PM: “Any representation would do for me actually, as long as it gets results.”
How are you going to have “any” representation of a “hand” and a “box” or “hammer”, if you want your hand to handle that box or hammer – if you really want results? “Any” representation of a concept won’t do. Concepts are means for grasping – and taking action on - reality and real objects. Their representations are tied to reality as sketch maps (.e.g crude treasure meaps) are and have to be tied to, and reflect, reality, in order to secure real goals. The no-necessary-connection-with-reality concept of concepts you are implicitly advancing (wh. also underlies similar concepts like semantic pointers and graphs) is as beleaguered and doomed as Assad in Syria. From: Piaget Modeler Sent: Tuesday, December 04, 2012 7:50 AM To: AGI Subject: RE: [agi] Deb Roy: The Birth of a Word The way I view it these days is that a particular set of schemes (or solutions as I call them) are activated and differentiated over this time period: the period it takes for "gaa" to transform into "water" during sessions of primary circular reactions (the infant hearing his own voice and deciding to have it match his caregiver's pronunciation) or secondary circular reactions (the infant getting the caregiver to say "water"). For me knowing the brain's internal representation would be helpful, but is not necessary, as long as a program can mimic the output using its own internal representation. I can use my own straw man representation and see if that works. Any representation would do for me actually, as long as it gets results. ~PM -------------------------------------------------------------------------------- Date: Mon, 3 Dec 2012 19:46:56 -0500 Subject: Re: [agi] Deb Roy: The Birth of a Word From: [email protected] To: [email protected] But that length of time does not carry over during subsequent learning in an obvious way. It does take time to learn to speak with the amount of insight that adults can use in conversation but some kinds of learning, which should be of interest to us, can be accomplished very quickly after some initial words have been learned. Unfortunately, studies on childhood learning do not provide very much insight about how the internal representation of ideas proceeds. Jim Bromer On Mon, Dec 3, 2012 at 5:15 PM, Piaget Modeler <[email protected]> wrote: > > For me what was most interesting was the amount of time a child needed to > differentiate one phonetic > sequence into another. > Cheers, > > ~PM AGI | Archives | Modify Your Subscription AGI | Archives | Modify Your Subscription ------------------------------------------- AGI Archives: https://www.listbox.com/member/archive/303/=now RSS Feed: https://www.listbox.com/member/archive/rss/303/21088071-f452e424 Modify Your Subscription: https://www.listbox.com/member/?member_id=21088071&id_secret=21088071-58d57657 Powered by Listbox: http://www.listbox.com
