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Historical background: I2 and CBMM
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Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

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Page 1: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

Historical background: I2 and CBMM

Page 2: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

Summer  School  at  Woods  Hole

9.S915 What is Intelligence? Fall 2011

Tomaso Poggio & Shimon Ullman

Page 3: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

Center Name Presenter Name

!!

The Center for Brains, Minds and Machines !

Ignite Presentation

Page 4: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid
Page 5: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid
Page 6: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

ORCAM

Page 7: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid
Page 8: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

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Page 9: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

Vision Accumulated knowledge and technology, now in place, enables a rapid leap in our scientific understanding of intelligence and our ability to replicate intelligence in engineered systems. !!Mission We aim to create a new field by bringing together computer scientists, cognitive scientists and neuroscientists to work in close collaboration. The new field – the Science and Engineering of Intelligence – is dedicated to developing a computationally centered understanding of human intelligence and to establishing an engineering practice based on that understanding.

Page 10: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

Machine Learning Computer Science

Science + Technology of Intelligence

Convergence of progress: a key opportunityVision  for  CBMM

Cognitive Science

Neuroscience Computational Neuroscience

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Page 11: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

MITBoyden,  Desimone  ,Kaelbling  ,  Kanwisher,    

Katz,  Poggio,  Sassanfar,  Saxe,    Schulz,  Tenenbaum,  Ullman,  Wilson,    

Rosasco,  Winston  

HarvardBlum,  Kreiman,  Mahadevan,    Nakayama,  Sompolinsky,  

 Spelke,  Valiant

CornellHirsh

Hunter Wellesley Puerto  Rico Howard

Allen  Ins:tuteKoch

RockefellerFreiwald

UCLAYuille

StanfordGoodman

Epstein,... Hildreth,  Conway... Bykhovaskaia,  Vega... Manaye,...

Page 12: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

City  U.  HKSmale

Hebrew  U.Shashua  

IITMeOa,  Rosasco,  

Sandini

MPIBuelthoff  

WeizmannUllman

GoogleNorvig

IBMLemnios

MicrosoHBlake

Genoa  U.Verri Raghavan

NCBS

Schlumberger        GE          Siemens

OrcamShashua

MobilEyeShashua

Rethink  Robo:csBrooks

Boston  Dynamics

Raibert

DeepMindHassabis

A*starTan

Page 13: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid
Page 14: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

Thrust  5:  Theory  of  IntelligenceTomaso Poggio

Thrust  2:  Circuits  for  Intelligence

Thrust  3:  Visual  Intelligence

Thrust  4:  Social  Intelligence

Thrust  1:  Development  of  Intelligence

Josh Tenenbaum Gabriel Kreiman

Shimon Ullman Nancy Kanwisher

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The  core  CBMM  challenge:  measuring  progress

The   core   challenge   is   to   develop   computaYonal   models   from  experiments  that  answer  quesYons  about  images  and  videos  such  as    •  what  is  there  /    who  is  there  /    what  is  the  person  doing  and  eventually  more  difficult  quesYons  such  as    •  who  is  doing  what  to  whom?    •  what  happens  next?  at  the  computaYonal,  psychophysical  and  neural  levels.    

17

C

thg0t,g1t...gnt

functi

Page 18: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

The who question: face recognition from experiments to theory

CBMM  Challenge

Visual  Intelligence

Social  Intelligence

Neural  Circuits  of    Intelligence

Model  ML                              AL                  AM

Page 19: Historical background: I2 and CBMM - Wellesley CScs.wellesley.edu/~vision/slides/Class1_tpremarks.pdf · Vision Accumulated knowledge and technology, now in place, enables a rapid

The first phase (and successes) of ML: supervised learning:

Remark:    a  paradigm  shi]    in  machine  learning?  

n→∞

The next phase of ML: unsupervised learning of invariant representations for learning: n→ 1