path: root/paper2/thesis.tex

\documentclass[man,a4paper,oneside,12pt,floatsintext]{apa7}

\usepackage{lipsum}

\usepackage[english]{babel}

\usepackage{csquotes}
\usepackage[style=apa,sortcites=true,sorting=nyt,backend=biber]{biblatex}
\DeclareLanguageMapping{english}{english-apa}

% some stuff for further formatting beyond the apa7 package
\usepackage{setspace}
%\doublespacing
\renewcommand{\baselinestretch}{1.1}

% https://tex.stackexchange.com/questions/9796/how-to-add-todo-notes
\usepackage[colorinlistoftodos,prependcaption,textsize=tiny]{todonotes}
% \newcommandx{\unsure}[2][1=]{\todo[linecolor=red,backgroundcolor=red!25,bordercolor=red,#1]{#2}}
% \newcommandx{\change}[2][1=]{\todo[linecolor=blue,backgroundcolor=blue!25,bordercolor=blue,#1]{#2}}
% \newcommandx{\info}[2][1=]{\todo[linecolor=OliveGreen,backgroundcolor=OliveGreen!25,bordercolor=OliveGreen,#1]{#2}}
% \newcommandx{\improvement}[2][1=]{\todo[linecolor=Plum,backgroundcolor=Plum!25,bordercolor=Plum,#1]{#2}}
% \newcommandx{\thiswillnotshow}[2][1=]{\todo[disable,#1]{#2}}

\addbibresource{bibliography.bib}

% adding new commands to make the citation more like the natbib commandos (e.g. \citep and \citet for different types of citations)
\newcommand{\citet}[1]{\Textcite{#1}}
\newcommand{\citep}[1]{\parencite{#1}}


\title{Modeling of Transfer in Complex Tasks}
\shorttitle{}

% if you prefer to use student ID instead feel free to use that instead of name.
\author{Niclas Andreas Dobbertin} % your name or stud ID
\affiliation{Technische Universität Darmstadt}
% \course{03-03-1416-se: Advanced Topics in Multisensory Perception and Action}
\professor{Prof. Frank Jäkel}
% \duedate{26.02.2024} % fill in the due date for the submission opportunity you are aiming for


% \authornote{
%   \noindent blah
% }

\abstract{ABSTRACT
}

\begin{document}
\maketitle

\section*{Introduction}

Transfer learning is the ability to apply lessons learning from one task, to another related or even unrelated task.
Living in a complex environment like the real world, a plethora of different tasks, like navigating areas, finding things visually or preparing a meal have to be done.

much more efficient if knowledge from tasks can be reused in other tasks


% \citep{anderson}
% \citep{Taatgen_2013}
% \citep{Brasoveanu_2021}
% \citep{Frensch_1991}
% \citep{Elio_1986}

Cognitive Architectures, modeling learning, production systems, ACT-R

\subsection*{Productions}

\todo[inline]{Productions are Rules with a condition and an action. Example production. can interact with various modules (memory, vision, motor), Overview of production systems?}

Productions decide how a production system behaves and what actions it takes.
A production consists of two parts, a condition and an action (\ref{tab:exprod}).
All statements listed in the condition must be fulfilled to make the production eligible for selection.
In ACT-R, conditions check for specific variable values most of the time, but can also check if certain buffers are empty, full or had an error, e.g. when failing to retrieve something from declarative memory.
Only productions which have their conditions satisfied by the current state of the model can be selected by it.
Once a production has been selected, its action will be done.
Productions in ACT-R change values of variables and start visual, motor and memory related processes.

To achieve more than the simplest tasks, multiple production executed in order are often needed.
This means

\begin{table}[hb]
\caption{Example Production}
\label{tab:exprod}
\begin{tabular}{lr}
\toprule
\textbf{IF} \\
  variable1 = x \\
  variable2 = y \\
\midrule
  \textbf{THEN} \\
  variable3 = z \\
  press button \\
\bottomrule
\end{tabular}

\bigskip
\small\textit{Note}. A production consists of two parts:
  1. The conditions (\textbf{IF}), which must be fulfilled for the production to be available for selection.
  2. The actions (\textbf{THEN}), which are done when the production is selected.

\end{table}\todo{}

\subsection*{Learning}

\todo[inline]{Retrieval(activation) strength, utility learning, production compilation, ...}

There are a variety of methods production systems use to model learning.
When multiple productions are applicable to the current state, the production that the model thinks is the most useful should be selected.
How useful a production is can be learned while the model is running and is modeled in ACT-R through a reinforcement learning like process called utility learning.

