Learning Beyond Optimization: Stress-Gated Dynamical Regime Regulation in Autonomous Systems

TL;DR

This paper introduces a novel dynamical framework for autonomous learning that relies on internal stress signals to regulate structural changes, enabling systems to self-assess and adapt without explicit external objectives.

Contribution

It proposes a two-timescale architecture with stress-based regulation for structural plasticity, advancing autonomous learning beyond traditional goal-driven methods.

Findings

Stress-regulated mechanism produces self-organized learning episodes

System can self-assess internal dynamics without external goals

Framework demonstrates potential for autonomous, goal-free learning

Abstract

Despite their apparent diversity, modern machine learning methods can be reduced to a remarkably simple core principle: learning is achieved by continuously optimizing parameters to minimize or maximize a scalar objective function. This paradigm has been extraordinarily successful for well-defined tasks where goals are fixed and evaluation criteria are explicit. However, if artificial systems are to move toward true autonomy-operating over long horizons and across evolving contexts-objectives may become ill-defined, shifting, or entirely absent. In such settings, a fundamental question emerges: in the absence of an explicit objective function, how can a system determine whether its ongoing internal dynamics are productive or pathological? And how should it regulate structural change without external supervision? In this work, we propose a dynamical framework for learning without an explicit objective. Instead of minimizing external error signals, the system evaluates the intrinsic health of its own internal dynamics and regulates structural plasticity accordingly. We introduce a two-timescale architecture that separates fast state evolution from slow structural adaptation, coupled through an internally generated stress variable that accumulates evidence of persistent dynamical dysfunction. Structural modification is then triggered not continuously, but as a state-dependent event. Through a minimal toy model, we demonstrate that this stress-regulated mechanism produces temporally segmented, self-organized learning episodes without reliance on externally defined goals. Our results suggest a possible route toward autonomous learning systems capable of self-assessment and internally regulated structural reorganization.