PubMed · 13286444
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N GUTTMAN, H I KALISH. 1956. Discriminability and stimulus generalization.. https://doi.org/10.1037/h0046219
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Humans can recognize the gist of a novel image in a single glance, independent of its complexity. How is this remarkable feat accomplished? On the basis of behavioral and computational evidence, this paper describes a formal approach to the representation and the mechanism of scene gist understanding, based on scene-centered, rather than object-centered primitives. We show that the structure of a scene image can be estimated by the mean of global image features, providing a statistical summary of the spatial layout properties (Spatial Envelope representation) of the scene. Global features are based on configurations of spatial scales and are estimated without invoking segmentation or grouping operations. The scene-centered approach is not an alternative to local image analysis but would serve as a feed-forward and parallel pathway of visual processing, able to quickly constrain local feature analysis and enhance object recognition in cluttered natural scenes.
We study unsupervised Hebbian learning in a recurrent network in which synapses have a finite number of stable states. Stimuli received by the network are drawn at random at each presentation from a set of classes. Each class is defined as a cluster in stimulus space, centred on the class prototype. The presentation protocol is chosen to mimic the protocols of visual memory experiments in which a set of stimuli is presented repeatedly in a random way. The statistics of the input stream may be stationary, or changing. Each stimulus induces, in a stochastic way, transitions between stable synaptic states. Learning dynamics is studied analytically in the slow learning limit, in which a given stimulus has to be presented many times before it is memorized, i.e. before synaptic modifications enable a pattern of activity correlated with the stimulus to become an attractor of the recurrent network. We show that in this limit the synaptic matrix becomes more correlated with the class prototypes than with any of the instances of the class. We also show that the number of classes that can be learned increases sharply when the coding level decreases, and determine the speeds of learning and forgetting of classes in the case of changes in the statistics of the input stream.
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