Oftentimes a series of productions need to be executed in order, this can be combined in to a single production which does all of the actions at once, saving time deciding on which production to use.
When two productions are successfully called in a row, a production compilation process is started and combines both into a single production if possible.
Since the compiled productions are specific to the buffer values when the compilation was done, there can be many different combined productions of the same two productions.
E.g. a production starting retrieval of an addition fact and a production using the retrieved fact can combine into specific addition-result combinations, skipping retrieval.
Depending on the addends, this compilation then produces different combinations like add1=1 add2=1 then sum=2 do stuff \todo{figure of solo productions and of compiled productions} \

allegory? learning general production from specific ones (not used)

ACT-Rs subsymbolic system also models delays and accuracy of the declarative memory, where retrieving memories can fail based on their activation strength.
Activation strength increases the more often a memory is created or retrieved.



\subsection*{Task}

\todo[inline]{Modified Frensch/Elio Task. 7 mathematical procedures, learning differently based on presentation order}

Task desc

How modeled:
Improvements in task performance are mainly dependent on production compilation, as the order and how efficiently the mathematical operations are performed are the main subject of the task.
Utility learning matters mostly on production selection and ordering, however the task itself is mostly linear.
It can still play a significant role if alternative or shortcut productions for mathematical operations exist.
E.g. a production that swaps argument 1 and argument 2 in addition or multiplication may reduce time spend, dependent on how the algorithm functions.

The subsymbolic system of ACT-R also involves mechanisms to gauge retrieval chance and activation strength in the declarative memory.
This is used to model learning and retrieval of new memory chunks.
In this task however, the subject already has knowledge of mathematical facts and \todo{``not learn new facts really during exp''} \

\begin{table}[hb]
\caption{Experiment Procedures.}
\label{tab:proc}
\begin{tabular}{c}
\toprule
Procedures \\
\midrule
  $(Sandstein_4 - Sandstein_2) * Mineralien$ \\
  $(2 * Algen) + Sandstein_{min}$ \\
  $Gifte_{max} + Gifte_{min}$ \\
  $(Mineralien * 2) - Gifte_4$ \\
  $Das Höhere\, von\, (Gifte_3 - Gifte_2), (Sandstein_3)$ \\
  $Das\, Kleinere\, von\, (Sandstein_1 + Gifte_1), (Algen)$ \\
  $100 - dem\, Höchstem\, aller\, Ergebnisse$ \\
\bottomrule
\end{tabular}

\bigskip
\small\textit{Note}. The seven translated procedures used in this experiment. The bottom procedure is always included as it calculates the total water quality.
\end{table}

\section*{Model}

\todo[inline]{chunktypes, pre-knowledge}
The model was made using the ACT-R architecture through the pyactr implementation.
It has the subsymbolic system, production compilation and utility learning enabled. \todo{specify parameters}

The model works with four different types of chunks specified.
Number chunks hold the number, its digits and the number one higher.
Math operation chunks hold an operation, two arguments and a result.
Procedure chunks hold the operations, variables and values that make up a procedure in the experiment.
The math goal chunk is used in the goal buffer and hold various slots used for operations, like the current operation, arguments, counters and flags.

The model gets some basic knowledge that does not have to be learned in the form of chunks set at model initialization.
It knows each procedure already and can retrieve its operations and values with an key. \todo{specify that it still has to find the correct procedure to use?}
It knows all numbers from 0 to 999 through the number chunktype.
It has math operation chunks for all greater/less comparisons for numbers between 0 and 10. \todo{currently has even more chunks for some reason, check if necessary}
It has math operation chunks for addition of numbers between 0 and 21.

All trials are generated before the simulation starts and ordered depending on condition.
The model uses an environment to simulate a computer screen.
Elements are aranged in columns with the values in rows below their column header. \todo{get the pyactr tk working and put screenshot}
Everytime the user inputs an answer or the variables change, the evironment variables are directly updated.
User input and trial change is detected from the model trace.

The model works through the tasks with a set of productions, which perform mathematical operations, search the screen, input answers and organize order of operations.

\subsection*{Greater/Less-than Operation}
\todo[inline]{Maybe better as figure note or in appx. and simpler/shorter description}

This pair operations compares two multi-digit numbers and sets the greater/less number as answer.
For each digit (hundreds, tens, ones) there is a set of productions comparing that digit of the two numbers.
Each production set for a digit requires all higher-significant digits to be equal.
That means that the productions comparing the tens can only fire if the hundreds are equal and the productions comparing the ones can only fire if both the hundreds and the tens are equal.
The selected production now retrieves a comparison of the two digits from declarative memory.
Depending on the result, either number 1 or number 2 will be written into the answer slot.

