Download psychoai

Perception
and Action
WAIS
Cognitive
Modeling
andand
thethe
Torrance
Introducing
Psychometric
AI
As exploration of this avenue proceeds…
Selmer Bringsjord & Bettina Schimanski & …?
Department of Cognitive Science
Department of Computer Science
RPI
Troy NY 12180
Roots of this R&D…
Seeking to Impact a # of Fields
• This work weaves together
relevant parts of:
– Artificial Intelligence: Build machine
agents to “crack” and create tests.
– Psychology: Use experimental
methods to uncover nature of
human reasoning used to solve test
items.
– Philosophy: Address fundamental
“big” questions, e.g., What is
intelligence? Would a machine able
to excel on certain tests be
brilliant?…
– Education: Discover the nature of
tests used to make decisions about
how students are taught what,
when.
– Linguistics: Reduce reasoning in
natural language to computation.
Many applications!
The Primacy of Psychology of Reasoning
There is consensus among the relevant luminaries in AI and theorem proving
and psychology of reasoning and cognitive modeling that: machine
reasoning stands to the best of human reasoning as a rodent stands to the
likes of Kurt Godel. In the summer before Herb Simon died, in a
presentation at CMU, he essentially acknowledged this fact -- and set out
to change the situation by building a machine reasoner with the power of
first-rate human reasoners (e.g., professional logicians). Unfortunately,
Simon passed away. Now, the only way to fight toward his dream (which of
course many others before him expressed) is to affirm the primacy of
psychology of reasoning. Otherwise we will end up building systems that
are anemic. The fact is that first-rate human reasoners use techniques
that haven't found their way into machine systems. E.g., humans use
extremely complicated, temporally extended mental images and associated
emotions to reason. No machine, no theorem prover, no cognitive
architecture, uses such a thing. The situation is different than chess -radically so. In chess, we knew that brute force could eventually beat
humans. In reasoning, brute force shows no signs of exceeding human
reasoning. Therefore, unlike the case of chess, in reasoning we are going
to have to stay with the attempt to understand and replicate in machine
terms what the best human reasoners do. We submit that a machine able to
prove that the key in an LR/RC problem is the key, and that the other
options are incorrect, is an excellent point to aim for, perhaps
the best that there is. As a starting place, we can turn to simpler tests.
Multi-Agent Reasoning, modeled in
“Chess
Mental Metalogic, is the key
is
Too
to reaching Simon’s Dream!
Easy”
Pilot experiment shows that groups
of reasoners instantly surmount
the errors known to plague individual
reasoners!
Come Wed 2.27.02 12n SA3205
What is Psychometric AI?
AnAAnswer
to: What
is AI?
New Kind
of AI
• Assume the ‘A’ part isn’t the problem: we know what
an artifact is.
• Psychometric AI offers a simple but radical answer:
– Psychometric AI is the field devoted to building information-processing
AI iscapable
the field
to building
intelligent
entities
of at devoted
least solid performance
on all
established,
validated
testsagents,
of intelligence
mentalcapable
ability, a class
of tests that
artificial
i.e., and
agents
of solid
includes IQ tests, tests of reasoning, of creativity, mechanical ability,
performance
on intelligence tests.
and
so on.
• Don’t confuse this with: “Some human is
intelligent…”
• Psychologists don’t agree on what human intelligence
is.
– Two notorious conferences. See The g Factor.
• But we can agree that one great success story of
psychology is testing, and prediction on the basis of
it. (The Big Test)
Some of the tests…
Intelligence Tests: Narrow vs. Broad
Spearman’s
view of intelligence
Thurstone’s view of
intelligence
Let’s look @ RPM
(Sample 1)
RPM Sample 2
RPM Sample 3
Artificial Agent to Crack RPM
---------------- PROOF ---------------1 [] a33!=a31.
3 [] -R3(x)| -T(x)|x=y| -R3(y)| -T(y).
16 [] R3(a31).
24 [] T(a31).
30 [] R3(a33).
31 [] T(a33).
122 [hyper,31,3,16,24,30,flip.1] a33=a31.
124 [binary,122.1,1.1] $F.
------------ end of proof ----------------------- times (seconds) ----------user CPU time
0.62
(0 hr, 0 min, 0 sec)
Artificial Agent to Crack RPM
---------------- PROOF ---------------1 [] a33!=a31.
7 [] -R3(x)| -StripedBar(x)|x=y| -R3(y)| StripedBar(y).
16 [] R3(a31).
25 [] StripedBar(a31).
30 [] R3(a33).
32 [] StripedBar(a33).
128 [hyper,32,7,16,25,30,flip.1] a33=a31.
130 [binary,128.1,1.1] $F.
------------ end of proof ----------------------- times (seconds) ----------user CPU time
0.17
(0 hr, 0 min, 0 sec)
Artificial Agent to Crack RPM
Correct!
=========== start of search ===========
given clause #1: (wt=2) 10 [] R1(a11).
given clause #2: (wt=2) 11 [] R1(a12).
given clause #3: (wt=2) 12 [] R1(a13).
