The 3D environment is called SECA for Simulated Environment for Constructivist Agents. SECA was developed by Olivier Voisin as part of his master thesis.
Thursday, September 8, 2011
Ernest 10.3 - 3D
The 3D environment is called SECA for Simulated Environment for Constructivist Agents. SECA was developed by Olivier Voisin as part of his master thesis.
Thursday, September 1, 2011
Abstract-Lite
This visualization tool is called Abstract-Lite. A full documentation is also provided online.
Abstract-Lite offers an interactive interface to visualize your activity traces. It relies on XPATH instructions and XSL stylesheets to help you customize your visualizations. Abstract-Lite can display your traces in real time. For an example, see Ernest 10.3's trace.
Abstract-Lite was developed by Pierre-Yves Ronot as part of the ABSTRACT project and the IDEAL project.
Friday, July 22, 2011
An Intrinsically-Motivated Schema Mechanism to Model and Simulate Emergent Cognition
An Intrinsically-Motivated Schema Mechanism to Model and Simulate Emergent Cognition. Olivier Georgeon, Frank Ritter (2012). Cognitive Systems Research, 15-16. pp. 73-92. doi:10.1016/j.cogsys.2011.07.003.
This is the main paper that presents Ernest's algorithm. Specifically, the paper provides a detailed presentation of Ernest 7.2 and discusses the implications for the study of emergent cognition.
This is the main paper that presents Ernest's algorithm. Specifically, the paper provides a detailed presentation of Ernest 7.2 and discusses the implications for the study of emergent cognition.
Tuesday, June 14, 2011
Early-Stage vision of composite scenes
Early-Stage Vision of Composite Scenes for Spatial Learning and Navigation. In the proceedings of the First Joint IEEE Conference on Development and Learning and on Epigenetic Robotics (ICDL-EPIROB 2011). Olivier L. Georgeon, James B. Marshall, Pierre-Yves R. Ronot. Frankfurt (24-27 August 2011). pp. 224-229.
This 6-page paper reports Ernest 9.1's experiment and discusses how Ernest learns early-stage sensorimotor and spatial regularities. The paper also introduces Ernest 9's cognitive architecture.
This 6-page paper reports Ernest 9.1's experiment and discusses how Ernest learns early-stage sensorimotor and spatial regularities. The paper also introduces Ernest 9's cognitive architecture.
Vision as a Developmental Sensorimotor Process
A Model and simulation of Early-Stage Vision as a Developmental Sensorimotor Process. In the proceedings of Artificial Intelligence, Applications and Innovations (AIAI 2011). Olivier Georgeon, Mark Cohen, Amélie Cordier. Corfu, Greece (15-18 September 2011). pp. 11-16.
This 6-page paper presents Ernest 8.2 and discusses the connection with the sensorimotor theory of vision (O'Regan & Noë, 2001). This study suggests to implement a visual system that detects changes in the visual field rather than static features.
This 6-page paper presents Ernest 8.2 and discusses the connection with the sensorimotor theory of vision (O'Regan & Noë, 2001). This study suggests to implement a visual system that detects changes in the visual field rather than static features.
Monday, May 30, 2011
Train your Ernest
Thanks to Olivier Voisin, you can now train your own Ernest online in 3D: click here to access Ernest 8.3-3D (Preferably with Chrome, but works also with Firefox).
Saturday, May 28, 2011
Poor Ernest 10.3
We hesitate calling this experiment poor Ernest 10.3 or happy Ernest 10.3. Maybe this is the first implementation of artificial dizziness :-).
After the initial learning phase, we introduce fish that move (step 158). We were happily surprised to see that Ernest 10.3 was not that bad at catching moving fish. We find it fairly honorable for a purely feed-forward adaptive system.
After the initial learning phase, we introduce fish that move (step 158). We were happily surprised to see that Ernest 10.3 was not that bad at catching moving fish. We find it fairly honorable for a purely feed-forward adaptive system.
Monday, May 23, 2011
Ernest 10.3's traces
This video shows the trace generated by Ernest 10.3 during the experiment reported in the previous post. Playing the two videos synchronously helps understand Ernest's activity.
As in Ernest 10.1's traces, the tape at the bottom represents the visual field. The twelve visual pixels are represented vertically as little rectangles when Ernest is moving forward, and as little trapezoids when Ernest is turning.
