DE2903413A1 - Electrical circuit with programmed learning characteristics - contains interconnected elements whose stimulation probability increases with each energising - Google Patents

Abstract

The electrical circuit able to learn automatic or partially automatic processes is designed to be able to be instructed in ways similar to human teaching methods, i.e. to have learning characteristics similar to human ones. It consists of interconnected individual elements, each having inputs and outputs and the possibility of different simulation conditions. An input may be made to an individual element via an input connection, when this connection is joined to output of an energised element. The effect of such an input event is to increase the probability of a renewed energisation via the same input connection, over which the input event occurs. Individual elements can only receive inputs when already energised.

Description

Electrical ## circuit with learning ability.

The invention relates to an electrical circuit with learning ability, which is connected to the environment via supply and discharge lines.

Circuits capable of learning are generally made possible by a changing The outside world and through human interventions that are adapted to the training objective, trained. For the training person, the training is this learning circuit then particularly easy to implement if the adaptive circuit in its learning behavior, is similar to the learning behavior of humans. The training can then take place in the same way 'Geise how the training of a person takes place.

An electrical assigner with a learning character is already known (Explanation of the German Patentanites, No. 1 179 409), based on findings based on the conditioned reflex. However, this one does not have its own internal one Process that looks like a separate thought process towards the person taking the training represents in the learning device.

The circuit according to the invention, however, is based on knowledge from a theory of our psychic phenomena. It allows according to the Results of this theory also an independent supporter of the Schulunn internal process.

A theoretically based method for transferring is also known and combining information and generating corresponding motor impulses. (Explanatory note from the German Fatal Office, No. 1 214 452).

However, this method sets associative properties in the circuit ahead, and it is not designed to be combined with pre-established processes to become.

The invention is based on the object of an electrical circuit to realize with the ability to learn in such a way that it has a learning behavior that suits the of man is similar. like electrical circuit with learning ability it should also allow this to an already automated or partially automated process to overlay. The aim is to create a comprehensive learning device in this way to create the training of which can be successful in the same way as the training of the learner People corresponds The solution proposed according to the invention is a natural one Theory of our psychological phenomena. Find under this theory our essential psychological phenomena a naturalistic explanation. the electrical shading with learning ability according to the invention represents a technical realization of components of this theory.

The object is achieved according to the invention by an electrical circuit with the ability to learn, which is connected to the environment via feed and discharge lines and those made up of interconnected individual elements with inputs and outputs and with the There is a possibility of different excitation states1 whereby via an input of such an individual element a registered letter in this individual element takes place can, if this input is connected to the output of an excited individual element is and where the effect of enrolling is that it increases the likelihood a renewed suggestion via the same input as the registered letter, is increased.

To make the electrical circuit with learning ability an automated To be able to overlay the process and as a prerequisite for the planned training it should be possible that the leads of the electrical circuit with learning ability at the same time inputs of individual elements and that the derivatives can be at the same time Can represent outputs of individual elements.

Sur improvement of learning ability and about the electrical circuit The following are used to give a certain ability to abstract with the ability to learn Properties: The inscription in an individual element is only possible if this is jm. excited state. The excitation of an individual element takes place after a law of excitation with increasing strength and number of excitations in its Entrances. The stimulated individual elements fold out of the after a certain time excited back to the £ -not-excited state. There are for the individual elements States of different excitability and the excitability of an unexcited one Individual elements fade away over time according to a given function. There is for the individual elements different strengths of the stimulation, and the respective The strength of the stimulus sounds like a given function over time until relapse into the non-excited state. The probability of connecting the individual elements is regulated according to a distance law. For part of the outputs A law of distance applies to the individual elements in the sense that the stimulating effect of the excitations running through these outputs with increasing distance from the excited individual element decreases.

An increase in the abstraction ability of the electrical circuit with the ability to learn serve the following properties: The individual elements have a additional hesitant output that takes effect when the individual element is im excited State is located and which is then associated with it standing excited individual elements fall back into the non-excited state leaves. When a single month is deleted by the output with the effect of deleting of a single element increases the probability that it will be deleted Individual element can be stimulated in the future via those inputs via which At the moment of deletion, suggestions for this individual element came into being. Besides that should the fact that an individual element has been inscribed in its effect decay over time according to a given function.

For the preferred detection of specific types of correlations and for Enhancement of the abs traction ability is provided that it is for those from the environment of the electrical circuit with learning ability coming incoming and outgoing lines Schrer points within this circuit there and that the connections between the individual elements can be done in such a way that lines emanating from a limited region are preferred lead to a limited other region of the electrical circuit with learning ability.

As essential support for training and for electrical Circuit with learning ability to give the opportunity to recognize goals that are in are specified for a subordinate automated process, it is determined that the probability for the stimulation of the individual elements and the writing down in this for all individual elements of the electrical circuit with learning ability at the same time can be influenced from the outside.

The advantage achieved with the invention consists in particular in that the introduction or change of the target function in an automated or partially automated Process is facilitated. The training, i.e. the modification of the objective function, he follows similar to how one would train a learning person.

