This document serves as an outline of some of the important differences between the mammalian brain and artificial neural networks.
Spikes are the information currency of the brain.
Spikes are energetically expensive. The brain uses about 1/5 of the energy of the body.
The only way for a neuron in one part of the brain to send information to a neuron in another part of the brain is by generating a spike (i.e. an action potential) which will travel along the axon and release transmitter.
How do we measure spikes?
Using mean-field approximation1 of spiking networks, we can approximate populations of neurons using rate-based models: simple dynamical systems. E.g. \[\frac{dX_i}{dt} = \frac{-X_i}{\tau} + f(W_iX_i + E_{ext} + \mathcal{N}(0,\sigma)) \]
Current controversy: rate-coding vs. phase-coding of information in the brain3
Basic drives, innate behaviors & Unconditioned Stimuli:
Because of competing priorities, the brain must perform some functions like an operating system. Has to deal with prioritization and race conditions.
Despite this, brains rarely crash! (although, people do pass out in response to trauma, pain, stress).
Term | Meaning | Module |
---|---|---|
Episodic Memory | Autobiographical memory. E.g. what you had for breakfast yesterday. Where you went to school. | medial temporal lobe / acetylcholine |
Source Memory | Knowledge about how you know something. | E.g. when did you first hear about action potentials? |
Semantic Memory | Information about the world. The president of China. The first month of the year. | distributed? |
Procedural Memory | How to do something. E.g. play the piano, ride a bike. | motor cortex / basal ganglia / dopamine |
Emotional memory | An association between a thing and a value (good or bad). Chocolate tastes good. Fire burns. A certain dog bites. | Amygdala |
Working memory | a short-term form of memory often associated with combining or integrating multiple items in memory together. E.g. doing math problem in your head, trying to count cards at a casino, finding the largest number in a list. Generally, the items in memory are discarded soon after finishing. | prefrontal cortex (for longer durations, hippocampus). |
Spatial working memory | like working memory but in particular for a location in space. e.g. when playing basketball keeping track of where the players are on the court. | frontal eye field and other regions. |
LTP/D | Long-term potentiation/depression. Changes in synaptic strength that last for more than 1 day. Requires new protein synthesis and changes to cyto-skeleton | |
STP/D | Short-term potentiation/depression. Changes in synpatic strength that last for a short time (usually 30 min - a few hours) | |
Spatial Attention | enhancing processing of one part of the world. | frontal-parietal-tectal circuit, acetylcholine |
Feature Attention | Focused processing on a non-spatial dimension of the world. E.g. looking for a friend in a red jacket. Focused listening of one instrument at the symphony. | Depends on modality. Higher sensory cortex with PFC |
Overt vs. Covert attention | Overt attention is externally observable. e.g. by measuring eye/head/body positions. Covert attention is not-externally observable. e.g. “looking” at someone out of the corner of your eye or shifting your focus from vision to hearing or touch. | Depends. For switching modulality, probably thalamus. |
Habit | an action that is performed regardless of the outcome. For example, if you eat a snack every day at 5pm, and then one day you have a huge meal at 4pm and you are really full but you still eat the snack, then it is a habit. | |
Goal-directed action | opposite of habit. A behavior that is performed to achieve a goal. Generally more flexible than habits. | dopamine |
Motivation | Used to describe levels of drive. (i.e. scaling of objective functions). When we are thirsty we are motivated to get water. But once we are not thirsty the same outcome (water) has less value. | dopamine, noradrenaline, opiates |
Behavioral inhibition | e.g. self-control Ability to suppress actions based on context. E.g. you want to eat the cookie, but you are trying to lose weight, or you want your friend to have the last one | prefrontal cortex, serotonin |
perceptual decision-making | Making a decision about some physical property of an object. E.g. is that picture hanging straight? Is there a pothole in the road? Will the ping-pong ball miss the table | probably secondary sensory cortex. |
value based decision-making | also called economic or financial decision-making. Should I buy this stock? Should I ask that girl out on a date? Should I wait for the bus? Most real decisions involve both perceptual and value-based parts. | striatum / nucleus accumbens / orbital frontal cortex / dopamine |
The brain is very plastic (meaning the connection weights can be changed). There is a huge amount of diversity in the learning rules in the brain. For almost every cognitive function listed above there is a corresponding learning rule.
Why have such diverse rules? Probably to match statistics of environment. Things that don’t change much should have correspondingly slow learning rates.
We know a lot about the molecular mechanisms of learning. Probably the best studied feature of the brain.
http://galton.uchicago.edu/~nbrunel/teaching/winter2014/ see 21-rate.pdf ↩︎
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http://journal.frontiersin.org/article/10.3389/fnsyn.2010.00146/full ↩︎
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