The biological evolution of information processing

in the evolution of language & learning,

and

my search for= the missing link between body and mind

Section 7:

Improving information processing in improving action for increased survivability and reproduction:

social learni= ng and dual channel evolution

Rainer von Königslöw, Ph.D.

Abstract=

I speculate that there is a missing link, something that connects physical activity to mental activity. Furthermore, I speculate that this missing link is related to the biological evolution of language and learning. I investigate questions that are u= sually addressed in the field of neuroscience with empirical investigations. I propose a paradigm that investig= ates these questions from the perspective of information processing, and thus al= so fits into the field of artificial intelligence. I propose a design that uses an ‘inner language’ to control action sequences and to integrate visual perception into action. I investigate how this ‘inner language’ facilitates and enhances learning. The investigation demonstrates and validates the feasibility and benefits of the ‘inner language’ design with working prototypes.

TOC

Introduction: summary of previous sections. 4=

Chapter 1: social learning and apprenticeship learning. 5=

Chapter 2: social learning, apprentic= eship learning, and the inner language. 5=

Chapter 3: the significance of parent= ing and apprentice training methods for evolution 7=

Chapter 4: dual channel evolution.. 8=

Expanded TOC<= o:p>

Introduction: summary of previous sections. 4=

Chapter 1: social learning and apprenticeship learning. 5=

Topic 1: learning with others. 5=

Topic 2: learning from others. 5=

Topic 3: mixed mode learning. 5=

Chapter 2: social learning, apprentic= eship learning, and the inner language. 5=

Topic 1: visual tracking to inner language to mimicking action.. 5=

Topic 2: memory and delayed executi= on of action sequences. 6=

Topic 3: imitation and other forms = of vision-based social learning across vertebrates 7=

Chapter 3: the significance of parent= ing and apprentice training methods for evolution 7=

Topic 1: parenting methods and surv= ival = 7=

Topic 2: local adaptations (evoluti= on) of instructions for social learning. 7=

Topic 3: rereleasing animals in the= wild, and survival 7=

Chapter 4: dual channel evolution.. 8=

Topic 1: the mix of genetics and le= arning in developing good parenting methods 8=

Topic 2: language use as a local adaptation that helps survival by aiding collaborations and other strategies for survival 8=

Introduction: = summary of previous sections

Chapter 1: soc= ial learning and apprenticeship learning

Topic 1:&nbs= p; learning with others

= My definition of social learning is based on the presence of others from the s= ame species in the learning situation. Group learning might be if everybody is learning at the same time. An example of learning with others= might be a pack of animals exploring together.&n= bsp; There is no special expertise, no prior knowledge of what might be found.

Topic 2:&nbs= p; learning from others

= In our previous example, there may be a leader of the pack. The leader may not know what the g= roup will find, but he may have more experience in the methods of exploring. He may get the members of the grou= p to string out side to side to cover more territory in the search. The apprentice members of the pack= may observe that patterns and use it in future explorations, thus learning methodology from the leader.

Topic 3: mixed mode learning

= In our previous example, the leader may be learning about the terrain and the trac= ks of potential prey with the others in the pack. The young may be learning from the leader about methods and with the leader about tracks and prey.<= /span>

Chapter 2: soc= ial learning, apprenticeship learning, and the inner language

Topic 1:&nbs= p; visual tracking to inner language to mimicking action

= I shall use the earlier example from a fitness class, where I imitate the actions of the instructor. I watch the instructor’s pose or motion and compare it to my own pose or motion.<= span style=3D'mso-spacerun:yes'> If they are different, I might even mumble to myself on what to do to get it right. My wife went on and became an inst= ructor herself, based on the same apprenticeship methods of learning.

<= span style=3D'font-size:14.0pt;font-family:Garamond'>

= We also go to classes on ballroom dancing, with my wife, where we both follow instructors, a lead couple. T= ypically they first go through the steps separately for the men and women, and then = have us mimic their example - separately. Afterwards we have to do it together but slowly, and then at speed to the music. We might talk alou= d or count aloud (quietly) to help us coordinate.

= In this discussion I am not interested in the specifics of the information transfer= but just in the overall process. = I have been especially interested in how learners become instructors with non-verb= al, just visual mimicking type of learning.

Topic 2: memory and delayed execution of action sequences

= Mimicry leads to action sequences that can be stored and remembered. I mentioned fitness sequences and ballroom dancing. Occasionall= y one might observe behaviour patterns that are only copied and acted out much la= ter. I have already mentioned learning = to be a fitness instructor. As adul= t, one might go through patterns that are clearly copied from the parents’ patterns that the child observed in childhood.

Topic 3:&nbs= p; imitation and other forms of vision-based social learning across vertebrates

= There is a lot of interaction between parents and offspring across many of the vertebrate species that seem to have an educational component. The offspring seem to learn many o= f the vital action sequences with parental assistance. They may also learn parenting skills. We have already menti= oned learning about the methods used by the leader of a pack.<= /p>

Chapter 3: the= significance of parenting and apprentice training methods for evolution

Topic 1:&nbs= p; parenting methods and survival

= It is likely that good parenting methods lead to higher likelihood of survival and reproduction.

Topic 2:&nbs= p; local adaptations (evolution) of instructions for social learning

= It seems likely that learned methods that are passed through generations would exhib= it local adaptation. Variations = are likely to arise by chance. Variations that are more successful in preparing the offspring to survive and to reproduce will increase in probability and propagate by the = same evolutionary logic that drives the evolution of physical features.

Topic 3:&nbs= p; rereleasing animals in the wild, and survival

= If this theory is correct, rereleasing animals in the wild faces additional challen= ges because the local adaptations are missing.=

Chapter 4: dual channel evolution

Topic 1:&nbs= p; the mix of genetics and learning in developing good parenting method= s

= If parenting and training methods are partially learned and not just inherited, then a case can be made for a second stream of evolution that is passed from generation to generation through imitation and apprenticeship and other typ= es of social learning.

Topic 2:&nbs= p; language use as a local adaptation that helps survival by aiding collaborations and other strategies for survival

= According to this theory, language may well have evolved independently as local adaptations in situation where more complex cooperation and collaboration w= as required for survival. <= /o:p>