In addition, the general possibility is opened, also abstract ones Include goals in training. The abstraction ability of the electrical Switching with learning ability also opens up this possibility.

An embodiment of the electrical circuit with learning ability Figure 1 shows according to the invention. A matrix-like arrangement is shown of the individual elements (EE). The supply lines (A = outside world, supply line) and the discharge lines (A.rA = outside world, derivative) each have a linear focus and lead therefore not to statistically distributed individual elements.

The basic circuit of an individual element is shown in Figure 2.

Shown are those leading to the individual element and the excitation transmitting inputs (descriptors, D), of the Aaregun #; ci then; excited A # 1 element forwarding output (result, R), the inputs with a clearing effect Consequence, K) and the extinguishing effect emanating from the excited egg element Exit (consequence of the previous single element, KV). An additionally drawn Entry. (excitation-promoting supply line, AFZ) enables an excitation via this input generally the probability of a transition of the individual elements in the excited state and the likelihood of enrolling increases.

In Figure 1, the excitation-promoting supply line (AFZ) is shown globally. This supply line leads to each individual element, which for the sake of clarity in the drawing was not shown. Lead the feed lines AWZ in Figure 1 In each individual element to descriptors (1) in Figure 2), and the derivatives AA In Figure 1, the individual items come from the result (R in Figure 2) . AWZ and AWA each contain one line for each inlet and outlet.

Since the @ strongly bordered field in Figure 1, to which the IPZ (Information via process state), means that to each individual element a stimulating input (D in Fig. 2) goes into this field. The suggestion in these inputs mean information about the status of the process to be controlled (see also Fig. 3). From another heavily outlined box in Figure 1 goes the derivation labeled BPS (influencing the process control).

This is to say that from every single element of this field an output (R in Fig. 2) goes off, which is used to influence the directly assigned to the process Process control is used (see also Fig. 3).

The individual elements in Fig. 1 are statistically one below the other Distance law connected. That means, the smaller the distance between the individual elements, the greater the probability that the outcome of an individual motivation is at the same time input in another single element. For the sake of clarity these connections are not shown.

In addition, there is a main connection in the sense, that exits from area A: Z also lead to entrances with particular probability in the AWA area. These connections have also been made for the sake of clarity not included in the drawing.

The connection of the electrical circuit with learning ability according to the Invention with the process to be controlled, which has already been superimposed on this process Process control and an external environment (outside world) is shown in the figure 3.

In Fig. 3, ESL is the electrical circuit with learning ability of the invention lPS is the process control directly assigned to the process and AW is the external environment (outside world). The process itself is the representation because of drawn twice and represented by the circles marked with P.

Line 1 shows the effect of the outside world on the electrical Circuit with learning ability. In the electrical circuit with learning ability after Fig. 1 BZ is the corresponding supply line, which is also designated there with 1.

The influence of the outside world on the process and the process controls is denoted by 2 in Fig. 3.

3 in Fig. 3 is the flow of information between process kP) and process control (PS).

The one that arises under the influence of Assenwelt and process control The process state is shown in Fig. 3 by the information stream 4 of the electrical circuit communicated with the ability to learn.

The information stream 4 in Fig. 3 corresponds to the supply line IPZ in Fig. 1, which was also designated there with 4.

With 5 in Fig. 3, the process control (PS) has the option of generally to influence the excitability of all individual elements.

The information stream 5 in Fig. 3 corresponds to AFZ in Fig. 1 and was also designated there with 5.

The information stream 6 in Fig. 3 leads from the electrical circuit with learning ability for process control. Here the process is controlled by the electrical Circuit influenced by learning ability. In Fig. 1 is this information stream marked with BPS and also bears the number 6.

In Fig. 3, 7 (like 3) leads from process control to process. Thereby 7 process properties are addressed, which at the same time directly through the ESL (8 in Fig. 3; AWA resp.

8 in Fig. 1). From the superposition of both influencing variables there is a resulting process influence.

The resulting process status is determined by the flow of information 9 in Fig. 3 part of the outside world. There is feedback from the outside world, as the information about the process status (9 in Fig. 3) from the ESL via the information stream 1 or observed by (P and) PS via the information stream 2 from the outside world can be.

The principle of the training is explained in Figure 4, in its arrangement corresponds to Figure 3. The prerequisite for the training is one at all ESL outgoing influence on the process (1 in Fig. 4). As part of the training the outside world is then changed in a suitable #eise by the "teacher" as an answer (2 in Fig. 4). Via the information stream 3 in Fig. 4, the excitability of the Individual elements and the probability of ear rubbing in the ESL by the Changes in the output level (2). This can increase the likelihood of a Storing the sequence causing the information 1 in the ESL increases or be reduced. 4 in Fig. 4 ultimately means one in the future from the ESL self-coming reinforcement of the effect causing the information flow 3.

The crucial phase of the training is in 2 in Figure 4.

There are three main ways of training: a) Man can (2 in Fig. 4) change the outside world so that it is caused by 1 According to the process state.

