@ARTICLE{Vogelstein2022-mn,
  title = "Prospective Learning: Back to the Future",
  author = "Vogelstein, Joshua T and Verstynen, Timothy and Kording,
                   Konrad P and Isik, Leyla and Krakauer, John W and
                   Etienne-Cummings, Ralph and Ogburn, Elizabeth L and Priebe,
                   Carey E and Burns, Randal and Kutten, Kwame and Knierim,
                   James J and Potash, James B and Hartung, Thomas and
                   Smirnova, Lena and Worley, Paul and Savonenko, Alena and
                   Phillips, Ian and Miller, Michael I and Vidal, Rene and
                   Sulam, Jeremias and Charles, Adam and Cowan, Noah J and
                   Bichuch, Maxim and Venkataraman, Archana and Li, Chen and
                   Thakor, Nitish and Kebschull, Justus M and Albert, Marilyn
                   and Xu, Jinchong and Shuler, Marshall Hussain and Caffo,
                   Brian and Ratnanather, Tilak and Geisa, Ali and Roh,
                   Seung-Eon and Yezerets, Eva and Madhyastha, Meghana and How,
                   Javier J and Tomita, Tyler M and Dey, Jayanta and {Ningyuan}
                   and {Huang} and Shin, Jong M and Kinfu, Kaleab Alemayehu and
                   Chaudhari, Pratik and Baker, Ben and Schapiro, Anna and
                   Jayaraman, Dinesh and Eaton, Eric and Platt, Michael and
                   Ungar, Lyle and Wehbe, Leila and Kepecs, Adam and
                   Christensen, Amy and Osuagwu, Onyema and Brunton, Bing and
                   Mensh, Brett and Muotri, Alysson R and Silva, Gabriel and
                   Puppo, Francesca and Engert, Florian and Hillman, Elizabeth
                   and Brown, Julia and White, Chris and Yang, Weiwei",
  month = {Jan},
  year = {2022},
  pub_type = {preprint},
  archivePrefix = "arXiv",
  primaryClass = "cs.LG",
  eprint = "2201.07372",
  abstract = {Research on both natural intelligence (NI) and artificial intelligence (AI) generally assumes that the future resembles the past: intelligent agents or systems (what we call "intelligence") observe and act on the world, then use this experience to act on future experiences of the same kind. We call this "retrospective learning". For example, an intelligence may see a set of pictures of objects, along with their names, and learn to name them. A retrospective learning intelligence would merely be able to name more pictures of the same objects. We argue that this is not what true intelligence is about. In many real world problems, both NIs and AIs will have to learn for an uncertain future. Both must update their internal models to be useful for future tasks, such as naming fundamentally new objects and using these objects effectively in a new context or to achieve previously unencountered goals. This ability to learn for the future we call "prospective learning". We articulate four relevant factors that jointly define prospective learning. Continual learning enables intelligences to remember those aspects of the past which it believes will be most useful in the future. Prospective constraints (including biases and priors) facilitate the intelligence finding general solutions that will be applicable to future problems. Curiosity motivates taking actions that inform future decision making, including in previously unmet situations. Causal estimation enables learning the structure of relations that guide choosing actions for specific outcomes, even when the specific action-outcome contingencies have never been observed before. We argue that a paradigm shift from retrospective to prospective learning will enable the communities that study intelligence to unite and overcome existing bottlenecks to more effectively explain, augment, and engineer intelligences.},
  url_pdf = {/publication/vogelstein-2022-mn/vogelstein-2022-mn.pdf},
  url = {https://arxiv.org/abs/2201.07372},
  url_arxiv = {https://arxiv.org/abs/2201.07372},
}