Field of Science

Information and Structure in Complex Systems

Eight years ago, I had finished my first year of graduate school in math, and I was at a loss as to what to research.  My original focus, differential geometry, was a beautiful subject to learn about, but the open research questions were too abstract and technical to sustain my interest.  I wanted something more relevant to the real world, something I could talk to people about.

Looking for new ideas, I took a course in complex systems, run by the New England Complex Systems Institute.  The director, Yaneer Bar-Yam, had pioneered a new way of representing structure in a systems.  I was fascinated by this idea but also puzzled. As a mathematician, I wanted to understand the basis of this idea.  What assumptions does it rely on?  How are its basic concepts defined? 

My attempt to answer these questions turned into one of the longest and most demanding projects I’ve worked.  After an eight-year collaboration Yaneer and my friend Blake Stacey, we finally have a preliminary manuscript up on the web.  It is currently under review for publication.  And to my pleasant surprise, we got a nice write-up in ScienceNews.

So what is this project all about?  The idea is that we're using information theory (which I've written about previously) as a tool to represent and quantify the structure of a system.

Before I explain what any of this means, let's consider some motivating examples.  Here's a system (call it system A):
You wouldn't really call this a complex system.  It has only one component (a ball) that bounces around in a fairly simple way.  Since there's not much to see here, let's turn to system B:

Source: Wikimedia Commons
This system has many particles, which bounce around and bump into each other.  In one sense, this system is quite complex: it is very difficult to describe or predict its exact state at any given time.  But looking beyond the level of individual particles reveals a kind of simplicity: since the particles behave independently of each other, overall measures such as the average particle velocity or the rate of collisions are relatively stable.  In other words, the individual complexity "averages out", so that on the whole, the system behaves quite simply.

Contrast that to the behavior of system C:
Source: A Bird Ballet by Niels Castillon
This is a murmuration of starlings.  The starlings fly in a semi-coordinated, semi-independent way, creating intricate shapes and patterns that you would never observe in systems A and B.  This is a prototypical "complex system"—the kind that has intrigued researchers since the 70's. 

It is intuitively clear that systems A, B, and C have entirely different kinds of structure.  But it is surprisingly difficult to capture this intuition mathematically.   What is the essential mathematical property of system C that can allow us to differentiate it from A and B?

We try to answer this question using information theory.  Information theory was first invented by mathematician Claude Shannon in 1948 to address problems of long-distance communication (e.g. by telegraph) when some signals may be lost along the way.  Shannon's ideas are still used, for example, in the development of cell phone networks.  But they also have found applications in physics, computer science, statistics, and complex systems.

To explain the concept of information, let's look at a system consisting of a single blinking light:
This is one of the simplest systems you could possibly imagine.  In fact, we can quantify this simplicity. To describe the state of the system at any given time, you only have to answer one yes/no question: "Is the light on?"

The amount of information conveyed in one yes/no question is called one bit.  "Bit" is short for "binary digit", and is the same unit used to quantify computer memory.  In other words, the state of this light can be described in one binary digit, 0 for OFF and 1 for ON.

Now let's add another light:
Let's say these lights are statistically independent.  This means that knowing the state of one doesn't tell you anything about the other.  In this case, to identify the state of the system requires two bits of information—that is, two yes/no questions, one for the first light and one for the second.  We can depict this situation with a diagram like this:

The circles are drawn separately, since information describing one of them tells us nothing about what the other is doing. We could say that each of these bits applies at "scale one", since each describes only a single light bulb. 

Here are two lights that behave in a completely different fashion:
Note that the two light bulbs are always either both on or both off.  Thus, even though there are two components, the system can still be described by a single bit of information—a single yes/no question.  The answer to this question (e.g. "are they on?") applies to both bulbs at once.  The "information diagram" for this system looks like two completely overlapping circles:
We could say that the one bit of information describing this system applies at "scale two", since it describes two light bulbs at once.

