A massively parallel architecture for a self-organizing neural pattern recognition machine
Computer Vision, Graphics, and Image Processing
Neural dynamics of surface perception: boundary webs, illuminants, and shape-from-shading
Computer Vision, Graphics, and Image Processing
A Neural Model of Smooth Pursuit Control and Motion Perception by Cortical Area MST
Journal of Cognitive Neuroscience
Emergence of Mirror Neurons in a Model of Gaze Following
Adaptive Behavior - Animals, Animats, Software Agents, Robots, Adaptive Systems
2007 Special Issue: Consciousness CLEARS the mind
Neural Networks
Journal of Cognitive Neuroscience
A self-organizing neural model of motor equivalent reaching and tool use by a multijoint arm
Journal of Cognitive Neuroscience
Journal of Cognitive Neuroscience
The hippocampus and cerebellum in adaptively timed learning, recognition, and movement
Journal of Cognitive Neuroscience
Eight problems for the mirror neuron theory of action understanding in monkeys and humans
Journal of Cognitive Neuroscience
Target selection by the frontal cortex during coordinated saccadic and smooth pursuit eye movements
Journal of Cognitive Neuroscience
A neuromorphic model of spatial lookahead planning
Neural Networks
A self-organizing neural network for supervised learning, recognition, and prediction
IEEE Communications Magazine
Techniques for mimicry and identity blending using morph space PCA
ACCV'12 Proceedings of the 11th international conference on Computer Vision - Volume 2
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How does an infant learn through visual experience to imitate actions of adult teachers, despite the fact that the infant and adult view one another and the world from different perspectives? To accomplish this, an infant needs to learn how to share joint attention with adult teachers and to follow their gaze towards valued goal objects. The infant also needs to be capable of view-invariant object learning and recognition whereby it can carry out goal-directed behaviors, such as the use of tools, using different object views than the ones that its teachers use. Such capabilities are often attributed to ''mirror neurons''. This attribution does not, however, explain the brain processes whereby these competences arise. This article describes the CRIB (Circular Reactions for Imitative Behavior) neural model of how the brain achieves these goals through inter-personal circular reactions. Inter-personal circular reactions generalize the intra-personal circular reactions of Piaget, which clarify how infants learn from their own babbled arm movements and reactive eye movements how to carry out volitional reaches, with or without tools, towards valued goal objects. The article proposes how intra-personal circular reactions create a foundation for inter-personal circular reactions when infants and other learners interact with external teachers in space. Both types of circular reactions involve learned coordinate transformations between body-centered arm movement commands and retinotopic visual feedback, and coordination of processes within and between the What and Where cortical processing streams. Specific breakdowns of model processes generate formal symptoms similar to clinical symptoms of autism.