Epstein Secrets

10.5 How Might the Mind-World Correspondence Principle Be Useful? 181 10.6 Conclusion 182 Section III Cognitive and Ethical Development 11 Stages of Cognitive Development 187 11.1 Introduction 187 11.2 Piagetan Stages in the Context of a General Systems Theory of Development 188 11.3 Piaget's Theory of Cogni

ergraphs 271 14.1 Introduction 271 14.2 Key Vertex and Edge Types 271 14.3 Derived Hypergraphs 272 14.3.1 SMEPH Vertices 272 14.3.2 SMEPH Edges 273 14.4 Implications of Patternist Philosophy for Derived Hypergraphs of Intelligent Systems 274 14.4.1 SMEPH Principles in CogPrime 276 15

ral systems theory context, then introducing some modifications and extensions and discussing some other relevant work. 187 EFTA00623963 188 11 Stages of Cognitive Development 11.2 Piagetan Stages in the Context of a General Systems Theory of Development Our review of AGI architectures in Chapter 4 focused heavily on the

d Y is the condition of being friends with that person, then the habitually intervening activities constitute the Schema for making friends. 14.3.2 SMEPH Edges SMEPH edge types fall into two categories: functional and logical. Functional edges connect Schema vertices to their input and outputs; logical edg

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tems theory context, then introducing some modifications and extensions and discussing some other relevant work. 187 HOUSE_OVERSIGHT_013103 188 11 Stages of Cognitive Development 11.2 Piagetan Stages in the Context of a General Systems Theory of Development Our review of AGI architectures in Chapter 4 focused heavily on the

nd Y is the condition of being friends with that person, then the habitually intervening activities constitute the Schema for making friends. 14.3.2 SMEPH Edges SMEPH edge types fall into two categories: functional and logical. Functional edges connect Schema vertices to their input and outputs; logical edge