomes, even when the specific action-outcome contingencies have never been observed before. We argue that a paradigm shift from retrospective to prospective learning will enable the communities that study intelligence to unite and overcome existing bottlenecks to more effectively explain, augment, and engineer intelligences.

Viaarxiv icon