Zeno machines and hypercomputation

This paper reviews the Church-Turing Thesis (or rather, theses) with reference to their origin and application and considers some models of "hypercomputation", concentrating on perhaps the most straight-forward option: Zeno machines (Turing machines with accelerating clock). The halting problem is briefly discussed in a general context and the suggestion that it is an inevitable companion of any reasonable computational model is emphasised. It is hinted that claims to have "broken the Turing barrier" could be toned down and that the important and well-founded role of Turing computability in the mathematical sciences stands unchallenged.Comment: 11 pages. First submitted in December 2004, substantially revised in July and in November 2005. To appear in Theoretical Computer Scienc

On the possible Computational Power of the Human Mind

The aim of this paper is to address the question: Can an artificial neural network (ANN) model be used as a possible characterization of the power of the human mind? We will discuss what might be the relationship between such a model and its natural counterpart. A possible characterization of the different power capabilities of the mind is suggested in terms of the information contained (in its computational complexity) or achievable by it. Such characterization takes advantage of recent results based on natural neural networks (NNN) and the computational power of arbitrary artificial neural networks (ANN). The possible acceptance of neural networks as the model of the human mind's operation makes the aforementioned quite relevant.Comment: Complexity, Science and Society Conference, 2005, University of Liverpool, UK. 23 page

A Framework for Complexity Classes in Membrane Computing

The purpose of the present work is to give a general idea about the existing results and open problems concerning the study of complexity classes within the membrane computing framework. To this aim, membrane systems (seen as computing devices) are briefly introduced, providing the basic definition and summarizing the key ideas, trying to cover the various approaches that are under investigation in this area – of course, special attention is paid to the study of complexity classes. The paper concludes with some final remarks that hint the reasons why this field (as well as other unconventional models of computation) is attracting the attention of a growing community.Ministerio de Educación y Ciencia TIN2005-09345-C04-01Junta de Andalucía TIC-58

A Survey on Continuous Time Computations

We provide an overview of theories of continuous time computation. These theories allow us to understand both the hardness of questions related to continuous time dynamical systems and the computational power of continuous time analog models. We survey the existing models, summarizing results, and point to relevant references in the literature

Nature as a Network of Morphological Infocomputational Processes for Cognitive Agents

This paper presents a view of nature as a network of infocomputational agents organized in a dynamical hierarchy of levels. It provides a framework for unification of currently disparate understandings of natural, formal, technical, behavioral and social phenomena based on information as a structure, differences in one system that cause the differences in another system, and computation as its dynamics, i.e. physical process of morphological change in the informational structure. We address some of the frequent misunderstandings regarding the natural/morphological computational models and their relationships to physical systems, especially cognitive systems such as living beings. Natural morphological infocomputation as a conceptual framework necessitates generalization of models of computation beyond the traditional Turing machine model presenting symbol manipulation, and requires agent-based concurrent resource-sensitive models of computation in order to be able to cover the whole range of phenomena from physics to cognition. The central role of agency, particularly material vs. cognitive agency is highlighted

Comparative analysis of knowledge representation and reasoning requirements across a range of life sciences textbooks.

BackgroundUsing knowledge representation for biomedical projects is now commonplace. In previous work, we represented the knowledge found in a college-level biology textbook in a fashion useful for answering questions. We showed that embedding the knowledge representation and question-answering abilities in an electronic textbook helped to engage student interest and improve learning. A natural question that arises from this success, and this paper's primary focus, is whether a similar approach is applicable across a range of life science textbooks. To answer that question, we considered four different textbooks, ranging from a below-introductory college biology text to an advanced, graduate-level neuroscience textbook. For these textbooks, we investigated the following questions: (1) To what extent is knowledge shared between the different textbooks? (2) To what extent can the same upper ontology be used to represent the knowledge found in different textbooks? (3) To what extent can the questions of interest for a range of textbooks be answered by using the same reasoning mechanisms?ResultsOur existing modeling and reasoning methods apply especially well both to a textbook that is comparable in level to the text studied in our previous work (i.e., an introductory-level text) and to a textbook at a lower level, suggesting potential for a high degree of portability. Even for the overlapping knowledge found across the textbooks, the level of detail covered in each textbook was different, which requires that the representations must be customized for each textbook. We also found that for advanced textbooks, representing models and scientific reasoning processes was particularly important.ConclusionsWith some additional work, our representation methodology would be applicable to a range of textbooks. The requirements for knowledge representation are common across textbooks, suggesting that a shared semantic infrastructure for the life sciences is feasible. Because our representation overlaps heavily with those already being used for biomedical ontologies, this work suggests a natural pathway to include such representations as part of the life sciences curriculum at different grade levels