Terren: The spirit of Mike's question, I think, was about identifying the
essential goalless-ness of play..
Well, the key thing for me (although it was, technically, a play-ful
question :) ) is the distinction between programmed/planned exploration of
a basically known environment and ad hoc exploration of a deeply unknown
environment. In many ways, it follows on from my previous thread on
Philosophy of Learning in AGI, which asked - how do you learn an unfamiliar
subject/skill/ activity - could any definite set of principles guide you?
(This, I presume, is what Ben is somehow dealing with).
If you're an infant, or even often an adult, you don't know what this
strange object is for or how to manipulate it - so how do you go about
moving it and testing its properties? How do you go about moving your hand,
(or manipulator if you're a robot)? {I'd be interested in Bob M's input
here] - exploring its properties and capacities for movement too? What are
the principles if any that should constrain you?
Equally, if you're exploring an environment - a new kind of room, or a new
kind of territory like a garden, wood, forest, how do you go about moving
through it, deciding on paths, orienting yourself, mapping etc.? Remember
that these are initially alien environments, so the adult or AGI equivalent
is exploring a strange planet, or videogame world with alien kinds of laws.
Play - divergent thinking - exploration - these are all overlapping
dimensions of a general intelligence developing its intelligence, and
central to AGI.
And for the more abstractly inclined, I should point out that these
questions easily translate into the most abstract forms - like how do you
explore a new area of, or for, logic, or maths? How do you go about
exploring, or developing, a maths of, say, abstract art?
-------------------------------------------
agi
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