Re: Finding useful functions- part 1

From: patty (pattyNO_at_SPAMicyberspace.net)
Date: 10/28/04 

Date: Thu, 28 Oct 2004 16:27:51 GMT

Wolf Kirchmeir wrote:

> ASn analogous problem: how doe the hundreds or thousands of fish in a
> school of fish all "know how to cahnge dierction? They don't Each fish
> knows that the immediately surrounding fish are coming closer or getting
> further away, so it adjusts its direction and speed to mainatin ceratin
> distance. That's a fine example of "local correlations", and IMO is the
> way one must think about it. It doesn't matter where the chnage in
> duirection originates (s few fish see a shark, and chnage direction) -
> the fish inside the school don't get the message "Shark nearby, get out
> of the way". They get only messages about chnaging distance between
> themselves, and that's what they respond to.
>
> Let the fish be signals moving through a NN, let the changing distances
> be variations in signals passin between neurons, and let the resspnse of
> the fish be the cellular/synaptic changes. Then the school's change of
> direction ie the result is different NN functions. The analogy is good
> enough to clarify the concept, IMO.
>

Thanks :) ... that analogy works well for me. Yesterday i was driving
in Tukwila and noticed a large flock of black birds flying
synchronously. There must have been a hundred or more. They would all
change direction, this way and that way willy nelly, seemingly
simultaneously. It was spectacular. They flew and flew and flew. What
*were* they thinking ?

> No, Glen says discriminations of environmental contingencies cause
> learning.

I'm just curious about the language here. If i substitute "are changes
in the NN" for "cause learning" in your sentence as follows
"Discriminations of environmental contingencies are changes in the NN",
is it still true ?

patty

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