Why AM an EUISKO appear to work.
Artificial Intelligence
The emperor's new mind: concerning computers, minds, and the laws of physics
The emperor's new mind: concerning computers, minds, and the laws of physics
On designing a visual system# (towards a Gibsonian computational model of vision)
Journal of Experimental & Theoretical Artificial Intelligence
A Computer Model of Skill Acquisition
A Computer Model of Skill Acquisition
Diagrammatic Reasoning: Cognitive and Computational Perspectives
Diagrammatic Reasoning: Cognitive and Computational Perspectives
Interacting Trajectories in Design Space and Niche Space: A Philosopher Speculates About Evolution
PPSN VI Proceedings of the 6th International Conference on Parallel Problem Solving from Nature
IJCAI'71 Proceedings of the 2nd international joint conference on Artificial intelligence
The altricial-precocial spectrum for robots
IJCAI'05 Proceedings of the 19th international joint conference on Artificial intelligence
Creating Brain-Like Intelligence
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A child, or young human-like robot of the future, needs to develop an information-processing architecture, forms of representation, and mechanisms to support perceiving, manipulating, and thinking about the world, especially perceiving and thinking about actual and possible structures and processes in a 3-D environment. The mechanisms for extending those representations and mechanisms, are also the core mechanisms required for developing mathematical competences, especially geometric and topological reasoning competences. Understanding both the natural processes and the requirements for future human-like robots requires AI designers to develop new forms of representation and mechanisms for geometric and topological reasoning to explain a child's (or robot's) development of understanding of affordances, and the proto-affordances that underlie them. A suitable multi-functional self-extending architecture will enable those competences to be developed. Within such a machine, human-like mathematical learning will be possible. It is argued that this can support Kant's philosophy of mathematics, as against Humean philosophies. It also exposes serious limitations in studies of mathematical development by psychologists.