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--- public:t-713-mers:mers-26:knowledge [2026/09/09 16:36] – [Probability] thorisson
+++ public:t-713-mers:mers-26:knowledge [2026/09/11 10:38] (current) – [Controlled Experiment] thorisson
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 |  \\ Knowledge of Causation Supports Action  | We may know that **A** and **B** correlate, but if we don't know whether **B** is a result of **A** or vice versa, and we want **B** to disappear, we don't know whether it will suffice to modify **A**. \\ //Example: The position of the light switch and the state of the light bulb correlate. Only by knowing that the light switch controls the bulb can we go directly to the switch if we want the light to turn on.  //    |
 |  **Causal Models** \\ Are Necessary To Guide Action  | While correlation gives us indication of causation, the direction of the "causal arrow" is critically necessary for guiding action. \\ Luckily, knowing which way the arrows point in any large set of correlated variables is usually not too hard to find out, by empirical experimentation.   |
-|  Judea Pearl   | Most Fervent Advocate of causality in AI, and the inventor of the Do Calculus. \\ C.f. [[https://ftp.cs.ucla.edu/pub/stat_ser/r284-reprint.pdf|Bayesianism and Causality, or, Why I am Only a Half-Beyesian]].    |
+|  Judea Pearl   | Most Fervent Advocate of causality in AI, and the inventor of the 'Do Calculus'. \\ C.f. [[https://ftp.cs.ucla.edu/pub/stat_ser/r284-reprint.pdf|Bayesianism and Causality, or, Why I am Only a Half-Beyesian]].    |
 |  \\ State Of The Art  | Recent work by Judea Pearl demonstrates clearly the fallaciousness of the statistical stance, and fixes some important gaps in our knowledge on this subject which hopefully will rectify the situation in the coming years. \\ [[https://www.youtube.com/watch?v=8nHVUFqI0zk|YouTube lecture by J. Pearl on causation]].   |
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 |  Why is it Relevant Here?  | Like individual learning, it involves dealing with new phenomena and //figuring them out//.    |
 |  \\ Are the Methods Identical?  | Very similar. Science is a systematized, organized approach to what individuals do when they learn. This involves: \\ - Exploring \\ - Hypothesizing \\ - Trying out \\ - Recording results \\ - Unifying and consolidating related information \\ - Creating coherent stories about what has been found (theorizing)    |
-|  Bottom line  | The most powerful mechanism for generating reliable knowledge known to mankind has a lot in common with A(G)I.  |
+|  Bottom line  | The most powerful mechanism for generating reliable knowledge known to mankind has a lot in common with how future A(G)I must work.  |