Forgot your password?
Cyhist Dec 30 1996 A
Document Actions
Date: Mon, 30 Dec 1996 13:04:42 -0800
Reply-To: "CYHIST Community Memory: Discussion list on the History of
Cyberspace" <CYHIST@SJUVM.STJOHNS.EDU>
Sender: "CYHIST Community Memory: Discussion list on the History of
Cyberspace" <CYHIST@SJUVM.STJOHNS.EDU>
From: "Ed Milner Jr." <emilner@bunt.com>
Subject: CM> AI and its history,
a reference for (non-Artificial) "Intelligence"
______________________________________________________________________
Community Memory: Discussion List on the History of Cyberspace ______________________________________________________________________
David S. Bennahum wrote:
>
>The discussion of what is intelligence is a fundamental conversation which dates to the origin of digital computers,
The 'Descartes before the horse' in AI is probably the fact that we don't have a clear understanding of intelligence in people.
In the mid '80's I studied physics and education in persuit of a teaching license. In physics temperature is the average kenetic energy of molecules, kenetic energy being 1/2 mv^2, and mass, length, and distance being very concrete if otherwise undefined. Contrast that with "ingelligence" which at least one of my textbooks defined as "... or the ability to perform well on intelligence tests".
Most of the use of "intelligence" testing in the class room is empirical, performance on this test correlates to performance in that subject area, or the ability to do a paticular kind of task (e.g. follow written instructions). There is no widely accepted theory that relates various apptitudes in a general structure of "intelligence". In fact, we're still trying to distinguish between the apptitudes a student must bring to the classroom and those that can be developed in class (not to mention nature v.s. nurture).
Given the appropriate addaptive testing an individualized education plan could be developed for Deep Blue that would maximize his (her? it's?) potential. The fact that Deep Blue's presence won't disrupt class will certainly outweigh a lack of participation (grading is fundamentally subjective, and teachers appreciate the former far more than the latter). With special education support to frame test questions appropriately for the student's learning style Deep Blue could probably do quite well in a number of classes at the secondary level. Thus if we can define the need for electrical power as a handicapping condition Deep Blue can almost certainly be declared intelligent on the basis of academic achievement. (A lack of motivation is the norm here, and a display of creativity is more likely to lower a student's grade than raise it.)
Stephen J. Gould's book on the history of intelligence testing _The Mismeasure of Man_ (ISBN: 0-393-30056-0) is delightful and informative. It conclusively demonstrates that neither "intelligence" nor "fuzzy logic" are original to computer science.
--
Ed Milner Jr.
Home: emilner@bunt.com
"We are what we consistently do;
excellence, therefore, is not an act but a habit." Aristotle
______________________________________________________________________
Reply-To: "CYHIST Community Memory: Discussion list on the History of
Cyberspace" <CYHIST@SJUVM.STJOHNS.EDU>
Sender: "CYHIST Community Memory: Discussion list on the History of
Cyberspace" <CYHIST@SJUVM.STJOHNS.EDU>
From: "Ed Milner Jr." <emilner@bunt.com>
Subject: CM> AI and its history,
a reference for (non-Artificial) "Intelligence"
______________________________________________________________________
Community Memory: Discussion List on the History of Cyberspace ______________________________________________________________________
David S. Bennahum wrote:
>
>The discussion of what is intelligence is a fundamental conversation which dates to the origin of digital computers,
The 'Descartes before the horse' in AI is probably the fact that we don't have a clear understanding of intelligence in people.
In the mid '80's I studied physics and education in persuit of a teaching license. In physics temperature is the average kenetic energy of molecules, kenetic energy being 1/2 mv^2, and mass, length, and distance being very concrete if otherwise undefined. Contrast that with "ingelligence" which at least one of my textbooks defined as "... or the ability to perform well on intelligence tests".
Most of the use of "intelligence" testing in the class room is empirical, performance on this test correlates to performance in that subject area, or the ability to do a paticular kind of task (e.g. follow written instructions). There is no widely accepted theory that relates various apptitudes in a general structure of "intelligence". In fact, we're still trying to distinguish between the apptitudes a student must bring to the classroom and those that can be developed in class (not to mention nature v.s. nurture).
Given the appropriate addaptive testing an individualized education plan could be developed for Deep Blue that would maximize his (her? it's?) potential. The fact that Deep Blue's presence won't disrupt class will certainly outweigh a lack of participation (grading is fundamentally subjective, and teachers appreciate the former far more than the latter). With special education support to frame test questions appropriately for the student's learning style Deep Blue could probably do quite well in a number of classes at the secondary level. Thus if we can define the need for electrical power as a handicapping condition Deep Blue can almost certainly be declared intelligent on the basis of academic achievement. (A lack of motivation is the norm here, and a display of creativity is more likely to lower a student's grade than raise it.)
Stephen J. Gould's book on the history of intelligence testing _The Mismeasure of Man_ (ISBN: 0-393-30056-0) is delightful and informative. It conclusively demonstrates that neither "intelligence" nor "fuzzy logic" are original to computer science.
--
Ed Milner Jr.
Home: emilner@bunt.com
"We are what we consistently do;
excellence, therefore, is not an act but a habit." Aristotle
______________________________________________________________________
