Harnessing large language models for data-scarce learning of polymer properties
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A unified acoustic-to-speech-to-language embedding space captures the neural basis of natural language processing in everyday conversations
This study introduces a unified computational framework connecting acoustic, speech and word-level linguistic structures to study the neural basis of everyday conversations in the human brain. We used electrocorticography to record neural signals across 100 h of speech production and comprehension as participants engaged in open-ended real-life conversations. We extracted low-level acoustic, mid-level speech and contextual word embeddings from a multimodal speech-to-text model (Whisper). We developed encoding models that linearly map these embeddings onto brain activity during speech production and comprehension. Remarkably, this model accurately predicts neural activity at each level of the language processing hierarchy across hours of new conversations not used in training the model. The internal processing hierarchy in the model is aligned with the cortical hierarchy for speech and language processing, where sensory and motor regions better align with the model’s speech embeddings, and higher-level language areas better align with the model’s language embeddings. The Whisper model captures the temporal sequence of language-to-speech encoding before word articulation (speech production) and speech-to-language encoding post articulation (speech comprehension). The embeddings learned by this model outperform symbolic models in capturing neural activity supporting natural speech and language. These findings support a paradigm shift towards unified computational models that capture the entire processing hierarchy for speech comprehension and production in real-world conversations.
Language measures correlate with other measures used to study emotion
Researchers are increasingly using language measures to study emotion, yet less is known about whether language relates to other measures often used to study emotion. Building on previous work which focuses on associations between language and self-report, we test associations between language and a broader range of measures (self-report, observer report, facial cues, vocal cues). Furthermore, we examine associations across different dictionaries (LIWC-22, NRC, Lexical Suite, ANEW, VADER) used to estimate valence (i.e., positive versus negative emotion) or discrete emotions (i.e., anger, fear, sadness) in language. Associations were tested in three large, multimodal datasets (Ns = 193–1856; average word count = 316.7–2782.8). Language consistently related to observer report and consistently related to self-report in two of the three datasets. Statistically significant associations between language and facial cues emerged for language measures of valence but not for language measures of discrete emotions. Language did not consistently show significant associations with vocal cues. Results did not tend to significantly vary across dictionaries. The current research suggests that language measures (in particular, language measures of valence) are correlated with a range of other measures used to study emotion. Therefore, researchers may wish to use language to study emotion when other measures are unavailable or impractical for their research question.
Predictive learning as the basis of the testing effect
A prominent learning phenomenon is the testing effect, meaning that testing enhances retention more than studying. Emergent frameworks propose fundamental (Hebbian and predictive) learning principles as its basis. Predictive learning posits that learning occurs based on the contrast (error) between a prediction and the feedback on that prediction (prediction error). Here, we propose that in testing (but not studying) scenarios, participants predict potential answers, and its contrast with the subsequent feedback yields a prediction error, which facilitates testing-based learning. To investigate this, we developed an associative memory network incorporating Hebbian and/or predictive learning, together with an experimental design where human participants studied or tested English-Swahili word pairs followed by recognition. Three behavioral experiments (N = 80, 81, 62) showed robust testing effects when feedback was provided. Model fitting (of 10 different models) suggested that only models incorporating predictive learning can account for the breadth of data associated with the testing effect. Our data and model suggest that predictive learning underlies the testing effect.
Advancing extrapolative predictions of material properties through learning to learn using extrapolative episodic training
Recent advancements in machine learning have demonstrated its potential to significantly accelerate the discovery of new materials. Central to this progress is the development of rapidly computable property predictors, which allow identifying novel materials with the desired properties from vast material spaces. However, the limited availability of data resources poses a significant challenge in data-driven material research, particularly hindering the exploration of innovative materials beyond the boundaries of existing data. Although machine-learning predictors are inherently interpolative, establishing a general methodology to create an extrapolative predictor remains a fundamental challenge. In this study, we leveraged the attention-based architecture of neural networks and a meta-learning algorithm to enhance extrapolative generalization capabilities. Meta-learners trained repeatedly on arbitrarily generated extrapolative tasks show outstanding generalization for unexplored material spaces. Through the tasks of predicting the physical properties of polymeric materials and hybrid organic–inorganic perovskites, we highlight the potential of such extrapolatively trained models, particularly their ability to rapidly adapt to unseen material domains in transfer-learning scenarios.
Understanding learning through uncertainty and bias
Learning allows humans and other animals to make predictions about the environment that facilitate adaptive behavior. Casting learning as predictive inference can shed light on normative cognitive mechanisms that improve predictions under uncertainty. Drawing on normative learning models, we illustrate how learning should be adjusted to different sources of uncertainty, including perceptual uncertainty, risk, and uncertainty due to environmental changes. Such models explain many hallmarks of human learning in terms of specific statistical considerations that come into play when updating predictions under uncertainty. However, humans also display systematic learning biases that deviate from normative models, as studied in computational psychiatry. Some biases can be explained as normative inference conditioned on inaccurate prior assumptions about the environment, while others reflect approximations to Bayesian inference aimed at reducing cognitive demands. These biases offer insights into cognitive mechanisms underlying learning and how they might go awry in psychiatric illness.
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