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Complementary learning systems

Also: CLS theory, hippocampus and neocortex

In Spanish: Sistemas complementarios de aprendizaje

The theory that learning well requires two systems: a fast one that records episodes (hippocampus) and a slow one that extracts regularities (neocortex), linked by memory replay.

The theory of McClelland et al. (1995) holds that mammalian memory is divided between two interacting networks: one, in the hippocampus, learns quickly and records a few recent episodes exactly; the other, in the neocortex, learns slowly and integrates many cases into abstract, durable knowledge (Buckner, 2024, pp. 160–161, 166–167).

Why two. A network that stores what it knows in its weights and learns from error suffers catastrophic interference: learning the new undoes the old. McCloskey & Cohen (1989) showed this by simulating a classic human experiment: one list of paired associates, then another that links the same stimuli to new responses (1989, pp. 124–128; Buckner, 2024, p. 151). If the news of a lion at a certain watering hole is forced into the network with large weight changes, it can damage the network's knowledge of other animals (Kumaran et al., 2016, p. 515). The way out is interleaved learning: the hippocampus stores the episode and replays it many times, mixed with other experiences, so that the cortex can integrate it gradually, presumably during sleep (Buckner, 2024, pp. 166–167; Kumaran et al., 2016, pp. 518–519).

The revision. Kumaran et al. (2016) amend one point: the cortex can learn quickly what fits a prior schema. Rats familiar with an environment learned two new flavor–place associations from a single exposure (2016, p. 525); slowness is needed only for what contradicts existing knowledge (2016, p. 527).

In AI. The same authors see deep networks as a "neocortical" system of slow, interleaved learning, and the experience-replay buffer of the DQN reinforcement learning agent as a hippocampus: without it, performance fell to at best 30% (2016, pp. 527–528). Buckner draws a further consequence: if humans rehearse each episode hundreds or thousands of times while consolidating it, this should count when comparing how much data they and machines need (2024, p. 167).

For discussion. It is tempting to map the theory onto language models (slow weights, fast context) or onto hybrids, with their compressed and verbatim memories. But in both cases the weights are frozen during generation and nothing passes from one memory to the other: what is missing is precisely consolidation, the heart of the theory.

Sources

  • Buckner, C. J. (2024). From deep learning to rational machines: What the history of philosophy can teach us about the future of artificial intelligence. Oxford University Press. https://doi.org/10.1093/oso/9780197653302.001.0001 §
  • Kumaran, D., Hassabis, D., & McClelland, J. L. (2016). What learning systems do intelligent agents need? Complementary learning systems theory updated. Trends in Cognitive Sciences, 20(7), 512–534. https://doi.org/10.1016/j.tics.2016.05.004 §
  • McClelland, J. L., McNaughton, B. L., & O'Reilly, R. C. (1995). Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review, 102(3), 419–457. https://doi.org/10.1037/0033-295X.102.3.419 §
  • McCloskey, M., & Cohen, N. J. (1989). Catastrophic interference in connectionist networks: The sequential learning problem. Psychology of Learning and Motivation, 24, 109–165. https://doi.org/10.1016/S0079-7421(08)60536-8 §