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Anticipatory behavior in adaptive learning systems continues
attracting attention of researchers in many areas, including
cognitive systems, neuroscience, psychology, and machine learning.
This book constitutes the thoroughly refereed post-workshop
proceedings of the 4th International Workshop on Anticipatory
Behavior in Adaptive Learning Systems, ABiALS 2008, held in Munich,
Germany, in June 2008, in collaboration with the six-monthly
Meeting of euCognition 'The Role of Anticipation in Cognition'. The
18 revised full papers presented were carefully selected during two
rounds of reviewing and improvement for inclusion in the book. The
introductory chapter of this state-of-the-art survey not only
provides an overview of the contributions included in this volume
but also revisits the current available terminology on anticipatory
behavior and relates it to the available system approaches. The
papers are organized in topical sections on anticipation in
psychology with focus on the ideomotor view, conceptualizations,
anticipation and dynamical systems, computational modeling of
psychological processes in the individual and social domains,
behavioral and cognitive capabilities based on anticipation, and
computational frameworks and algorithms for anticipation, and their
evaluation.
The general idea that brains anticipate the future, that they
engage in prediction, and that one means of doing this is through
some sort of inner model that can be run of?ine, hasalonghistory.
SomeversionoftheideawascommontoAristotle, aswell as to many
medieval scholastics, to Leibniz and Hume, and in more recent
times, to Kenneth Craik and Philip Johnson-Laird. One reason that
this general idea recurs continually is that this is the kind of
picture that introspection paints. When we are engaged in tasks it
seems that we form images that are predictions, or anticipations,
and that these images are isomorphic to what they represent. But as
much as the general idea recurs, opposition to it also recurs. The
idea has never been widely accepted, or uncontroversial among
psychologists, cognitive scientists and neuroscientists. The main
reason has been that science cannot be s- is?ed with metaphors and
introspection. In order to gain acceptance, an idea needs to be
formulated clearly enough so that it can be used to construct
testable hypot- ses whose results will clearly supportor cast
doubtupon the hypothesis. Next, those ideasthatare formulablein one
oranothersortof symbolismor notationare capable of being modeled,
and modeling is a huge part of cognitive neuroscience. If an idea
cannot be clearly modeled, then there are limits to how widely it
can be tested and accepted by a cognitive neuroscience communit
This book presents the refereed post-proceedings of the Third
International Workshop on Anticipatory Behavior in Adaptive
Learning Systems. Twenty full papers were chosen from among the
many submissions. Papers are organized into sections covering
anticipatory aspects in brains, language, and cognition; individual
anticipatory frameworks; learning predictions and anticipations;
anticipatory individual behavior; and anticipatory social
behavior.
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