...
given clause #4: (wt=2) 13 [] R2(a21).
given clause #278: (wt=16) 287
[para_into,64.3.1,3.3.1] R2(x)| -R3(a23)|
-EmptyBar(y)| -R3(x)| -EmptyBar(x)| -T(a23)| R3(y)| -T(y).
given clause #279: (wt=16) 288
[para_into,65.3.1,8.3.1] R2(x)| -R3(a23)|
-StripedBar(y)| -R3(x)| -StripedBar(x)| EmptyBar(a23)| -R3(y)|
-EmptyBar(y).
Search stopped by max_seconds option.
============ end of search ============
Possible Objection
“If one were offered a machine purported to be intelligent, what would
be an appropriate method of evaluating this claim? The most obvious
approach might be to give the machine an IQ test … However, [good
performance on tasks seen in IQ tests would not] be completely
satisfactory because the machine would have to be specially prepared
for any specific task that it was asked to perform. The task could not
be described to the machine in a normal conversation (verbal or
written) if the specific nature of the task was not already programmed
into the machine. Such considerations led many people to believe that
the ability to communicate freely using some form of natural language
is an essential attribute of an intelligent entity.” (Fischler & Firschein
1990, p. 12)
WAIS
A Broad Intelligence Test…
Cube Assembly
Basic Setup
Problem:
Solution:
Harder Cube Assembly
Basic Setup
Problem:
Solution:
Picture Completion
Picture Completion
And ETS’ tests…
Architecture-Sketch of eWriter
“Blind Babies”
Children born blind or deaf and blind begin social smiling on
roughly the same schedule as most children, by about three months
of age.
The information above provides evidence to support which of the
following hypotheses:
correct
A. For babies the survival advantage of smiling consists in bonding
the care-giver to the infant.
B. Babies do not smile when no one is present.
C. The smiling response depends on an inborn trait determining a
certain pattern of development.
D. Smiling between people basically signals a mutual lack of
aggressive intent.
E. When a baby begins smiling, its care-givers begin responding to
it as they would to a person in conversation.
“Blind Babies” in Prop. Calc.
1
2
3
4
5
5b
6
7
8
7
8
Pilot protocol analysis
SSBB  SS-SCHBBNB
experiment indicates that
 SSBB (1;  elim)
high-performers represent
these items at the level of
SSL  SSI
the propositional calculus.
But that level not detailed
(SSBB  SSL)  SEE-SOMEONE
enough forBB
generating the
English-based items. VPA
SEEBB
experiment planned for this
SEEBB  SEE-SOMEONE
semester.
BB
  SEE-SOMEONEBB (5, 5b;  elim)
6b
(SSBB  SSL) (6, 4 modus tollens)
6c
SSBB  SSL (6b, demorgan’s)
 SSL (6c, 2; disjunctive syllogism)
 SSI (3, 7 disj. Syll.)
The “Lobster”
Lobsters usually develop one smaller, cutter claw and one larger,
crusher claw. To show that exercise determines which claw becomes
the crusher, researchers placed young lobsters in tanks and repeatedly
prompted them to grab a probe with one claw – in each case always
the same, randomly selected claw. In most of the lobsters the grabbing
claw became the crusher. But in a second, similar experiment, when
lobsters were prompted to use both claws equally for grabbing, most
matured with two cutter claws, even though each claw was exercised
as much as the grabbing claws had been in the first experiment.
Which of the following is best supported by the information above?
A
B
C
D
E
Young lobsters usually exercise one claw more than the other.
Most lobsters raised in captivity will not develop a crusher claw
Exercise is not a determining factor in the development of crusher claws in lobsters.
Cutter claws are more effective for grabbing than are crusher claws.
Young lobsters that do not exercise either claw will nevertheless usually develop
one crusher and one cutter claw.
sentences 2 & 3 in text not needed for
proof of correct option (A)
But they are needed for proof that
option C is inconsistent with text!!
Sample
Part
of
D(LRE)
A. For babies the survival advantage of smiling
consists in bonding the care-giver to the infant.
B. Babies do not smile when no one is present.
C. The smiling response depends on an inborn
trait determining a certain pattern of
development.
D. Smiling between people basically signals a
mutual lack of aggressive intent.
Whereas in “Blind Babies”
the foils all involve predicates E. When a baby begins smiling, its care-givers
begin responding to it as they would to a
presumably outside of R(LRE)
person in conversation.
e.g.,
Same Approach Used
---------------- PROOF ---------------1 [] -Lobster(x)|Cutter(r(x)).
3 [] -Lobster(x)| -Exercise(r(x))| -Exercise(l(x))|Cutter(l(x)).
4 [] -Lobster(x)| -Cutter(r(x))| -Cutter(l(x)).
5 [] Lobster($c1).
Therefore option A
6 [] Exercise(r($c1)).
Is correct!
7 [] Exercise(l($c1)).
9 [hyper,5,1] Cutter(r($c1)).
10 [hyper,7,3,5,6] Cutter(l($c1)).
