Information seeking, curiosity and attention: computational and neural mechanisms
By Jacqueline Gottlieb, Pierre-Yves Oudeyer, Manuel Lopes, Adrien Baranes. 2013
115 citations recorded by the source corpus.
Summary Intelligent animals devote much time and energy to exploring and obtaining information, but the underlying mechanisms are poorly understood. We review recent developments on this topic that have emerged from the traditionally separate fields of machine learning, eye movements in natural behavior, and studies of curiosity in psychology and neuroscience. These studies show that exploration may be guided by a family of mechanisms that range from automatic biases toward novelty or surprise, to systematic search for learning progress and information gain in curiosity-driven behavior. In addition, eye movements reflect visual information search in multiple conditions and are amenable for cellular-level investigations, suggesting that the oculomotor system is an excellent model system for understanding information sampling mechanisms.
Subfields: Cognitive Neuroscience, Computer Vision and Pattern Recognition, Molecular Biology, Neuroscience, Cognitive Science & Psychology
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- German Ignacio Parisi
- Christopher Kanan
- Stefan Wermter
- Ronald Kemker
- Ali Ayub
- Alan R. Wagner
- Tyler L. Hayes
- Vincenzo Lomonaco
In Computer Vision and Pattern Recognition
- German Ignacio Parisi
- Christopher Kanan
- Stefan Wermter
- Ronald Kemker
- Jose L. Part
- Tyler L. Hayes
- Kushal Kafle
- Vincenzo Lomonaco
In Molecular Biology
In Neuroscience
- Christopher Kanan
- German Ignacio Parisi
- Stefan Wermter
- Ronald Kemker
- Ali Ayub
- Alan R. Wagner
- Tyler L. Hayes
- Vincenzo Lomonaco
In Cognitive Science & Psychology
Citations in the corpus
- Continual Lifelong Learning with Neural Networks: A Review (2018, positive): “ taken inspiration from how human children choose their goals and progressively acquire skills for defining developmental structures in lifelong learning frameworks (Baldassarre and Mirolli, 2013; see Gottlieb et al., 2013 for a review). Infants seem to select experiences that maximize an intrinsic l”