A more interesting case occurs between these two extremes:
It's hard to see it, but I've animated these bulbs to be in the same state 3/4 of the time, and the opposite state 1/4 of the time.  If I told you the state of the first bulb, you wouldn't completely know the state of the second, but you could make an educated guess.  Specifically, if I told you the first bulb is ON, you could guess that the second is ON too, and you'd be right 75% of the time.  So there is information overlap: Information about the first bulb gives partial information about the second.  In fact, we can use Shannon's formulas to actually calculate how much overlap there is: approximately 0.19 bits.  So if you know the state of the first bulb (1 bit), then you also know 0.19 bits about the second bulb—not enough to know its state with certainty, but enough to make a guess that is 75% accurate.  The overlapping information can be depicted like this:
As you can see, 0.19 bits of information apply to both light bulbs at once (scale two), while the remaining 0.81+0.81=1.62 bits apply only to a single bulb (scale one).

In principle, these "information diagrams" (we call them dependency diagrams) exist for any system.  Highly ordered systems, like system A above, have lots of overlapping, large-scale information.  Highly disordered systems like B have mostly small-scale, non-overlapping information.  The systems that are most interesting to complex-systems researchers, like the starlings in example C, have lots of partial overlaps, with information distributed over a wide range of scales. 

And that's the basic premise of our theory of structure.  The structure of a system is captured in the overlaps of information describing different components, and the way information is distributed across scales.  While we take these concepts quite a bit further in our paper, the central idea is right here in these blinking lights. 

Thanks for reading!

The time the cops pulled their guns on me

This post is not about science.

I'm writing this because the horrific news out of Ferguson, Missouri—the killing of an unarmed man and the subsequent assault on the populace and media—has been bringing back memories an experience I had with the police ten years ago in Chicago.

I should be clear about why I'm choosing to share this. It's not because I think my own problems are particularly deserving of attention in comparison to the violence done to Michael Brown, Eric Garner, and other recent victims of police violence.  In fact, what I experienced was relatively tame in comparison.  But that's kind of the point. This incident instantly brought my white privilege into sharp focus, in a way that has stuck with me ever since.  Issues like racial profiling can be somewhat abstract for white people.  I hope my story can open a new entry point into these issues for those who rarely experience them directly.

After college, I joined Teach for America.  I was assigned to a high school on the West side of Chicago, where I taught math and coached the chess team.  The school and the surrounding neighborhood were nearly 100% black.  (Yep, Chicago is segregated.)  It was also a rough neighborhood in the sense that drug dealers and prostitutes operated openly within a block of the high school, and students talked about gang warfare the way those at other schools might gossip about the Homecoming dance.  I was not a great teacher in that environment, but I felt a strong bond with the students—especially with those on the chess team, who would squeeze into my tiny Civic every month or so to face off against other teams, often from much more affluent suburban schools.

One Saturday, we got back to the West side around 10pm, and I decided to give each of the team members a ride home.  After I dropped the last student off, I got back into the car to head home. But as I tried to start out, there was another car right next to me, blocking me into my parking space.  And the driver was looking at me.

I didn't know what they wanted.  Maybe they wanted my parking spot.  To try to get out of their way, I pulled forward a bit.  But they moved in parallel, blocking me in again.  We repeated this dance two or three times.  They motioned to me to roll down my window.  But seeing as I had no idea who they were, I thought this was probably a bad idea and kept my window shut.

Then the driver and passenger got out, walked in front of my car, pulled guns out, and pointed them at me.

As a child, I frequently had nightmares in which "bad guys" would shoot me with guns.  I started to feel like I had slid into one of those nightmares.  It didn't feel like reality—it felt like a dream that was happening to me.  I thought maybe I was mistakenly mixed up in a criminal conspiracy, and they were going to kidnap me or worse.

They shouted "PUT THE FUCKING CAR IN PARK!"  I complied.  Then one of them yanked open my car door and put his gun to my head (literally, it was touching my temple).  He shouted "TAKE YOUR FUCKING SEATBELT OFF", which I did as well as I could given how much I was shaking.  He then pulled me out, put me in handcuffs, and bent me over the trunk of their car.