11 [hyper,10,4,5,9] $F.
------------ end of proof ----------------------- times (seconds) ----------user CPU time
0.38
(0 hr, 0 min, 0 sec)
Underlying Math
…
More Careful Look
S1: x (L(x)  ((C(l(x)) R(r(x)))  (C(r(x))  R(l(x)))))
S1’: x (L(x)  ((C(l(x)) R(r(x))  L(r(x),l(x)))  (C(r(x))  R(l(x))  L(l(x),r(x)))))
RC Items…
Many critics of Emily Bronte’s novel Wurthering Heights see its second part
as a counterpoint that comments on, if it does not reverse, the first part, where
a “romantic” reading receives more confirmation. Seeing the two parts as a whole
is encouraged by the novel’s sophisticated structure, revealed in its complex
use of narrators and time shifts. Granted that the presence of these elements
need not argue an authorial awareness of novelistic construction comparable
to that of Henry James, their presence does encourage attempts to unify the
novel’s heterogeneous parts. However, any interpretation that seeks to unify
all of the novel’s diverse elements is bound to be somewhat unconvincing. This
is not because such an interpretation necessarily stiffens into a thesis (although
rigidity in an interpretation of this or of any novel is always a danger), but
because Wurthering Heights has recalcitrant elements of undeniable power that,
ultimately, resist inclusion in an all-encompassing interpretation. In this respect,
Wuthering Heights shares a feature of Hamlet.
“Wuthering Heights”…
Many critics of Emily Bronte’s novel Wurthering Heights see its second part
as a counterpoint that comments on, if it does not reverse, the first part, where
a “romantic” reading receives more confirmation. Seeing the two parts as a whole
is encouraged by the novel’s sophisticated structure, revealed in its complex
use of narrators and time shifts. Granted that the presence of these elements
need not argue an authorial awareness of novelistic construction comparable
to that of Henry James, their presence does encourage attempts to unify the
novel’s heterogeneous parts. However, any interpretation that seeks to unify
all of the novel’s diverse elements is bound to be somewhat unconvincing. This
is not because such an interpretation necessarily stiffens into a thesis (although
rigidity in an interpretation of this or of any novel is always a danger), but
because Wurthering Heights has recalcitrant elements of undeniable power that,
ultimately, resist inclusion in an all-encompassing interpretation. In this respect,
Wuthering Heights shares a feature of Hamlet.
According to the passage, which of the following is a true statement about the
First and second parts of Wurthering Heights?
(A) The second part has received more attention from critics.
.
.
.
Additional Objections…
PAI is too idiosyncratic!
• Actually, PAI can be viewed as a
generalization of the Turing Test-based
answer to “What is AI?”
– AI is the field devoted to building artificial
agents capable of passing the Turing Test.
(As affirmed in a number of texts.)
• PAI has the major advantage of requiring
high performance on many different tests,
all, unlike TT, grounded in psychology.
But your applications are only in Testing!
• No. An agent able to perform well on all
these tests can do everything and then
some.
• If we believe that psychology has, through
tests, isolated, in gem-like fashion, what’s
most important in cognition, then powerful
agents in PAI will be powerful agents,
period.
Psychometric AI
in Context …
A Classic “Cognitive System” Setup
Under Development
Cognitive System
Test Item
“percept”
Choice of correct
option, and ruling
out of others,
and…
“action”
actions that involve
physical
manipulation of
objects and
locomotion.
Fits forthcoming
Superminds
book by Bringsjord & Zenzen…
• “Weak” AI based on testing going back to
Turing is implied for the practice of AI.
Fits “Complete” CogSci…
Perception and Action
High-level
Low-level
Perception
Environment
subdeclarative computation
Cognitive System
Action
Cognitive Modeling
Low-level
High-level
Perception
Cognitive System
Environment
Perception
& Action
ACT-R
Long Term
Memory
subdeclarative computation
Short Term
Memory
Action
Reasoning
Low-level
High-level
Perception
Perception
& Action
Cognitive System
Environment
Long Term
Memory
subdeclarative computation
Short Term
Memory
ACT-R
Semantic
Reasoning
Mental Metalogic
Syntactic
Reasoning
Action
Cognitive Human Factors:
Engineering the Interface b/t Cognitive Systems and their Environments
Low-level
High-level
Perception
Perception
& Action
Cognitive System
Environment
Long Term
Memory
subdeclarative computation
Short Term
Memory
ACT-R
Semantic
Reasoning
Mental Metalogic
Syntactic
Reasoning
Action
Should we consider IGERT?
The distinctive graduate education provided by RPI’s Department of
Cognitive Science could be that we provide a truly integrated CogSci education:
We produce students able to deal with cognitive systems top-to-bottom.
A number of particular applications anchor this distinctive pedagogical
approach, viz., Psychometric CogSci/AI, Synthetic Characters, Cognitive
Prostheses. These are applications which, by their very nature, call for
top-to-bottom CogSci.
Large Variation in Difficulty
Evan’s
ANALOGY
Program