The second tape above the visual field represents the peripersonal map (known as the local map in Ernest 10.1). The grid cell in front of Ernest is represented in the center of the tape (in red when Ernest is bumping). The three cells on the left side of Ernest are represented in the upper part of the tape. The three cells on the right side of Ernest are represented in the lower part of the tape. The cell where Ernest is standing and the cell in the back of Ernest are not represented. The peripersonal map integrates stimulations from different sensory modalities: tactile (light gray, intermediary gray, and black), visual (colored), and kinematic (red). These different stimulations may be bundled together (See the discussion on bundles in Ernest 10.1).
The central part of the video represents Ernest's primitive interaction patterns (primitive enacted acts) that relate to Ernest's decisions (i.e., enacted acts both result from Ernest's previous decision and impact Ernest's next decision). The central line takes the color of the sensory salience that attracts Ernest's current attention (gray in the case of a tactile salience). Triangles that point outwards from the central line indicate that the salience is moving outwards—to the left when the triangle is above the line, and to the right when the triangle is below. Triangles that point inwards to the line indicate that the salience is moving inwards—from the left when the triangle is above the line, and from the right when the triangle is below. Little squares on the central line indicate that the salience of current attention is enlarging in the central area of the visual field. Large squares on the central line represent eating a fish (from gustatory stimulation).
Above the decisional tape is the motivational tape. The motivational tape represents Ernest's current satisfaction value as a little histogram. Positive satisfactions are displayed in green and negative satisfactions in red. See how Ernest enjoys eating fish :-).
Above the motivational tape, orange stripes and circles represent composite schemas that Ernest tries to enact as a whole sequence (from step 128 on). These sequences correspond to regularities of interaction that Ernest has discovered and learned; and Ernest is beginning to exploit these sequences. We can see that these sequences may contain steps with negative satisfaction values (steps 185, 195, 218...). This demonstrates that Ernest learns to knowingly decide to enact unsatisfying interaction in order to gain subsequent satisfying interaction.
As in Ernest 10.1's traces, the tape at the bottom represents the visual field. The twelve visual pixels are represented vertically as little rectangles when Ernest is moving forward, and as little trapezoids when Ernest is turning.
The second tape above the visual field represents the peripersonal map (known as the local map in Ernest 10.1). The grid cell in front of Ernest is represented in the center of the tape (in red when Ernest is bumping). The three cells on the left side of Ernest are represented in the upper part of the tape. The three cells on the right side of Ernest are represented in the lower part of the tape. The cell where Ernest is standing and the cell in the back of Ernest are not represented. The peripersonal map integrates stimulations from different sensory modalities: tactile (light gray, intermediary gray, and black), visual (colored), and kinematic (red). These different stimulations may be bundled together (See the discussion on bundles in Ernest 10.1).
The central part of the video represents Ernest's primitive interaction patterns (primitive enacted acts) that relate to Ernest's decisions (i.e., enacted acts both result from Ernest's previous decision and impact Ernest's next decision). The central line takes the color of the sensory salience that attracts Ernest's current attention (gray in the case of a tactile salience). Triangles that point outwards from the central line indicate that the salience is moving outwards—to the left when the triangle is above the line, and to the right when the triangle is below. Triangles that point inwards to the line indicate that the salience is moving inwards—from the left when the triangle is above the line, and from the right when the triangle is below. Little squares on the central line indicate that the salience of current attention is enlarging in the central area of the visual field. Large squares on the central line represent eating a fish (from gustatory stimulation).
Above the decisional tape is the motivational tape. The motivational tape represents Ernest's current satisfaction value as a little histogram. Positive satisfactions are displayed in green and negative satisfactions in red. See how Ernest enjoys eating fish :-).
Above the motivational tape, orange stripes and circles represent composite schemas that Ernest tries to enact as a whole sequence (from step 128 on). These sequences correspond to regularities of interaction that Ernest has discovered and learned; and Ernest is beginning to exploit these sequences. We can see that these sequences may contain steps with negative satisfaction values (steps 185, 195, 218...). This demonstrates that Ernest learns to knowingly decide to enact unsatisfying interaction in order to gain subsequent satisfying interaction.
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