Active Gaze Behavior Boosts Self-Supervised Object Learning

Due to significant variations in the projection of the same object from different viewpoints, machine learning algorithms struggle to recognize the same object across various perspectives. In contrast, toddlers quickly learn to recognize objects from different viewpoints with almost no supervision. Recent works argue that toddlers develop this ability by mapping close-in-time visual inputs to similar representations while interacting with objects. High acuity vision is only available in the central visual field, which may explain why toddlers (much like adults) constantly move their gaze around during such interactions. It is unclear whether/how much toddlers curate their visual experience through these eye movements to support learning object representations. In this work, we explore whether a bio inspired visual learning model can harness toddlers' gaze behavior during a play session to develop view-invariant object recognition. Exploiting head-mounted eye tracking during dyadic play, we simulate toddlers' central visual field experience by cropping image regions centered on the gaze location. This visual stream feeds a time-based self-supervised learning algorithm. Our experiments demonstrate that toddlers' gaze strategy supports the learning of invariant object representations. Our analysis also reveals that the limited size of the central visual field where acuity is high is crucial for this. We further find that toddlers' visual experience elicits more robust representations compared to adults' mostly because toddlers look at objects they hold themselves for longer bouts. Overall, our work reveals how toddlers' gaze behavior supports self-supervised learning of view-invariant object recognition.

MIMo: A Multi-Modal Infant Model for Studying Cognitive Development

Human intelligence and human consciousness emerge gradually during the process of cognitive development. Understanding this development is an essential aspect of understanding the human mind and may facilitate the construction of artificial minds with similar properties. Importantly, human cognitive development relies on embodied interactions with the physical and social environment, which is perceived via complementary sensory modalities. These interactions allow the developing mind to probe the causal structure of the world. This is in stark contrast to common machine learning approaches, e.g., for large language models, which are merely passively ``digesting'' large amounts of training data, but are not in control of their sensory inputs. However, computational modeling of the kind of self-determined embodied interactions that lead to human intelligence and consciousness is a formidable challenge. Here we present MIMo, an open-source multi-modal infant model for studying early cognitive development through computer simulations. MIMo's body is modeled after an 18-month-old child with detailed five-fingered hands. MIMo perceives its surroundings via binocular vision, a vestibular system, proprioception, and touch perception through a full-body virtual skin, while two different actuation models allow control of his body. We describe the design and interfaces of MIMo and provide examples illustrating its use. All code is available at https://github.com/trieschlab/MIMo .