No Need to Forget, Just Keep the Balance : Hebbian Neural Networks for Statistical Learning

Tovar, Angel E. and Westermann, Gert (2023) No Need to Forget, Just Keep the Balance : Hebbian Neural Networks for Statistical Learning. Cognition, 230: 105176. ISSN 0010-0277

Text (Tovar&Westermann-Cognition2022-preprint)
Tovar_Westermann_Cognition2022_preprint.pdf - Accepted Version
Available under License Creative Commons Attribution-NonCommercial-NoDerivs.
Download (731kB)

Abstract

Language processing in humans has long been proposed to rely on sophisticated learning abilities including statistical learning. Endress and Johnson (E&J, 2021) recently presented a neural network model for statistical learning based on Hebbian learning principles. This model accounts for word segmentation tasks, one primary paradigm in statistical learning. In this discussion paper we review this model and compare it with the Hebbian model previously presented by Tovar and Westermann (T&W, 2017a; 2017b; 2018) that has accounted for serial reaction time tasks, cross-situational learning, and categorization paradigms, all relevant in the study of statistical learning. We discuss the similarities and differences between both models, and their key findings. From our analysis, we question the concept of “forgetting” in the model of E&J and their suggestion of considering forgetting as the critical ingredient for successful statistical learning. We instead suggest that a set of simple but well-balanced mechanisms including spreading activation, activation persistence, and synaptic weight decay, all based on biologically grounded principles, allow modeling statistical learning in Hebbian neural networks, as demonstrated in the T&W model which successfully covers learning of nonadjacent dependencies and accounts for differences between typical and atypical populations, both aspects that have not been fully demonstrated in the E&J model. We outline the main computational and theoretical differences between the E&J and T&W approaches, present new simulation results, and discuss implications for the development of a computational cognitive theory of statistical learning.