作为概率偏好学习的传递推理。

IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Francesco Mannella, Giovanni Pezzulo
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引用次数: 0

摘要

传递推理(Transitive inference,TI)是一项认知任务,用于评估生物体根据先前获得的知识推断物品之间新关系的能力。众所周知,传递推理表现出各种行为和神经特征,如序列位置效应(SPE)、符号距离效应(SDE)以及大脑维持和合并独立排序模型的能力。我们提出了一个新颖的框架,利用单参数 Mallows 模型将 TI 视为概率偏好学习任务。我们进行了一系列模拟,以突出我们新方法的有效性。我们表明,Mallows 排序模型能够原生再现 SDE 和 SPE。此外,利用贝叶斯选择对模型进行扩展,展示了该模型生成和合并排名假设的能力,因为排名假设与连接符号成对。最后,我们利用神经网络复制了 Mallows 模型,展示了这一框架如何与观察到的 TI 期间前额叶神经活动相一致。我们的创新方法揭示了TI的本质,强调了概率偏好学习在揭示其潜在神经机制方面的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Transitive inference as probabilistic preference learning.

Transitive inference (TI) is a cognitive task that assesses an organism's ability to infer novel relations between items based on previously acquired knowledge. TI is known for exhibiting various behavioral and neural signatures, such as the serial position effect (SPE), symbolic distance effect (SDE), and the brain's capacity to maintain and merge separate ranking models. We propose a novel framework that casts TI as a probabilistic preference learning task, using one-parameter Mallows models. We present a series of simulations that highlight the effectiveness of our novel approach. We show that the Mallows ranking model natively reproduces SDE and SPE. Furthermore, extending the model using Bayesian selection showcases its capacity to generate and merge ranking hypotheses as pairs with connecting symbols. Finally, we employ neural networks to replicate Mallows models, demonstrating how this framework aligns with observed prefrontal neural activity during TI. Our innovative approach sheds new light on the nature of TI, emphasizing the potential of probabilistic preference learning for unraveling its underlying neural mechanisms.

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来源期刊
CiteScore
6.70
自引率
2.90%
发文量
165
期刊介绍: The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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