Epstein Secrets

n V A Path to Human-Level AGI 16 AGI Preschool 289 16.1 Introduction 289 16.1.1 Contrast to Standard AI Evaluation Methodologies 290 16.2 Elements of Preschool Design 291 16.3 Elements of Preschool Curriculum 292 16.3.1 Preschool in the Light of Intelligence Theory 293 16.4 Task-Based Assessment in AGI P

ts xix 18 Advanced Self-Modification: A Possible Path to Superhuman AGI 317 18.1 Introduction 317 18.2 Cognitive Schema Learning 318 18.3 Self-Modification via Supercompilation 319 18.3.1 Three Aspects of Supercompilation 321 18.3.2 Supercompilation for Goal-Directed Program Modification 322 18.4 Self-Modification

d "transfer learning," where the goal for an AI is to learn one task quicker given another task solved previously 10%117, TM95, EFTA00624066 16.2 Elements of Preschool Design 291 )1C05j. This is one of the capabilities an AI agent will need to simultaneously lear❑ different types of tasks as proposed in the Preschool sc

set of cognitive tools, however, is to create better cognitive tools. One form this sort of tool-building may take is cognitive EFTA00624094 18.3 Self-Modification via Supercompilation 319 schema learning the learning of schemata carrying out cognitive processes in more specialized, context-dependent ways than the general MindAge

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fer learning,” where the goal for an AT is to learn one task quicker given another task solved previously [Car97, TM95, HOUSE_OVERSIGHT_013206 16.2 Elements of Preschool Design 291 BDS03, TSO07, RZDKO5]. This is one of the capabilities an AI agent will need to simultaneously learn different types of tasks as proposed in the

in this approach the system is thinking about its MindAgents as black boxes rather than being equipped with full knowledge of their internals. 18.3 Self-Modification via Supercompilation Now we turn to a very different form of advanced self-modification: supercompilation. Super- compilation "merely" enables procedures to run much, mu