PT  - JOURNAL ARTICLE
AU  - James L. McClelland
AU  - Bruce L. McNaughton
AU  - Andrew K. Lampinen
TI  - Integration of New Information in Memory: New Insights from a Complementary Learning Systems Perspective
AID  - 10.1101/2020.01.17.909804
DP  - 2020 Jan 01
TA  - bioRxiv
PG  - 2020.01.17.909804
4099  - http://biorxiv.org/content/early/2020/01/19/2020.01.17.909804.short
4100  - http://biorxiv.org/content/early/2020/01/19/2020.01.17.909804.full
AB  - According to complementary learning systems theory, integrating new memories into the neocortex of the brain without interfering with what is already known depends on a gradual learning process, interleaving new items with previously learned items. However, empirical studies show that information consistent with prior knowledge can be integrated very quickly. We use artificial neural networks with properties like those we attribute to the neocortex to develop a theoretical understanding of the role of consistency with prior knowledge in putatively neocortex-like learning systems, providing new insights into when integration will be fast or slow and how integration might be made more efficient when the items to be learned are hierarchically structured. The work relies on deep linear networks that capture the qualitative aspects of the learning dynamics of the more complex non-linear networks used in previous work. The time course of learning in these networks can be linked to the hierarchical structure in the training data, captured mathematically as a set of dimensions that correspond to the branches in the hierarchy. In this context, a new item to be learned can be characterized as having aspects that project onto previously known dimensions, and others that require adding a new branch/dimension. The projection onto the known dimensions can be learned rapidly without interleaving, but learning the new dimension requires gradual interleaved learning. When a new item only overlaps with items within one branch of a hierarchy, interleaving can focus on the previously-known items within this branch, resulting in faster integration with less inter-leaving overall. The discussion considers how the brain might exploit these facts to make learning more efficient and highlights predictions about what aspects of new information might be hard or easy to learn.