Johannes Bertram

Elisa Nguyen, Johannes Bertram, Evgenii Kortukov et al.

Explainable AI (XAI) aims to make AI systems more transparent, yet many practices emphasise mathematical rigour over practical user needs. We propose an alternative to this model-centric approach by following a design thinking process for the emerging XAI field of training data attribution (TDA), which risks repeating solutionist patterns seen in other subfields. However, because TDA is in its early stages, there is a valuable opportunity to shape its direction through user-centred practices. We engage directly with machine learning developers via a needfinding interview study (N=6) and a scenario-based interactive user study (N=31) to ground explanations in real workflows. Our exploration of the TDA design space reveals novel tasks for data-centric explanations useful to developers, such as grouping training samples behind specific model behaviours or identifying undersampled data. We invite the TDA, XAI, and HCI communities to engage with these tasks to strengthen their research's practical relevance and human impact.

Johannes Bertram, Luciano Dyballa, T. Anderson Keller et al.

Foundation models have shown remarkable success in fitting biological visual systems; however, their black-box nature inherently limits their utility for understanding brain function. Here, we peek inside a SOTA foundation model of neural activity (Wang et al., 2025) as a physiologist might, characterizing each 'neuron' based on its temporal response properties to parametric stimuli. We analyze how different stimuli are represented in neural activity space by building decoding manifolds, and we analyze how different neurons are represented in stimulus-response space by building neural encoding manifolds. We find that the different processing stages of the model (i.e., the feedforward encoder, recurrent, and readout modules) each exhibit qualitatively different representational structures in these manifolds. The recurrent module shows a jump in capabilities over the encoder module by 'pushing apart' the representations of different temporal stimulus patterns; while the readout module achieves biological fidelity by using numerous specialized feature maps rather than biologically plausible mechanisms. Overall, we present this work as a study of the inner workings of a prominent neural foundation model, gaining insights into the biological relevance of its internals through the novel analysis of its neurons' joint temporal response patterns.

Fedor Scholz, Erik Ayari, Johannes Bertram et al.

Infants learn actively in their environments, shaping their own learning curricula. They learn about their environments' affordances, that is, how local circumstances determine how their behavior can affect the environment. Here we model this type of behavior by means of a deep learning architecture. The architecture mediates between global cognitive map exploration and local affordance learning. Inference processes actively move the simulated agent towards regions where they expect affordance-related knowledge gain. We contrast three measures of uncertainty to guide this exploration: predicted uncertainty of a model, standard deviation between the means of several models (SD), and the Jensen-Shannon Divergence (JSD) between several models. We show that the first measure gets fooled by aleatoric uncertainty inherent in the environment, while the two other measures focus learning on epistemic uncertainty. JSD exhibits the most balanced exploration strategy. From a computational perspective, our model suggests three key ingredients for coordinating the active generation of learning curricula: (1) Navigation behavior needs to be coordinated with local motor behavior for enabling active affordance learning. (2) Affordances need to be encoded locally for acquiring generalized knowledge. (3) Effective active affordance learning mechanisms should use density comparison techniques for estimating expected knowledge gain. Future work may seek collaborations with developmental psychology to model active play in children in more realistic scenarios.