\subsection*{Addition Operation}

This operation adds two numbers through column-addition.
The first production retrieves the sum of the ones digits of the two numbers.
The sum is put into the ones digit of the answer.
Next it tries to retrieve an addition operation from memory, where ten plus any number equals the previously found sum. \todo{maybe 10 instead ten}
If the retrieval fails, the result of the ones addition was less than ten and no carry-over is necessary.
If the retrieval succeeds, a carry flag is set and the second addend of the retrieved operation (the part over ten) is set as the ones digit answer.
Now the sum of the tens digits of the numbers is retrieved.
If the carry flag is set, add one to the sum.
Again check for remainder and set a carry flag if necessary.
Then the same repeats for the hundreds digits.

\subsection*{Multiplication Operation}

This operation multiplies two numbers through repeated addition.
Multiple productions handle cases in which one of the arguments is one or zero and directly set the answer accordingly.
First, it tries to retrieve the sum of the second argument plus itself and sets a counter to one.
If the retrieval succeeds, set the answer to the sum and increment the counter by one.
While the counter is not equal to argument 1, retrieve the sum of argument 2 plus the result and increment counter.
If the counter is equal to argument 1, the operation is finished.
If the retrieval of the sum fails, save arguments and counter in different slots and change the current operation to addition, as well as the next operation to multiplication.
When the current operation is multiplication again and there are values in the saved argument slots, restore arguments and continue.

\subsection*{Subtraction Operation}

\todo[inline]{Subtraction column-wise austrian method}

\subsection*{Motor System}

The motor module is used to input the answers and to press continue.
When the current operation is to type the answer, the first production requests the tens digit to be pressed on the keyboard.
When the action is finished, the ones digit and spacebar to continue in turn are requested to be pressed.

\subsection*{Visual System}
\todo[inline]{not really feasable to describe each production, more general overview}

The visual module is used for various operations to find the current task or to replace variables in a task with the values shown on the screen.
The screen is organized in columns with headers, so the visual module first searches for the correct column by keyword.
Now different kinds of searches will be performed dependent on what is requested.

To find the next task, the search goes down the column of tasks and saves the task at the current row.
If there is nothing in the answer column at the same y-coordinate, the currently saved task was not answered, the search is done.
To find a variable value by index, the search travels down the column while counting and stops at the desired index.
To find the max/min value of a variable, the search travels down all values in the column, checks for each one if it is greater/less than the currently saved value and replaces it if necessary.
Once all values are checked, the search is finished.

\subsection*{Utility Operations}

Several productions dictate in what order operations are executed.
When the operation slots are empty, the visual search for the next unanswered task is started.
When a task is found, productions check if the argument are already numbers and if not, request the visual search for substitution with the values on screen.
When a task is finished, the result is saved in a slot and other slots are reset, starting task search again.
If the second task is finished, start the motor input of the answer.

One production detects if the current operation is finished and another operation is queued, and sets the next operation.

Since operations use both the full numbers and their digits, a set of productions fills digit slots with the digits of a number and vice versa.


\begin{figure}[H]
    \centering
    \caption{Logic Flow of Addition}
    \label{fig:addition}
        %\includegraphics[width=1.1\textwidth]{frensch.png}

    \bigskip
    \raggedright\small\textit{Note}. When each production is executed depending on state. Either example for one operation or figures for all?\end{figure}

\begin{figure}[H]
    \centering
    \caption{Screenshot of experiment display}
    \label{fig:frensch}
        %\includegraphics[width=1.1\textwidth]{frensch.png}

    \bigskip
    \raggedright\small\textit{Note}. Example water sample as shown to a subject.\end{figure}

\section*{Results}

\begin{figure}[H]
    \centering
    \caption{Mean solution time in training and transfer phase}
    \label{fig:RT}
        % \includegraphics[width=1.1\textwidth]{RT.png}

    \bigskip
    \raggedright\small\textit{Note}. Mean solution time of all six procedures of a water sample in blocks of five samples.   \end{figure}


\begin{figure}[H]
    \centering
    \caption{Comparison with human experiment}
    \label{fig:RTcomp}
        % \includegraphics[width=1.1\textwidth]{RT.png}

    \bigskip
      \end{figure}

\section*{Discussion}

\subsection*{Confirmation/Contradiction to Experiment}

\subsection*{Model Improvements}

\todo[inline]{More in-depth modeling of all operations}
\todo[inline]{track working memory usage}

\subsection*{Working with ACT-R/pyactr}

\todo[inline]{no basic productions given (aside basic tutorial code), everything has to be implemented from scratch, papers using act-r very rarely publish their model code}
\todo[inline]{}
\todo[inline]{no/confusing task switching/subgoals}
\todo[inline]{this model uses many different operations and modules of ACT-R and has to model each from scratch and handle task switching}
\todo[inline]{vis: relative positions are not implemented, the visual search loops had to be unrolled to the required number of iterations and is not general}

\newpage

\printbibliography

% \end{figure}


\end{document}