It was at this point that I realized I was probably dealing with the police, rather than some criminal organization.  I told them I didn't know they were police.  One of them responded "Who else would be going the wrong way down a motherfucking one way street?"

Ummm,  I guess this chain of logic might have occurred to me if I wasn't scared shitless by the fact that strangers were blocking me in and pointing guns at me. 

The other one, who still had his gun to my head, said "We don't want to hurt you, we just want to know your source!" I had no idea what they were talking about.  I told them that I was a math teacher at the local high school.  His response was "Oh yeah?  Well how long have you been doing heroin?" They continued to interrogate me and searched my pockets as I told them about the chess team, the tournament, and the student I had just dropped off. 

After a minute or so, it became clear to them that I was not, in fact, a heroin user.  It was remarkable how quickly I shifted in their view from "junkie" to "white do-gooder".  Within sixty seconds, their tone of voice changed, they took me out of cuffs, and their started explaining why they had taken the approach that they did.

Their explanation went like this: The corner where I had dropped of this student was a well-known herion point.  White people are so rare in this neighborhood that those who are around after dark are usually there for the drugs.  Transactions often occur in the buyer's car, with the buyer driving the dealer around the block as the deal is made.  So I fit the profile of a heroin buyer.  When I failed to stop for them, they escalated by getting out and drawing guns.  When I continued to creep my car forward towards them (unintentionally, since I had no idea what I was doing at that point), they felt they had to escalate further my opening the door and putting a gun to my head.

It almost makes sense, except that they never identified themselves as cops.  They were in an unmarked car and never bothered to show me a badge.  Because they read me as a heroin junkie, they assumed I would be familiar with the routine of being pulled over by an unmarked car.  Just to emphasize the point: They were quicker to pull their guns on me than to show me any kind of police identification.

The next week, I told the chess team what happened during practice.  I'll never forget what one of them said to me next: "Mr. Allen, I'm sorry you had to go through that, but you know what that makes you?  A black man.  We go through that shit every day."  He then told me about a time the cops made him strip to his underwear and stand outside in the middle of winter for hours, cuffed to a police car, before they released him without charge.  All of my students had stories.  They all had stories of the cops treating them as if their time, their dignity, and even their lives were worthless.

I did end up filing a complaint with the Chicago Police Department, but I was unable to ID the officers.  I had (and still have) a clear mental picture of one of them, but none of the photos they showed me matched him.  So the case was dropped.

What do I take from this experience?  For one thing, some very real anxiety.  It still haunts me sometimes when I'm trying to sleep, and I was shaking when typing this out.  But I also try to accept it as an alternate-reality window into something I would never have otherwise experienced.  For a brief moment in time, the usual dynamics were reversed: I was profiled for being a white person in an all-black neighborhood.  Because of the color of my skin and the block I was on, the cops read me as a criminal and treated me like one.  But only for about a minute.  Once they realized I was not a junkie, my white privilege reasserted itself and suddenly they were there to serve rather than threaten me. 

As a white person with financial and educational privilege to boot, I can be reasonably certain that I will not experience such an incident again, unless I choose to return to a situation like urban teaching in which the usual rules become twisted.  But imagine (and I'm talking to white folks here) if you had no choice.  Imagine if you could never tell whether the cops—the people who are supposed to protect you—would arbitrarily read you as a criminal and decide to threaten your life before even explaining who they are or what they want.  Imagine how that might change your concept of safety, the way you present yourself outside, or even your plans for any given evening.  That is the reality that my chess team described to me.  It is the reality that underlies the headline-grabbing incidents like Michael Brown, Eric Garner, or Trayvon Martin.  It is the reality that millions of people live every day.

Brian Arthur's vision of Complexity Economics

My friend Daria Roithmayr alerted me to a working paper of Brian Arthur laying out a vision for a new approach to studying economics.  Brian Arthur is one of the pioneers of complex systems thought, and has devoted his life to understanding what really happens in our economy, and why this behavior is so different from what classical economics predicts.

