15,502 research outputs found
Using an Adaptation of Piaget's Operative Logic of Classes for Analyzing Classification Systems
The main goal of this paper is to show a useful application of genetic psychology to artificial intelligence. It shows a way to interpret some concepts of classification structures by utilizing operative logic of classes defined by Jean PiageL This paper will show that classification systems can belong to one of three distinct stages: taxonomies, simple classifications and classifications with exceptions. Each of these stages will be analyzed through the same framework utilized by Piaget for analyzing human knowledge
Structures, inner values, hierarchies and stages: essentials for developmental robot architectures
In this paper we try to locate the essential components needed for a developmental robot architecture. We take the vocabulary and the main concepts from Piagetâs genetic epistemology and Vygotskyâs activity theory. After proposing an outline for a general developmental architecture, we describe the architectures that we have been developing in the recent years - PetitagĂ© and Vygovorotsky. According to this outline, various contemporary works in autonomous agents can be classified, in an attempt to get a glimpse into the big picture and make the advances and open problems visible
Enaction-Based Artificial Intelligence: Toward Coevolution with Humans in the Loop
This article deals with the links between the enaction paradigm and
artificial intelligence. Enaction is considered a metaphor for artificial
intelligence, as a number of the notions which it deals with are deemed
incompatible with the phenomenal field of the virtual. After explaining this
stance, we shall review previous works regarding this issue in terms of
artifical life and robotics. We shall focus on the lack of recognition of
co-evolution at the heart of these approaches. We propose to explicitly
integrate the evolution of the environment into our approach in order to refine
the ontogenesis of the artificial system, and to compare it with the enaction
paradigm. The growing complexity of the ontogenetic mechanisms to be activated
can therefore be compensated by an interactive guidance system emanating from
the environment. This proposition does not however resolve that of the
relevance of the meaning created by the machine (sense-making). Such
reflections lead us to integrate human interaction into this environment in
order to construct relevant meaning in terms of participative artificial
intelligence. This raises a number of questions with regards to setting up an
enactive interaction. The article concludes by exploring a number of issues,
thereby enabling us to associate current approaches with the principles of
morphogenesis, guidance, the phenomenology of interactions and the use of
minimal enactive interfaces in setting up experiments which will deal with the
problem of artificial intelligence in a variety of enaction-based ways
The cognitive revolution in Europe: taking the developmental perspective seriously
We can do little but to share Millerâs view [1] that
cognitive psychology was born in the 1950s. However, his
article distorts the role of psychology in the birth of
cognitive science. On two occasions, Miller proposes that
psychology could not play a role in the cognitive revolution
because of its narrow focus on behaviorism
Interactivist approach to representation in epigenetic agents
Interactivism is a vast and rather ambitious philosophical
and theoretical system originally developed by Mark
Bickhard, which covers plethora of aspects related to
mind and person. Within interactivism, an agent is
regarded as an action system: an autonomous, self-organizing,
self-maintaining entity, which can exercise
actions and sense their effects in the environment it
inhabits. In this paper, we will argue that it is especially
suited for treatment of the problem of representation in
epigenetic agents. More precisely, we will elaborate on
process-based ontology for representations, and will
sketch a way of discussing about architectures for
epigenetic agents in a general manner
From conditioning to learning communities: Implications of fifty years of research in eâlearning interaction design
This paper will consider eâlearning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative eâlearning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and GagnĂ©), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and SeelyâBrown), socioâconstructivist (Vygotsky), socioâcultural (Nardi and Engestrom) and communityâbased (Wenger and Preece). Emerging from this review is the argument that effective eâlearning usually requires, or involves, highâquality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for eâlearning
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