Towards a “Brain-Guided” Cognitive Architecture - Bioinspired Approaches for Human-Centric Technologies - page 220

Fig. 7.5 Motor skill learning and action generation architecture for iCub: building blocks and
information flows
7.4 Work in Progress: Playful Experiments with iCub
for Organizing Episodic and Semantic Memory
If we focus only on learning specific tasks, embodied procedural memory is
sufficient to drive learning and action generation. However, many questions remain
unanswered if we stick to this framework. Let us list a few of them, for summariz-
ing the range of relevant issues:
￿ How do structures of bodily experience gradually “work their way up” to form
abstract patterns of inferences?
￿ How do we bridge the gap from task-specific “sense” to task-independent
“common sense”?
￿ How do playful interactions between the body and the world sculpt the memo-
ries of a cumulatively learning agent?
￿ When and how do mechanisms related to abstraction, consolidation, and forget-
ting play a role in cumulative learning?
￿ What is the specific influence of a teacher in minimizing exploration, moti-
vating, and shaping the developmental curve?
In addition to procedural memory, what we need is semantic and episodic
memory (Tulving 1972 , 2002 ) in order to feed in an integrated and bidirectional
manner the twin processes of reasoning and learning: more learning driving better
reasoning and inconsistencies in reasoning driving new learning. In order to address