cognitive modeling with hybrid symbolic/nn models

[rsun at cecs.missouri.edu]

Here are a few models of psychological processes using 
hybrid models (involving reinforcement learning models):



I.
R. Sun and C. Terry,  Implicit learning of serial reaction time tasks:
Connectionist vs. symbolic models. Proceedings of the 24th
Annual Conference of the Cognitive Science Society, Fairfax, VA.
Lawrence Erlbaum Associates, Mahwah, NJ. 2002.  


Abstract:
This paper describes simulations of implicit learning experiments.
It compares simulations using  connectionist models with existing 
simulations using symbolic models.  It addresses an interesting issue 
raised by proponents of symbolic models, namely, the claim that 
implicit learning is better modeled by symbolic rule learning programs.
This paper revisits such an issue by quantitatively comparing
connectionist simulations with symbolic ones,  in the context of
the serial reaction time task of Lewicki et al (1987).  This 
comparison is interesting because it helps to clarify, to some extent,
some long standing confusions compounded by many claims and 
counter-claims.  It also  points to the idea of hybrid connectionist 
and symbolic models.




II.
R. Sun and X. Zhang,  Top-down versus bottom-up learning in skill
acquisition. Proceedings of the 24th Annual Conference of the
Cognitive Science Society, Fairfax, VA. Lawrence Erlbaum
Associates, Mahwah, NJ. 2002. 


Abstract:
This paper studies the interaction between implicit and explicit 
processes in skill learning, in terms of top-down learning
(that is, learning that goes from explicit to implicit knowledge) 
vs. bottom-up learning (that is, learning that goes from implicit 
to explicit knowledge).  Instead of studying each type of 
knowledge (implicit or explicit) in isolation, we highlight the 
interaction between  the two types of processes,
especially in terms of one type giving rise to another.
The work presents an integrated model of skill learning
that takes into account both implicit and explicit processes
and both top-down and bottom-up learning.  We examine and 
simulate human data in the Tower of Hanoi task.
The paper shows how the quantitative data in this task  may be 
captured using either top-down or bottom-up approaches,
although top-down learning is a more apt explanation of the
human data currently available.  The results demonstrate the 
difference between the two different directions of learning
(top-down vs. bottom-up), and also provide a new  perspective on
skill learning in the Tower of Hanoi task.



III.
An earlier paper:

P. Slusarz and R. Sun,  The interaction of explicit and implicit
learning: An integrated model. Proceedings of the 23rd Cognitive
Science Society Conference, Edinburgh, 2001. pp.952-957. Lawrence
Erlbaum Associates, Mahwah, NJ. 


Abstract:
This paper explicates the interaction between the implicit and 
explicit learning processes in skill acquisition, contrary to 
the common tendency in the literature of studying each type of 
learning in isolation.  It highlights the interaction between  
the two types of processes and its various effects on learning, 
including the synergy effect.  This work advocates an integrated 
model of skill learning that takes into account both implicit 
and explicit processes; moreover, it embodies a bottom-up approach
(first learning implicit knowledge and then explicit  knowledge
on its basis) towards  skill learning.  The paper  shows that
this approach accounts for various effects in the process control task data,
in addition to accounting for other data reported elsewhere.




IV.
See also:

R. Sun, E. Merrill, and T. Peterson, " From implicit skills to explicit
knowledge: a bottom-up model of skill learning " Cognitive
Science, Vol.25, No.2, pp.203-244. 2001.




These papers are downloadable from my web page:

http://www.cecs.missouri.edu/~rsun

Cheers,
----Ron


===========================================================================
Prof. Ron Sun                          
http://www.cecs.missouri.edu/~rsun
CECS Department                         phone: (573) 884-7662
University of Missouri-Columbia         fax:   (573) 882 8318 
201 Engineering Building West
Columbia, MO 65211-2060                 email: rsun at cecs.missouri.edu 

http://www.cecs.missouri.edu/~rsun
http://www.cecs.missouri.edu/~rsun/journal.html
http://www.elsevier.com/locate/cogsys
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