A dynamical systems perspective on the relationship between symbolic and non-symbolic computation

被引:12
|
作者
Tabor, Whitney [1 ,2 ]
机构
[1] Univ Connecticut, Dept Psychol, Storrs, CT 06269 USA
[2] Univ Connecticut, Program Cognit Sci, Storrs, CT 06269 USA
关键词
Connectionism; Artificial neural networks; Chomsky hierarchy; Turing computation; Super-Turing computation; Dynamical automata; Dynamical recognizers; Grammar; SIMPLE RECURRENT NETWORKS; CONTEXT-FREE; LANGUAGES; MODELS;
D O I
10.1007/s11571-009-9099-8
中图分类号
Q189 [神经科学];
学科分类号
071006 ;
摘要
It has been claimed that connectionist (artificial neural network) models of language processing, which do not appear to employ "rules", are doing something different in kind from classical symbol processing models, which treat "rules" as atoms (e.g., McClelland and Patterson in Trends Cogn Sci 6(11):465-472, 2002). This claim is hard to assess in the absence of careful, formal comparisons between the two approaches. This paper formally investigates the symbol-processing properties of simple dynamical systems called affine dynamical automata, which are close relatives of several recurrent connectionist models of language processing (e.g., Elman in Cogn Sci 14:179-211, 1990). In line with related work (Moore in Theor Comput Sci 201:99-136, 1998; Siegelmann in Neural networks and analog computation: beyond the Turing limit. Birkhauser, Boston, 1999), the analysis shows that affine dynamical automata exhibit a range of symbol processing behaviors, some of which can be mirrored by various Turing machine devices, and others of which cannot be. On the assumption that the Turing machine framework is a good way to formalize the "computation" part of our understanding of classical symbol processing, this finding supports the view that there is a fundamental "incompatibility" between connectionist and classical models (see Fodor and Pylyshyn 1988; Smolensky in Behav Brain Sci 11(1):1-74, 1988; beim Graben in Mind Matter 2(2):29--51,2004b). Given the empirical successes of connectionist models, the more general, super-Turing framework is a preferable vantage point from which to consider cognitive phenomena. This vantage may give us insight into ill-formed as well as well-formed language behavior and shed light on important structural properties of learning processes.
引用
收藏
页码:415 / 427
页数:13
相关论文
共 50 条
  • [21] The Impact of Symbolic and Non-Symbolic Quantity on Spatial Learning
    McCrink, Koleen
    Galamba, Jennifer
    [J]. PLOS ONE, 2015, 10 (03):
  • [22] Non-symbolic and symbolic number and the approximate number system
    Maximiliano Gomez, David
    [J]. BEHAVIORAL AND BRAIN SCIENCES, 2021, 44
  • [23] Processing of symbolic and non-symbolic numerosity in the absence of awareness
    Spolaore, E.
    Vetter, P.
    Butterworth, B.
    Bahrami, B.
    Rees, G.
    [J]. PERCEPTION, 2008, 37 : 57 - 57
  • [24] Symbolic and non-symbolic number processing: an fMRI study
    Piazza, M
    Price, CJ
    Mechelli, A
    Butterworth, B
    [J]. NEUROIMAGE, 2001, 13 (06) : S459 - S459
  • [25] Non-symbolic division in childhood
    McCrink, Koleen
    Spelke, Elizabeth S.
    [J]. JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2016, 142 : 66 - 82
  • [26] NON-SYMBOLIC STATISTICS COURSE
    HAACK, DG
    [J]. COMMUNICATIONS IN STATISTICS PART A-THEORY AND METHODS, 1976, 5 (10): : 943 - 947
  • [27] Symbolic Processing Mediates the Relation Between Non-symbolic Processing and Later Arithmetic Performance
    Finke, Sabrina
    Freudenthaler, H. Harald
    Landerl, Karin
    [J]. FRONTIERS IN PSYCHOLOGY, 2020, 11
  • [28] Left parietal TMS disturbs priming between symbolic and non-symbolic number representations
    Sasanguie, Delphine
    Goebel, Silke M.
    Reynvoet, Bert
    [J]. NEUROPSYCHOLOGIA, 2013, 51 (08) : 1528 - 1533
  • [29] The influence of math anxiety on symbolic and non-symbolic magnitude processing
    Dietrich, Julia F.
    Huber, Stefan
    Moeller, Korbinian
    Klein, Elise
    [J]. FRONTIERS IN PSYCHOLOGY, 2015, 6
  • [30] Symbolic and non-symbolic number processing in children with developmental dyslexia
    Traff, Ulf
    Desoete, Annemie
    Passolunghi, Maria Chiara
    [J]. LEARNING AND INDIVIDUAL DIFFERENCES, 2017, 56 : 105 - 111