Classical economics is a theory based on the concept of equilibrium.  Equilibrium, in economics, is a state in which everyone is doing the best thing they could possibly do, relative to what everyone else is doing.  And since everyone is doing the best possible thing, no one has incentive to change.  So everything stays the same.  Forever.

Okay, that doesn't sound much like our actual economy.  So why is the equilibrium concept so central to economics?  The answer is that equilibria can be calculated.  If you make certain simplifying assumptions about how economic actors behave, you can prove that exactly one equlibrium exists, and you can calculate exactly what every actor is doing in this equilibrium.  This allows economics to make predictions. 

These predictions are useful in explaining many broad phenomena—for example, the relationship between supply, demand, and price.  But they exclude any possibility of movement or change, and therefore exclude what is really interesting (and lucrative!) about the economy.  Arthur explains it this way:
We could similarly say that in an ocean under the undeniable force of gravity an approximately equilibrium sea level has first-order validity. And this is certainly true. But, as with markets, in the ocean the interesting things happen not at the equilibrium sea level which is seldom realized, they happen on the surface where ever-present disturbances cause further disturbances. That, after all, is where the boats are.
T-Pain understands the need for nonequilibrium theories.

The vision of economics that Arthur lays out is based not on equilibrium, but on computation:
A better way forward is to observe that in the economy, current circumstances form the conditions that will determine what comes next. The economy is a system whose elements are constantly updating their behavior based on the present situation. To state this in another way, formally, we can say that the economy is an ongoing computation—a vast, distributed, massively parallel, stochastic one. Viewed this way, the economy becomes a system that evolves procedurally in a series of events; it becomes algorithmic.
The part of this essay that was most challenging to me personally was where he talks about the limitations of mathematics:

...the reader may be wondering how the study of such computer-based worlds can qualify as economics, or what relationship this might have to doing theory. My answer is that theory does not consist of mathematics. Mathematics is a technique, a tool, albeit a sophisticated one. Theory is something different. Theory lies in the discovery, understanding, and explaining of phenomena present in the world. Mathematics facilitates this—enormously—but then so does computation. Naturally, there is a difference. Working with equations allows us to follow an argument step by step and reveals conditions a solution must adhere to, whereas computation does not. But computation—and this more than compensates—allows us to see phenomena that equilibrium mathematics does not. It allows us to rerun results under different conditions, exploring when structures appear and don’t appear, isolating underlying mechanisms, and simplifying again and again to extract the bones of a phenomenon. Computation in other words is an aid to thought, and it joins earlier aids in economics—algebra, calculus, statistics, topology, stochastic processes—each of which was resisted in its time.
He later explains the limitations of mathematics with an analogy to biology:
Even now, 150 years after Darwin’s Origin, no one has succeeded in reducing to an equation-based system the process by which novel species are created, form ecologies, and bring into being whole eras dominated by characteristic species. The reason is that the evolutionary process is based on mechanisms that work in steps and trigger each other, and it continually defines new categories—new species. Equations do well with changes in number or quantities within given categories, but poorly with the appearance of new categories themselves. Yet we must admit that evolution’s central mechanisms are deeply understood and form a coherent group of general propositions that match real world observations, so these understandings indeed constitute theory. Biology then is theoretical but not mathematical; it is process- based, not quantity-based. In a word it is procedural. By this token, a detailed economic theory of formation and change would also be procedural. It would seek to understand deeply the mechanisms that drive formation in the economy and not necessarily seek to reduce these to equations.
Or, as Stuart Kauffman asked me when I told him about my mathematical biology research, "Can any of your equations predict rabbits fucking?"

How natural processes can create meaning

The project of science is largely about asking why things happen.  We seek causal explanations: Why do planets follow elliptical orbits? Why does water become solid in cold temperatures?

Historically, this project has been largely reductionist in its approach.  That is, scientists have generally taken the view that phenomena can be explained in terms of smaller components.  We can understand how molecules behave by looking at their atoms; we can understand how atoms behave by looking at subatomic particles, etc. This program has been extremely productive: we can explain why oceans have tides and why prisms make rainbows.  Because of this success, some people believe that science will eventually be able to explain everything this way.  They argue that, if we can just understand matter at its tiniest level—quarks or whatever else is smaller than them—explanations for everything else will follow as a matter of course.

