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Record W2593088764

Stochastic Resonance in Human Cognition: ACT-R Versus Game Theory, Associative Neural Networks, Recursive Neural Networks, Q-Learning, and Humans

2005· article· en· W2593088764 on OpenAlexaboutno aff
Sanjay Chandrasekharan, Christian Lebière, Terrence C. Stewart, Robert West

Bibliographic record

VenueeScholarship (California Digital Library) · 2005
Typearticle
Languageen
FieldComputer Science
TopicNeural Networks and Applications
Canadian institutionsnot available
Fundersnot available
KeywordsRandomnessArtificial neural networkNoise (video)Associative propertyCognitionComputer scienceAssociative learningArtificial intelligenceCognitive scienceGame theoryContent-addressable memoryPsychologyAlgorithmMathematical economicsCognitive psychologyMathematicsNeuroscienceStatistics
DOInot available

Abstract

fetched live from OpenAlex

Stochastic Resonance in Human Cognition: ACT-R Versus Game Theory, Associative Neural Networks, Recursive Neural Networks, Q-Learning, and Humans Robert L. West ( robert_west@carleton.ca ) 1 , Terrence C. Stewart, ( tcstewar@connect.carleton.ca ) 1 , Christian Lebiere ( clebiere@maad.com ) 2 , Sanjay Chandrasekharan ( schandr2@connect.carleton.ca ) 1 Institute of Cognitive Science, Carleton University, Ottawa, Ontario, Canada, K1S 5B6 Micro Analysis and Design, Inc., 6800 Thomas Blvd, Pittsburgh, PA 15208 USA Abstract We examined the effect of cognitive noise on human game playing abilities. Human subjects played a guessing game against an ACT-R model set at different noise levels. Counter to the normal effect for noise (i.e., to increase randomness) increasing noise over certain ranges increased the win rate in both the ACT-R model and in the humans. We then attempted to model the human results using ACT-R, Q-Learning, neural networks, and Simple Recursive Neural Networks. Overall, ACT-R produced the best match to the data. However, none of these models were able to reproduce a secondary counter intuitive human win rate effect. Noise, or randomness, plays an important role in cognitive modelling. In problem solving it is often necessary to add noise to a model to get it to explore possible solutions rather than freezing onto a single approach. In memory models, noise often plays a role in modelling errors of omission and commission (e.g. Anderson & Lebiere, 1998). Noise is also used to model the ability of humans to purposefully behave stochastically (e.g., Treisman & Faulkner, 1987). In these cases, the role of noise is to create and/or increase randomness in behaviour. However, adding noise to a component within a system can also have the opposite effect. That is, adding noise can, under the right conditions, decrease randomness (i.e. the system’s behaviour moves away from chance). The best-known example of this is stochastic resonance (SR). SR refers to a class of models that produces the effect of reducing randomness by adding noise. Importantly, SR has been implicated in neural functioning (see chapter 22 of Ward, 2002 for a review) and has also been shown to influence decision making in perceptually based tasks (see chapter 21 of Ward, 2002, for a review). However, there is no agreed upon, precise definition of when a system should be classed as SR. For experimental results it is often the case that a result is assumed to be SR if adding noise to a system reduced the level of randomness of the system in some way. This is the sense in which we use the term SR. However, the important point is not the technical definition but whether or not noise can function in this way for the cognitive system, as it is known to do for the neural and perceptual systems. Games, Randomness, and Cognitive Noise In game theory, the ability to behave randomly or pseudo- randomly often plays a central role. This is because increasing the level of randomness in a player’s moves decreases the ability of the opponent to predict these moves. If we assume that increasing noise in a cognitive model will always increase the level of randomness in its behaviour then there is a direct link between cognitive noise levels and the level of randomness in a game. However, if adding noise can, under certain conditions, reduce the level of randomness, then the relationship between cognitive noise and randomness is not so straightforward. We investigated this by looking at the relationship between cognitive noise and the ability to predict your opponent in the game of Paper, Rock, Scissors (henceforth PRS). PRS was chosen for this study because the game theory solution is very simple; just play randomly, 1/3 paper, 1/3 rock, 1/3 scissors. The reason for this is that any deviation from this strategy would leave the player open to exploitation from an opponent who could detect the deviation. The expected outcome for this strategy over time is for both players to play at chance; 1/3 wins, 1/3 losses, and 1/3 ties. If adding noise to the cognitive system of a player increases the randomness of their playing then adding noise should cause the rate of win, losses and ties to move towards the chance rate. In contrast, an SR effect would cause one or both players to move away from the chance rate as more noise is added. Typically, such an effect would occur over only a limited range of the noise parameter. Another reason that PRS is a good choice is that the cognitive processes underlying PRS play have been previously studied. Human PRS play has been successfully modelled using neural networks (West & Lebiere, 2001) and ACT-R (Lebiere & West, 1999). In both cases the basic strategy was the same: to attempt to win through the detection of sequential dependencies. Specifically, each player tries to predict what their opponent will play next by detecting sequential dependencies in past moves. Both the neural network model and the ACT-R model, when compared to human data, indicated that people use their opponent's last two moves to predict the current move. We refer to this as a lag 2 model. Simpler models, which use only the last move, were termed lag 1 models. The effect of cognitive noise on this strategy seems straightforward: as noise is added to the sequential dependency mechanism the player should become less able to predict their opponent's moves. Also, as their moves are increasingly determined by the noise they should become increasingly hard to predict. Eventually the cognitive system will become completely swamped with noise and all the moves will be random. That is, the win/loss/tie rates for both players will converge towards the chance rates. With sufficient noise this outcome is unavoidable. However, if an

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow), Scholarly communication
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Simulation or modeling · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.718
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0000.000
Scholarly communication0.0020.005
Open science0.0010.001
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.014
GPT teacher head0.241
Teacher spread0.228 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designSimulation or modeling
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations21
Published2005
Admission routes1
Has abstractyes

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