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Universal Learner as an EmbryoUniversal Learner as an Embryo … · 2007-11-18 · Universal...
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Universal Learner as an EmbryoUniversal Learner as an Embryo of Computational ConsciousnessAlexei V. SamsonovichKrasnow Institute for Advanced Study George Mason UniversityStudy, George Mason University4400 University Drive MS 2A1, Fairfax, VA [email protected]
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Computational consciousness1
• can be defined as a fully functional computer-based implementation of features and principles that constitute the essence of human consciousness as we know it
bj ti l i l disubjectively, including ▫ the self and its basic mental states, ▫ awareness of self and understanding of other minds,▫ mechanisms of voluntary actionmechanisms of voluntary action, ▫ the four kinds of memory (working, semantic, episodic and
procedural), ▫ commonsense knowledge and the general ability to learn,
t f l d l▫ a system of values and goals, ▫ self-awareness and self-consistency over time, all integrated in one embodied cognitive architecture.
1This consideration is based on a functionalist approach. The problem of subjective experiences is addressed in Appendix.
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A universal learner considered hereA universal learner considered here • is a cognitive agent (an electronic student) that can
i bit k l d f itacquire arbitrary new knowledge from its own experience with the help of an instructor.
• The agent should be able to use acquired knowledge in g q gfurther learning, with no a priori limitations on its bootstrapped cognitive growth abilities.
• The hypothesis is that there is a ‘critical mass’: i e a• The hypothesis is that there is a critical mass : i.e., a minimal, relatively small set of cognitive abilities that, when implemented in the agent, together enable
li i d lf i d i i h f hunlimited, self-sustained cognitive growth of the agent.• The path from a core cognitive architecture to a
computational consciousness does not require acomputational consciousness does not require a programmer intervention in the middle. In this sense, computational consciousness is emergent. 3
The path implies a learning environment and a curriculum for the agent to study. Snapshots below show a high-school physics Microworld with a Harry-Potter-style interface. The task is to solve the pulley problem.
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Another scenario of bootstrapped learning / cognitive growth(th l i t d li th b t R f C)(the goal is to deliver the box to Roof C)
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The core cognitive architecture is theThe core cognitive architecture is the starting point for the cognitive growth
• The architecture has eight components (Fig. 1)
• Internal representations are schemas (Fig.2 A,B) that fill
tisemantic memory
• Instances of schemas are grouped into mental states ingrouped into mental states in working and episodic memory systems (Fig. 2 D) Figure 1
• Memories are indexed by the cognitive map (Fig. 2 C)
g
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Figure 2 Building blocks of the architectureFigure 2. Building blocks of the architecture.
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A
B
C
Figure 3. Snapshots of GMU BICA dynamics. A: Indoor virtual environment in which the robot (red dot) performs spatial learning and an object search tasks. B: Dynamics of the cognitive map. C: A snapshot of semantic, working and input-output memories of the agent.
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Architecture dynamics in imaginary situationsArchitecture dynamics in imaginary situations
D E
D: A theoretical snapshot of the architecture engaged in sensory perception with shared attention E: a snapshot of a virtual environment and architecture components in a socialattention. E: a snapshot of a virtual environment and architecture components in a social interaction paradigm in virtual urban settings.
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I l t ti f th S lf i tImplementation of the Self in our system means implementation of the following building blocks:
• Axioms of the Self (Samsonovich & Nadel, 2005):▫ beliefs implemented as semantic constraints on
all possible representations in the system• A mental state:
▫ is a set of instances of schemas attributed to one instance of a Self (one moment of time, one mental perspective) labeled I-Now, I-Next, etc.
• Mental state lattice:▫ is a system of mental states that co-exist in
working memory• Working scenario:
▫ is the evolving main sequence of mental states
-“I exist”
-“I experience”
-“I control my body” g q(the stream of consciousness)
• Working and episodic memories:▫ present, past and imaginary experiences of the
Self
- I control my body
-“I own my memory”
-“I am consistent with • Cognitive map, serving as:
▫ a system of values, a model of emotional qualia, an index of contexts and concepts, and more
myself over time”
-“I am self-aware” 10
Conclusions:
• A functional human-like computational consciousness can be achieved via guided gbootstrapped cognitive growth in a microworld.
• The starting point for this cognitive growth is a core cognitive architecture incorporating a ‘critical mass’ of the key features of the human
i d i l di th ti f th S lfmind, including the notion of the Self.• A criterion for a genuine consciousness in a
cognitive system is possible based on the newcognitive system is possible based on the new science of subjective experiences (Appendix).
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Appendix: The (“Hard”) problemAppendix: The ( Hard ) problemof consciousness does make sense:• Our attribution of subjective experiences to people based
on observations and physical measurements is arbitrary d bj i I i i l h i l iand subjective. In principle, their actual experiences
could be different, or not present, or present in 50% of all cases, etc., with no consequences for any physical q y p ymeasurement or behavioral observation.
• Therefore, questions “how does an object (e.g., a brain) look to a researcher” and “how does it feel itself” are inlook to a researcher and how does it feel itself are in principle not reducible to each other.
• The phrase “brain produces experiences” sounds empty, because we cannot identify the mechanism of production.
• Subjective experience is not a subject of natural science. 12
The (“Hard”) problem ofThe ( Hard ) problem of consciousness is solvable:• Empirical science accepts for granted that there are
material objects and phenomena, because this beliefgives us an account of our experiences of the world.▫ Then it appears that those experiences provide us with a
means of observation that allow us to develop naturalmeans of observation that allow us to develop natural science using experiments, logic and parsimony.
• In exact analogy, future science will accept that there are (irreducible) subjective experiences because this belief(irreducible) subjective experiences, because this beliefgives us an account of our experiences of experiences.▫ Then it appears that those experiences provide us with a
means of observation that allow us to develop natural science using experiments, logic and parsimony. 13
This logic opens a computationalThis logic opens a computational cognitive science perspective on h bl f ithe problem of consciousness
• One critical technical issue is the metric system for subjective experiences:▫ here we can use a semantic cognitive map derived
from natural language (Samsonovich & Ascoli 2007)from natural language (Samsonovich & Ascoli, 2007).• Another critical technical issue is a measuring device for
subjective experiences.▫ This device should be itself subjective: one can think of
it as an introspection technique built by training in the researcher’s mind.researcher s mind.
• The same approach can be used for future robots and will serve as a criterion for human-like consciousness. 14
Acknowledgmentsg• I am grateful to the members of our GMU BICA team: Dr. Kenneth
A .De Jong, Dr. Giorgio A. Ascoli, Mr. Mark A. Coletti, Mr. Robert Lakatos and Mr. Deepankar Sharma.
• I am grateful to colleagues from the College of Education and Human Development at George Mason University: Drs. Nada
bb h i i lbfl i h d iDabbagh, Anastasia Kitsantas, M. Layne Kalbfleisch, and Erin E. Peters, who helped me to design scenarios of using the GMU BICA architecture in authentic educational settings.Th k i i i ll d b DARPA IPTO BICA G “A• The work was initially supported by a DARPA IPTO BICA Grant “An Integrated Self-Aware Cognitive Architecture”.
• I am grateful to Dr. Kenneth A. De Jong for suggestions how to i th t ti th t h ld b f ll i l t dimprove the presentation that should be fully implemented elsewhere.
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