A postulated interior of the Duck of Vaucanson (1738-1739) by an American observer.  SOURCE: Wikimedia Commons
I encounter this extreme view not so much in academic papers, but moreso in casual conversations among people who want to ground their arguments in science.  It seems to be a common "move" to argue that some concept is meaningless or illusory, because it can ultimately be reduced to the level of atoms, genes, or some other constituent entity.  Jerry Coyne, for example, argues in a recent essay that free will does not exist, because our brains are composed of atoms that must obey the laws of physics.

I argue that this extreme reductionism does not make for convincing arguments, on two grounds.  (I should pause to say that the ideas here are heavily influenced by many other thinkers—Stuart Kauffman in particular.) The first is that understanding the behavior of the parts of a system doesn't necessarily imply an understanding of the behavior of the whole.  This is a result of chaos theory. It can be shown that most systems with many interacting parts are chaotic, meaning that even if one could measure the present behavior of each component to within arbitrary precision, this would not suffice to predict the system's behavior for more than a brief window of time.  Any initial inaccuracies in measurement rapidly compound until all predictive power is lost. (This is the famous "butterfly effect": the future can be changed by a flap of a butterfly's wings.)  Additionally, quantum effects add another source of indeterminacy to any physical system.  Thus it is impossible, for example, to predict the advent of mantis shrimp or David Bowie by starting from the Big Bang and applying the laws of physics.  These entities do not contradict the laws of physics, but they're not predicted by them either.  (Okay, maybe Bowie contradicts the laws of physics just a little bit.)

The laws of physics do not predict this hotness.

The second ground—and the idea I most want to explore here—is the following:

Natural processes create new reasons for things to happen.

The prime example of this is evolution.  Consider, for example, a bacterium swimming up a glucose gradient—perhaps the simplest goal-directed behavior in nature.  The bacterium senses more glucose on one of its sides than the other, and swims in the direction of more glucose.  What would we say is the reason for this behavior?  One could investigate the physics and chemistry of the bacterium and identify mechanisms that cause it to move this way.  But this does not explain the apparent agency in the bacterium's movement.  The more satisfying explanation appeals to evolution: it moves toward greater sugar concentrations because evolution has provided it this mechanism to find food in order to reproduce.

Simulation of bacteria undergoing biased random walk toward a food source.  SOURCE:
Notice, however, that this explanation only makes sense on the level of the whole organism.  The carbon and other atoms that comprise this bacterium do not act as if they had any goal.  Only the bacterium as a whole appears to be goal-oriented.  Thus reductionism completely fails to explain the bacterium's behavior.  Evolution—a natural and spontaneous process—has created a new reason for something to happen. This reason applies to the whole organism, but not to its parts.

Once we accept that natural processes create new reasons for things to happen, many new questions arise.  For instance, do different kinds of evolutionary processes create different reasons?  Yes!  It turns out that evolution in spatially dispersed populations can select for cooperative behaviors that would be disfavored if all individuals were mixed together.  So the explanation "it behaves that way in order to help its neighbors" makes sense under some evolutionary conditions but not others.

We can also ask what other kinds of processes can create new causal explanations.  Humans, for instance, engage in many activities that do not seem to be directly related to survival or reproduction; I would argue that this is due to a complex process in which our genes co-evolved with our cultures

This man wants a slippery butt, but the individual cells that comprise him do not much care how slippery his butt is.  SOURCE: Three Word Phrase by Ryan Pequin
In short, nature can be creative.  Not only can it create new objects and life forms, it can also create new meanings, in the sense of reasons for things to happen.  These new meanings arise via naturally occurring processes that are consistent with—but not predicted by—the laws of physics.  These processes can even generate new, higher-level processes, which then create additional new layers of meaning.  If we, as scientists and as humans, want to understand why things happen, we must first understand the multiple, distinct ways that meaning and causality can arise.