Epstein Secrets

sentation EFTA00624019 EFTA00624020 Chapter 13 Local, Global and Glocal Knowledge Representation Co-authored with Matthew Ikle, Joel Pitt and Rui Liu 13.1 Introduction One of the most powerful metaphors we've found for understanding minds is to view them as networks - i.e. collections of interre

ive development of humans and human-like AGI systems, but in Table 11.1 we present them in a slightly more general context, using two examples: the Piagetan example of the human (or humanlike) mind as it develops from infancy to maturity; and also the example of the "origin of life" and the development

refining inference control. EFTA00623977 202 11 Stages of Cognitive Development A problem commonly used to illustrate the difference between the Piagetan concrete opera- tional and formal stages is that of figuring out the rules for making pendulums swing quickly versus slowly pins'. If you ask a chil

rolling game al in a minecralt-like environment. In Proc. of RICA 2011, 2011. CP1+10. Ben Goertzel, Joel Pitt, Matthew Ikle, Casein Pennachin, and Rui Liu. Glocal memory: a design principle for artificial brains and minds. Neurocomputing, April 2010. CPPG06. Ben Goertzel, Hugo Pinto, easel° Pennachin

vironment, without requiring anywhere near a complete simulation of realistic physics. EFTA00624075 300 16 AC1 Preschool Fig. 16.1: Part 1 of a Piagetan conservation of volume experiment: a child observes that two glasses obviously have the same amount of milk in them, and then sees the content of on

, etc. And, as typical, not necessarily representative examples of tasks psychologists use to mea- sure cognitive development (drawn mainly from the Piagetan tradition, without implying any assertion that this is the only tradition worth pursuing), consider the following: 1. Which row has more circles- A

OVERSIGHT_013159 HOUSE_OVERSIGHT_013160 Chapter 13 Local, Global and Glocal Knowledge Representation Co-authored with Matthew Ikle, Joel Pitt and Rui Liu 13.1 Introduction One of the most powerful metaphors we’ve found for understanding minds is to view them as networks — i.e. collections of interrel

itive development of humans and human-like AGI systems, but in Table 11.1 we present them in a slightly more general context, using two examples: the Piagetan example of the human (or humanlike) mind as it develops from infancy to maturity; and also the example of the “origin of life’ and the development of

inference control. HOUSE_OVERSIGHT_013117 202 11 Stages of Cognitive Development A problem commonly used to illustrate the difference between the Piagetan concrete opera- tional and formal stages is that of figuring out the rules for making pendulums swing quickly versus slowly [P58]. If you ask a child

trolling game ai in a minecraft-like environment. In Proc. of BICA 2011, 2011. GPIt 10. Ben Goertzel, Joel Pitt, Matthew Ikle, Cassio Pennachin, and Rui Liu. Glocal memory: a design principle for artificial brains and minds. Neurocomputing, April 2010. GPPGO06. Ben Goertzel, Hugo Pinto, Cassio Pennachin,

, etc. And, as typical, not necessarily representative examples of tasks psychologists use to mea- sure cognitive development (drawn mainly from the Piagetan tradition, without implying any assertion that this is the only tradition worth pursuing), consider the following: 1. Which row has more circles- A

nt, without requiring anywhere near a complete simulation of realistic physics. HOUSE_OVERSIGHT_013215 300 16 AGI Preschool Fig. 16.1: Part 1 of a Piagetan conservation of volume experiment: a child observes that two glasses obviously have the same amount of milk in them, and then sees the content of one