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| public:t-720-atai:atai-20:understanding [2020/10/19 09:22] – [Theory of Cumulative Understanding] thorisson | public:t-720-atai:atai-20:understanding [2024/04/29 13:33] (current) – external edit 127.0.0.1 |
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| | \\ Phenomenon \\ <-> \\ Model | Phenomenon <m>Phi</m>: Any group of inter-related variables in the world, some or all of which can be measured.\\ Models <m>M</m>: A set of information structures that reference the variables of <m>Phi</m> and their relations <m>R</m> such that they can be used, applying processes <m>P</m> that manipulate <m>M</m>, to \\ (a) predict, \\ (b) achieve goals with respect to, \\ (c ) explain, and \\ (d) (re-)create <m>Phi</m>. | | | \\ Phenomenon \\ <-> \\ Model | Phenomenon <m>Phi</m>: Any group of inter-related variables in the world, some or all of which can be measured.\\ Models <m>M</m>: A set of information structures that reference the variables of <m>Phi</m> and their relations <m>R</m> such that they can be used, applying processes <m>P</m> that manipulate <m>M</m>, to \\ (a) predict, \\ (b) achieve goals with respect to, \\ (c ) explain, and \\ (d) (re-)create <m>Phi</m>. | |
| | \\ Definition of Understanding | An agent's **understanding** of a phenomenon <m>Phi</m> to some level <m>L</m> when it posses a set of models <m>M</m> and relevant processes <m>P</m> such that it can use <m>M</m> to \\ (a) predict, \\ (b) achieve goals with respect to, \\ (c ) explain, and \\ (d) (re-)create <m>Phi</m>. \\ \\ Insofar as the nature of relations between variables in <m>Phi</m> determine their behavior, the level <m>L</m> to which the phenomenon <m>Phi</m> is understood by the agent is determined by the //completeness// and the //accuracy// to which <m>M</m> matches the variables and their relations in <m>Phi.</m> | | | \\ Definition of Understanding | An agent's **understanding** of a phenomenon <m>Phi</m> to some level <m>L</m> when it posses a set of models <m>M</m> and relevant processes <m>P</m> such that it can use <m>M</m> to \\ (a) predict, \\ (b) achieve goals with respect to, \\ (c ) explain, and \\ (d) (re-)create <m>Phi</m>. \\ \\ Insofar as the nature of relations between variables in <m>Phi</m> determine their behavior, the level <m>L</m> to which the phenomenon <m>Phi</m> is understood by the agent is determined by the //completeness// and the //accuracy// to which <m>M</m> matches the variables and their relations in <m>Phi.</m> | |
| | \\ Why \\ 'Cumulative' \\ ? | According to the theory, 'understanding' is a learning process: A dynamic process that creates knowledge of a particular functional kind, namely the kind that can be used to predict, achieve goals, explain and (re-)create (see the point above in this table). \\ Unlike 'learning', however, in the vernacular the term 'understanding' is also used to describe a //state// - the state reached when the process completes (the output of 'learning' is 'knowledge' - the output of the 'understanding' is '//an// understanding'). We can see the difference if we replace 'understanding' with the term 'know': "A understands X" vs. "A //knows// X". \\ The term 'cumulative' emphasizes the 'learning' part of understanding - a //process of creation//. \\ This generation process is key to human understanding because \\ (a) it is used many times a day - every time we learn anything new: It is an integral part of the //learning process// proper, and \\ (b) it a //general// process of knowledge acquisition that builds knowledge graphs incrementally, relying on reasoning processes as well as existing knowledge. | | | \\ Why \\ 'Cumulative' \\ ? | According to the theory, 'understanding' is a learning process: A dynamic process that creates knowledge of a particular functional kind, namely the kind that can be used to predict, achieve goals, explain and (re-)create (see the point above in this table). \\ Unlike 'learning', however, in the vernacular the term 'understanding' is also used to describe a //state// - the state reached when the process completes (the output of 'learning' is 'knowledge' - the output of the 'understanding' is '//an// understanding'). We can see the difference if we replace 'understanding' with the term 'know': "A understands X" vs. "A //knows// X". \\ The term 'cumulative' emphasizes the 'learning' part of understanding - a //process of creation//. \\ This generation process is key to human understanding because \\ (a) it is used many times a day - every time we learn anything new: It is an integral part of the //learning process// proper, and \\ (b) it a //general// process of knowledge acquisition that builds knowledge graphs incrementally, from experience, relying on reasoning processes as well as existing knowledge, and \\ ( c) the processes that //build// the knowledge and those that //use it// are the //**same **// processes. | |
| | REF | [[http://alumni.media.mit.edu/~kris/ftp/AGI16_understanding.pdf|About Understanding]] by Thórisson et al. | | | REF | [[http://alumni.media.mit.edu/~kris/ftp/AGI16_understanding.pdf|About Understanding]] by Thórisson et al. | |
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