Epstein Secrets

terarchical graph of the main concepts in one of Douglas HoEstadter's books. Naturally, real concept heter

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

eterarchical graph of the main concepts in one of Douglas Hofstadter’s books. Naturally, real concept heter

, 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

ble movements. Following a metaphor suggested by Douglas Hofstadter MOSES learning covers both "knob twid

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

ible movements. Following a metaphor suggested by Douglas Hofstadter [Hof96], MOSES learning covers both “k

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