Epstein Secrets

hich data and procedure are explicitly identical, and there is just one new active data structure in place of the distinction between AtomSpace and MindAgents Where on this continuum does the "mere learning" end and the "real self-modification" start? In this chapter we consider some mechanisms for "adva

ilation 319 schema learning the learning of schemata carrying out cognitive processes in more specialized, context-dependent ways than the general MindAgents do. Eventually, once a CogPrime instance becomes sufficiently complex and advanced, these cognitive schema may replace the MindAgents altogether, l

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

mpilation 319 schema learning the learning of schemata carrying out cognitive processes in more specialized, context-dependent ways than the general MindAgents do. Eventually, once a CogPrime instance becomes sufficiently complex and advanced, these cognitive schema may replace the MindAgents altogether, lea

which data and procedure are explicitly identical, and there is just one new active data structure in place of the distinction between AtomSpace and MindAgents Where on this continuum does the "mere learning" end and the "real self-modification" start? In this chapter we consider some mechanisms for "advan

, 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

gh STI., which rapidly decreases in meet cases local workspaces bubbles of interlinked Atoms with moderate impor- tance, focused on by a subset of MindAgents (defined in Chapter 19 of Part 2) for a period of time perceptual associative memory HebbianLinks in the AT sensory memory spaceserver/timeserve

led "cognitive complete- ness" is necessary and sufficient for efficient general intelligence at the level of an inteligent adult human (e.g. at the Piagetan formal level IP ia531). Of course, the above considerations are very, far from a rigorous mathematical proof (or even precise formulation) of this

high STI, which rapidly decreases in most cases ocal workspaces bubbles of interlinked Atoms with moderate impor- ance, focused on by a subset of MindAgents (defined in Chapter 19 of Part 2) for a period of time perceptual associative memory |HebbianLinks in the AT sensory memory spaceserver /timeserver

lled “cognitive complete- ness” is necessary and sufficient for efficient general intelligence at the level of an inteligent adult human (e.g. at the Piagetan formal level [Pia53]). Of course, the above considerations are very far from a rigorous mathematical proof (or even precise formulation) of this hyp