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| public:t-719-nxai:nxai-25:main:thecourse [2025/04/14 09:41] – [Important Terms in This Course] thorisson | public:t-719-nxai:nxai-25:main:thecourse [2025/04/14 09:54] (current) – [What this Course Is / Is not] thorisson |
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| [[/public:T-719-NXAI:nxai-25:main|T-719-NXAI-2025 Main]] \\ | [[/public:T-719-NXAI:nxai-25:main|T-719-NXAI-2025 Main]] \\ |
| [[/public:T-719-NXAI:nxai-25:main:lecture_notes|Links to Lecture Notes]] | [[/public:t-719-nxai:nxai-25:lecture_notes|Links to Lecture Notes]] |
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| ====Course Overview==== | ======ABOUT THIS COURSE====== |
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| | ====General Overview==== |
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| | Organization | The bulk of the course is built on reading 1-3 papers every day and discussing it. \\ - The first week involves 6 topics; the second week involves two of the topics and two programming assignments. The last week consists of invited talks and hands-on projects. | | | Organization | The bulk of the course is built on reading 1-3 papers every day and discussing it. \\ - The first week involves 6 topics; the second week involves two of the topics and two programming assignments. The last week consists of invited talks and hands-on projects. | |
| ====What this Course Is / Is not ==== | ====What this Course Is / Is not ==== |
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| | | Terminology | **Terms used in this course are usually taken in their most //general// sense, unless otherwise noted.** \\ Terms in AI are regularly morphed and redefined to mean something different than their typical meaning when encountered in general discourse. One example is "attention" -- a term that people use all the time but means something **very** different in the context of humans than in the context of ANN-based systems. The reasons for such term re-definitions are numerous. Here it should be noted that, since we are talking about the natural phenomenon of //intelligence//, when we use terms like "attention", "reasoning", "knowledge" and the like, we are most often talking about the intuitive term that typically would be meant if the words were used in general conversations in general discourse (e.g. between family members, friends, etc.). | |
| | \\ Intelligence | **This course is about a phenomenon we often refer to as "intelligence".** \\ A number of features of natural intelligence remain unexplained. Like the focus of any good scientist should reflect, it is the //unexplained// and //ill-understood// aspects of this phenomenon that is our key focus here. | | | \\ Intelligence | **This course is about a phenomenon we often refer to as "intelligence".** \\ A number of features of natural intelligence remain unexplained. Like the focus of any good scientist should reflect, it is the //unexplained// and //ill-understood// aspects of this phenomenon that is our key focus here. | |
| | \\ GMI / AGI | A number of terms have been used to refer to the various aspects that people study WRT intelligence. We use the terms "general machine intelligence" (GMI) and "artificial general intelligence" (AGI), in their most general sense (no pun intended), to refer to the various aspects of intelligence that allow an agent to deal with //variety, information incompleteness, and incremental information gathering and modeling//. | | | \\ GMI / AGI | A number of terms have been used to refer to the various aspects that people study WRT intelligence. We use the terms "general machine intelligence" (GMI) and "artificial general intelligence" (AGI), in their most general sense (no pun intended), to refer to the various aspects of intelligence that allow an agent to deal with //variety, information incompleteness, and incremental information gathering and modeling//. | |
| | Meta-Cognition | The ability of a system to reason about itself, about its place in the world, and about its own reasoning. | | | Meta-Cognition | The ability of a system to reason about itself, about its place in the world, and about its own reasoning. | |
| | Reasoning | The application of logical rules to knowledge. | | | Reasoning | The application of logical rules to knowledge. | |
| | | Knowledge | Structured information in a way that it can be used for goal-achievement, explanation and prediction. | |
| | | Information | A collection of data organized in a way to contain relations and some meta-data. | |
| | | Data | A measurement. | |
| | Learning | Acquisition of knowledge - models of experience - that enables more successful (a) completion of tasks, (b) creation of goals, subgoals and plans, (c) prediction and explanation of the world. | | | Learning | Acquisition of knowledge - models of experience - that enables more successful (a) completion of tasks, (b) creation of goals, subgoals and plans, (c) prediction and explanation of the world. | |
| | Cumulative Learning | Incremental, continual acquisition of knowledge in such a way as generally making it more useful over time. | | | Cumulative Learning | Incremental, continual acquisition of knowledge in such a way as generally making it more useful over time. | |
| | Transfer learning | The ability to transfer knowledge learned in one task to a different ask. | | | Transfer learning | The ability to transfer knowledge learned in one task to a different ask. Also called 'generalization'. | |
| | Autonomy | The ability to do tasks without help from a teacher (process designed to specifically help with a specific learning process). | | | Autonomy | The ability to do tasks without help from a teacher (process designed to specifically help with a specific learning process). | |
| | Constructionist AI | Methodology that relies heavily on human coding for building intelligent systems. | | |
| | Constructivist AI | Methodology that relies on systems acquiring their own knowledge. | | | Constructivist AI | Methodology that relies on systems acquiring their own knowledge. | |
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| 2025(c)K.R.Thórisson \\ | 2025(c)K.R.Thórisson \\ |
