RE: [agi] Compressed Cross-Indexed Concepts

2010-08-19 Thread John G. Rose
An agent can only flip so many bits per second. If it gets stuck in a computational conundrum it will waste energy that should be used for survival purposes and the likelihood for agent death increases. Avoidance behavior for impossible computation is enforced. Mathematics is a type of

Re: [agi] Compressed Cross-Indexed Concepts

2010-08-13 Thread Jim Bromer
On Thu, Aug 12, 2010 at 12:40 AM, John G. Rose johnr...@polyplexic.comwrote: The ideological would still need be expressed mathematically. I don't understand this. Computers can represent related data objects that may be best considered without using mathematical terms (or with only

Re: [agi] Compressed Cross-Indexed Concepts

2010-08-13 Thread Jim Bromer
It would be easy to relativize a weighted network so that it could be used to include ideas that can effectively reshape the network (or at least reshape the virtual network) but it is not easy to see how this could be done intelligently enough to produce actual intelligence. But maybe I should

RE: [agi] Compressed Cross-Indexed Concepts

2010-08-13 Thread John G. Rose
-Original Message- From: Jim Bromer [mailto:jimbro...@gmail.com] On Thu, Aug 12, 2010 at 12:40 AM, John G. Rose johnr...@polyplexic.com wrote: The ideological would still need be expressed mathematically. I don't understand this.  Computers can represent related data objects

RE: [agi] Compressed Cross-Indexed Concepts

2010-08-11 Thread John G. Rose
-Original Message- From: Jim Bromer [mailto:jimbro...@gmail.com] Well, if it was a mathematical structure then we could start developing prototypes using familiar mathematical structures.  I think the structure has to involve more ideological relationships than mathematical. 

Re: [agi] Compressed Cross-Indexed Concepts

2010-08-10 Thread Mike Tintner
[from: Concept-Rich Mathematics Instruction] Teacher: Very good. Now, look at this drawing and explain what you see. [Draws.] Debora: It's a pie with three pieces. Teacher: Tell us about the pieces. Debora: Three thirds. Teachers: What is the difference among the pieces? Debora: This is