Hi Ben,
> However, I think that a mind needs to have a LOT of grounded knowledge,
> in order to learn to reason usefully. It can then transfer some of the
> thinking-ability (and some of the concrete relationships) learned on
> the grounded domains, to help it think about its ungrounded
> knowledge...
I think this notion needs to be teased apart. And let's start with a
newborn AGI.
It seems to me that knowledge could be somewhat simplistically broken
up into two categories:
- knowledge used to interpret incoming data
- pre-processed knowledge to substitute for directly experienced
incoming data
It seems to me that a newborn AGI would need to make use of a very
large amount of inherited knowledge to help it interpret directly
experienced data.
I also agree that a baby AGI would need to process huge volumes of
grounded knowledge to be able to build up its intuitive capacity. But
say that tells us nothing about the desired ratio of incoming grounded
vs non-grounded knowledge overall.
I could imagine a scenario where the AGI was getting a high ratio in
incoming knowledge that was ungrounded, but that in certain relatively
circumscribed areas where the AGI was concentrating on building
mastery it was using a high ratio of grounded incoming knowledge and
it was working hard to substitute it own grounded rules of thumb to be
used to interpret the incoming data/knowledge.
So the way you describe things seems to fit the domain where an AGI
is trying to build mastery but I'm not convinced that the AGI absolutely
needs a high level of grounded knowledge in areas where it is not
building mastery.
But in areas where the AGI is not building or better still has not
achieved mastery it should exercise humility and caution and not make
any rash decisions that could affect others - because it really doesn't
know how sensible its inherited knowledge is. This seems to me to be
an area where ethics intersects with mind dvelopment and the use of
mind.
Cheers, Philip
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