Incorrect process influencing by 1 can be interrupted, by anchoring the outside world accordingly (2 in Fig. 4) via 3 causes sequence 1 to be aborted in the ESL.

c) If 1 means a suitable process influence, the probability can the enrollment of the state in the ESL, which led to 1, be increased, by influencing the process control by changing the outside world appropriately is that this has a corresponding effect on the ESL via 3.

ln ÅDD. v Processes and process controls can be of the most varied t used and over three inventive electrical circuit with learning ability can be made available for training. P in Fig. 3 can be a large-scale technical one Be process.

But P can e.g. B. also be a means of transport (car, aircraft or spacecraft), that is already automated or partially automated in its reactions to the environment which is to be made accessible to a training course via an ESL.

Finally, P can also be a toy (e.g. doll, vehicle), which may already have certain behaviors programmed in and then through Overlaying an ESL can be trained.

In all cases, training is provided in a similar manner, as well the learner is trained. Consider, for example, Dollard's learning theory and Miller (Mischel, W. Introduction to Personality; New York, 1976), see above The components of the learning process named there also apply to the training method the ESL, as it was explained using the example in Fig. 4: response A suitable one The process must be available in the ESL (and effective externally will; 1 in Fig. 4) so that it can be referred to in the course of the training can.

drive A general stimulation takes place via the process control () in Fig. 4).

cue There are also special triggers for a reaction for the ESL.

reinforcement Herein lies the feedback (2 in Fig. 4), which is essential during the training. Part of the training must be some process through which increases the likelihood of ear rubbing for the desired behavior will.

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Claims (18)

Claims: 1. Electrical circuit with learning ability, which over Supply and discharge lines are connected to the environment, characterized in that it consists of interconnected individual elements with inputs and outputs and with the There is a possibility of different excitation states, with one input a single element can be registered in this single element if this input is connected to the output of an excited individual element and the effect of enrolling is that it increases the likelihood a renewed suggestion via the same input as the registered letter, is increased. 2) electrical circuit with learning ability according to claim 1, characterized marked that the inscription in a single item takes place only when this is in the excited state. 3. Electrical circuit with learning capability according to claim 1 thereby characterized in that the excitation of an individual element according to an excitation law with increasing strength and number of suggestions in its inputs takes place. 4. Electrical circuit with learning ability according to claim 1, characterized characterized in that the leads of the electrical circuit m t learning ability can be inputs from individual parties at the same time. 5. Electrical circuit with learning ability, eit according to claim 1, characterized marked that the derivatives of the electrical circuit with learning ability are formed by outputs from individual elements. 6. Electrical circuit with learning ability according to claim 1, characterized characterized in that the excited individual elements are removed from the excited to fall back into the non-excited state. 7. Electrical circuit with learning ability according to claim 1, characterized marked that there are states of different excitability for their individual elements and that the excitability of a non-excited individual element over time decays after a predetermined function. 8. Electrical circuit with learning ability according to claim 1, characterized characterized in that there are different strengths for the individual elements excited the excitation gives and that the respective excitation strength according to a predetermined Function decays over time until it falls back into the non-excited state. 9. Electrical circuit with learning ability according to Ansj- # uch 1 thereby marked that there is a global possibility, the probability for the excitation of the individual elements for all individual elements of the electrical circuit with learning ability to influence at the same time. 10 electrical circuit with learning ability according to claim 1 thereby marked that there is a global possibility, the probability for the writing in the individual elements for all individual elements of the electrical To influence circuit with learning ability at the same time. 11. Electrical circuit with learning ability according to claim 1, characterized It is indicated that the individual elements have an additional output with a deleting effect that becomes effective when an individual element is in the excited state and the excited individual elements in connection with it in the unexcited ones State drops back. 12. Electrical circuit with learning ability according to claim 11, characterized characterized in that when a single element is deleted by the deleting effective output of another single element the probability is increased, that this individual element can be stimulated in the future via those inputs, about the suggestions for this individual element at the time of deletion. 13. Electrical circuit with learning capability according to claim 1, characterized marked that the probability of the connection of the individual elements with each other is regulated according to a distance law. 14. Electrical circuit with learning ability according to claim 1, characterized marked that it is for those out of the vicinity of this circuit coming inlets and outlets limited regions (focal points) within the circuit there, to which the feed lines preferably lead or from which the outlets are preferred go off. 15. Electrical circuit with learning capability according to claim 14, characterized r, e indicates that the individual elements are connected to one another in such a way that that lines emanating from one of the focal points, preferably in a limited one lead another region of the electrical circuit with learning ability. 16. Electrical circuit with learning ability according to claim 1 thereby characterized in that there are limited regions whose individual elements are preferred are connected to each other. 17. Electrical circuit with Lernfanigkeit according to claim 1 characterized marked that the fact that an individual element was inscribed, in their effect on the renewed excitability over time after a predetermined one Function subsides. 18. Elalwtrisclle circuit with learning ability according to claim 1, characterized elc indicates that for some of the outputs of the individual elements there is a law of distance in the sense that the stimulating effect of the running through these outputs Excitations decreases with increasing distance from the excited individual element.