Ben:> Right. My intuition is that we don't need to simulate the dynamics> of fluids, powders and the like in our virtual world to make it adequate> for teaching AGIs humanlike, human-level AGI. But this could be> wrong.I suppose it depends on what kids actually learn when making cakes, skipping rocks, and making a mess with play-dough. Some might say that if they get conservation of mass and newton's law then they skipped all the useless stuff! I think I agree with the plausibility of something you have said many times: that there may be many "paths to AGI" that are not similar at all to human development -- abstract paths to modelling the universe, teasing meaning from sheer statistics of the "chinese/chinese dictionary" of the raw html internet, who knows what. But in the case where we are trying to roughly follow stages of human development with goals of producing human-like linguistic and reasoning capabilities, I very much fear that any significant simplification of the universe will provide an insufficient basis for the large sensory concept set underlying language and analogical reasoning (both gross and fine). Literally, I think you're throwing the baby out with the bathwater. But, as you say, this could be wrong. It's really the only critique I have of the AGI preschool idea, which I do like because we can all relate to it very easily. At any rate, if it turns out to be a valid criticism the symptom will be that an insufficiently rich set of concepts will develop to support the range of capabilities needed and at that point the simulations can be adjusted to be more complete and realistic and provide more human sensory modalities. I guess it will be disappointing if building an adequate virtual world turns out to be as difficult and expensive as building high quality robots -- but at least it's easier to clean up after cake-baking.
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