Learning and Consolidation as Re-representation: Revising the Meaning of Memory
In this Hypothesis and Theory paper, we consider the problem of learning deeply structured knowledge representations in the absence of predefined ontologies, and in the context of long-term learning. In particular, we consider this process as a sequence of re-representation steps, of various kinds....
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2019-04-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2019.00802/full |
| _version_ | 1818944643274899456 |
|---|---|
| author | Geraint A. Wiggins Geraint A. Wiggins Abdelrahman Sanjekdar |
| author_facet | Geraint A. Wiggins Geraint A. Wiggins Abdelrahman Sanjekdar |
| author_sort | Geraint A. Wiggins |
| collection | DOAJ |
| description | In this Hypothesis and Theory paper, we consider the problem of learning deeply structured knowledge representations in the absence of predefined ontologies, and in the context of long-term learning. In particular, we consider this process as a sequence of re-representation steps, of various kinds. The Information Dynamics of Thinking theory (IDyOT) admits such learning, and provides a hypothetical mechanism for the human-like construction of hierarchical memory, with the provision of symbols constructed by the system that embodies the theory. The combination of long-term learning and meaning construction in terms of symbols grounded in perceptual experience entails that the system, like a human, be capable of memory consolidation, to manage the complex and inconsistent structures that can result from learning of information that becomes more complete over time. Such consolidation changes memory structures, and thus changes their meaning. Therefore, memory consolidation entails re-representation, while re-representation entails changes of meaning. Ultimately, the theory proposes that the processes of learning and consolidation should be considered as repeated re-representation of what is learned. |
| first_indexed | 2024-12-20T07:46:29Z |
| format | Article |
| id | doaj.art-ff7667e4251147ebafc68f26048080ee |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-20T07:46:29Z |
| publishDate | 2019-04-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ff7667e4251147ebafc68f26048080ee2022-12-21T19:47:59ZengFrontiers Media S.A.Frontiers in Psychology1664-10782019-04-011010.3389/fpsyg.2019.00802417874Learning and Consolidation as Re-representation: Revising the Meaning of MemoryGeraint A. Wiggins0Geraint A. Wiggins1Abdelrahman Sanjekdar2Computational Creativity Lab, AI Lab, Vrije Universiteit Brussel, Brussels, BelgiumSchool of Electronic Engineering and Computer Science, Queen Mary University of London, London, United KingdomComputational Creativity Lab, AI Lab, Vrije Universiteit Brussel, Brussels, BelgiumIn this Hypothesis and Theory paper, we consider the problem of learning deeply structured knowledge representations in the absence of predefined ontologies, and in the context of long-term learning. In particular, we consider this process as a sequence of re-representation steps, of various kinds. The Information Dynamics of Thinking theory (IDyOT) admits such learning, and provides a hypothetical mechanism for the human-like construction of hierarchical memory, with the provision of symbols constructed by the system that embodies the theory. The combination of long-term learning and meaning construction in terms of symbols grounded in perceptual experience entails that the system, like a human, be capable of memory consolidation, to manage the complex and inconsistent structures that can result from learning of information that becomes more complete over time. Such consolidation changes memory structures, and thus changes their meaning. Therefore, memory consolidation entails re-representation, while re-representation entails changes of meaning. Ultimately, the theory proposes that the processes of learning and consolidation should be considered as repeated re-representation of what is learned.https://www.frontiersin.org/article/10.3389/fpsyg.2019.00802/fullre-representationmemory consolidationmeaning constructioncreativityinformation dynamics |
| spellingShingle | Geraint A. Wiggins Geraint A. Wiggins Abdelrahman Sanjekdar Learning and Consolidation as Re-representation: Revising the Meaning of Memory Frontiers in Psychology re-representation memory consolidation meaning construction creativity information dynamics |
| title | Learning and Consolidation as Re-representation: Revising the Meaning of Memory |
| title_full | Learning and Consolidation as Re-representation: Revising the Meaning of Memory |
| title_fullStr | Learning and Consolidation as Re-representation: Revising the Meaning of Memory |
| title_full_unstemmed | Learning and Consolidation as Re-representation: Revising the Meaning of Memory |
| title_short | Learning and Consolidation as Re-representation: Revising the Meaning of Memory |
| title_sort | learning and consolidation as re representation revising the meaning of memory |
| topic | re-representation memory consolidation meaning construction creativity information dynamics |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2019.00802/full |
| work_keys_str_mv | AT geraintawiggins learningandconsolidationasrerepresentationrevisingthemeaningofmemory AT geraintawiggins learningandconsolidationasrerepresentationrevisingthemeaningofmemory AT abdelrahmansanjekdar learningandconsolidationasrerepresentationrevisingthemeaningofmemory |