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| [[http://cadia.ru.is/wiki/public:t-720-atai:atai-18:main|T-720-ATAI-2018 Main]] \\ | [[http://cadia.ru.is/wiki/public:t-720-atai:atai-19:main|T-720-ATAI-2019 Main]] \\ |
| [[http://cadia.ru.is/wiki/public:t-720-atai:atai-18:Lecture_Notes|Links to Lecture Notes]] | [[http://cadia.ru.is/wiki/public:t-720-atai:atai-19:Lecture_Notes|Links to Lecture Notes]] |
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| =====T-720-ATAI-2018===== | =====T-720-ATAI-2019===== |
| ==== Lecture Notes, W10: Reasoning, Understanding, Curiosity, Creativity ==== | ==== Lecture Notes: Creativity, Curiosity ==== |
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| ====Reasoning==== | |
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| | What It Is | The establishment of axioms for the world and applying logic to these. | | |
| | But The World Is Non-Axiomatic ! | Yes. But there is no way to apply logic unless we hypothesize some pseudo-axioms. The only difference between this and mathematics is that in science we must accept that the so-called "laws" of physics may be only conditionally correct (or possibly even completely incorrect, in light of our goal of figuring out the "ultimate" truth about how the universe works). | | |
| | Deduction | Results of two statements that logically are necessarily true. \\ //Example: If it's true that all swans are white, and Joe is a swan, then Joe must be white//. | | |
| | Abduction | Reasoning from conclusions to causes. \\ //Example: If the light is on, and it was off just a minute ago, someone must have flipped the switch//. | | |
| | Induction | Generalization from observation. \\ //Example: All the swans I have ever seen have been white, hence I hypothesize that all swans are white//. | | |
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| ====Meaning==== | |
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| | What It Is | Something of great importance to people. Meaning seems "extracted" from other people's actions, utterances, attitudes, etc. It is generally considered to require intelligence. | | |
| | Why It Is Important | Meaning seems to enter almost every aspect of cognition. | | |
| | My Theory | Meaning is generated when a causal-relational model is used to compute the //implications// of some action, state, event, etc. Any agent that does so will extract meaning when the implications interact with its goals in some way. | | |
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| ====Common Sense in AI==== | |
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| | Status of Understanding in AI | Since the 70s the concept of //understanding// has been relegated to the fringes of research. The only AI contexts it regularly appears in are "language understanding", "scene understanding" and "image understanding". | | |
| | What Took Its Place | What took the place of understanding in AI is //common sense//. Unfortunately the concept of common sense does not capture at all what we generally mean by "understanding". | | |
| | Projects | The best known project on common sense is the CYC project, which started in the 80s and is apparently still going. It is the best funded, longest running AI project in history. | | |
| | Main Methodology | The foundation of CYC is formal logic, represented in predicate logic statements and structures. | | |
| | Key Results | Results from the CYC project are similar to the expert systems of the 80s - these systems are brittle and unpredictable. \\ Apparently the CYC system is being commercialized by a company called Lucid [[https://www.technologyreview.com/s/600984/an-ai-with-30-years-worth-of-knowledge-finally-goes-to-work/|REF]]. | | |
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| ====Curiosity==== | ====Curiosity==== |
| ====Creativity==== | ====Creativity==== |
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| | \\ \\ What It Is | This word has many meanings. \\ 1. In its simplest sense it is the ability to produce solutions to problems. - This meaning treats it as a single dimension (or many that may be collapsed into one) along which we simply put a threshold for when we will classify something as "creative". \\2. A more complex version references in some way the complexity of a problem, such that solutions that address the problem in a better way (other things being equal) or achieve a similar solution with less cost (other things being equal) are more //creative// than others. \\3. In reference to some sort of "obviousness", a solution to a problem may be more creative if it is "less obvious", with respect to some population, time, society, education, etc. | | | \\ \\ What It Is | This word has many meanings. The simplest meaning is typically "you're creative nobody else thought of that". | |
| | How It Is Measured | Creativity is always measured with respect to some goal: If I just "do something" you cannot tell that I am creative; it is only when I tell you what the goal was (and even better, if I show you what others did with respect to that goal) that you can say for sure whether what I did qualifies as "creative" in some sense. Jackson Pollock was not creative because he splattered paint onto canvas, his work was creative because of the context in which it was done. | | | How It Is Measured | Creativity is always measured with respect to some goal: If I just "do something" you cannot tell that I am creative; it is only when I tell you what the goal was (and even better, if I show you what others did with respect to that goal) that you can say for sure whether what I did qualifies as "creative" in some sense. Jackson Pollock was not creative because he splattered paint onto canvas, his work was creative because of the context in which it was done. | |
| | Why It Is Important | It is difficult to tease apart the concepts of intelligence and creativity: It is hard to imagine a great intelligence that is not creative. Likewise, it is also difficult to imagine a creative agent that is also not intelligent. | | | Why It Is Important | It is difficult to tease apart the concepts of intelligence and creativity: It is hard to imagine a great intelligence that is not creative. Likewise, it is also difficult to imagine a creative agent that is also not intelligent. | |
| | | \\ Attempts at Definitions | 1. In its simplest sense it is the ability to produce solutions to problems. - This meaning treats it as a single dimension (or many that may be collapsed into one) along which we simply put a threshold for when we will classify something as "creative". \\ 2. A more complex version references in some way the complexity of a problem, such that solutions that address the problem in a better way (other things being equal) or achieve a similar solution with less cost (other things being equal) are more //creative// than others. \\ 3. In reference to some sort of "obviousness", a solution to a problem may be more creative if it is "less obvious", with respect to some population, time, society, education, etc. In this case a more creative agent is one that repeatedly uncovers solutions that are "less obvious" - even to itself. This definition is relative to the knowledge it operates on (which is a good thing, because it removes the reference to background knowledge): Out of a set of processes <m>P</m> that can produce solutions to problems from a set of knowledge <m>K</m>, the process <m>p \in P</m> that reliably and repeatedly uncovers valid solutions with a small or no intersection with the output from the others is "more creative" than the others. (The trouble with this approach is that the difference between these processes might also be construed as knowledge, in which case we cannot in principle keep the knowledge constant.) | |
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