Mental Experience and the Turing Test: This Double Face Is the Face of Mathematics
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Socratic Club Speakers and Dates from the Marion E. Wade Center
Socratic Club Speakers and Dates - To Accompany the Stella Aldwinckle Papers Marion E. Wade Center, Wheaton College, Wheaton, IL Name(s) Lecture Title Date Notes Prof. Krner Science and Moral Responsibility ? Dr. Mason, Prof. Demant Marxian View of Religion ? Won't Mankind outgrow Christianity in R.E. Havard, M.D. the face of the advance of science January 26, 1942 and of modern ideologies? In Socratic Dr. William Stevenson Is God a wish-fulfilment? February 2, 1942 Digest Was Christ really any more than a Stella Aldwinckle, M.A. February 9, 1942 great teacher and prophet? W. B. Merchant, M.A. and C.S. Lewis, Scepticism and Faith. February 16, 1942 M.A. Is Christianity obscurantism hindering Lord Elton February 23, 1942 social progress? Are there any valid objections to free- In Socratic Charles Williams March 2, 1942 love? Digest Dr. L. W. Grensted Is prayer auto-suggestion? March 9, 1942 Some ambiguities in the use of the D. M. MacKinnon, M.A. April 29, 1942 word 'rational.' Is it rational to believe in a 'personal' Prof. W. G. De Burgh God? (postponed until May 27 due to May 6, 1942 illness of the speaker) Rev. A. M. Farrer and Prof. R. Eisler Did Christ rise from the dead? May 13, 1942 Can science render religion In Socratic Prof. H. A. Hodges May 20, 1942 unnecessary? Digest Is it rational to believe in a 'personal' Prof. W.G. De Burgh May 27, 1942 God? Has man a special place in the Dr. R. W. Kosterlitz June 3, 1942 universe? In Socratic Mr. -
Much Has Been Written About the Turing Test in the Last Few Years, Some of It
1 Much has been written about the Turing Test in the last few years, some of it preposterously off the mark. People typically mis-imagine the test by orders of magnitude. This essay is an antidote, a prosthesis for the imagination, showing how huge the task posed by the Turing Test is, and hence how unlikely it is that any computer will ever pass it. It does not go far enough in the imagination-enhancement department, however, and I have updated the essay with a new postscript. Can Machines Think?1 Can machines think? This has been a conundrum for philosophers for years, but in their fascination with the pure conceptual issues they have for the most part overlooked the real social importance of the answer. It is of more than academic importance that we learn to think clearly about the actual cognitive powers of computers, for they are now being introduced into a variety of sensitive social roles, where their powers will be put to the ultimate test: In a wide variety of areas, we are on the verge of making ourselves dependent upon their cognitive powers. The cost of overestimating them could be enormous. One of the principal inventors of the computer was the great 1 Originally appeared in Shafto, M., ed., How We Know (San Francisco: Harper & Row, 1985). 2 British mathematician Alan Turing. It was he who first figured out, in highly abstract terms, how to design a programmable computing device--what we not call a universal Turing machine. All programmable computers in use today are in essence Turing machines. -
Turing Test Does Not Work in Theory but in Practice
Int'l Conf. Artificial Intelligence | ICAI'15 | 433 Turing test does not work in theory but in practice Pertti Saariluoma1 and Matthias Rauterberg2 1Information Technology, University of Jyväskylä, Jyväskylä, Finland 2Industrial Design, Eindhoven University of Technology, Eindhoven, The Netherlands Abstract - The Turing test is considered one of the most im- Essentially, the Turing test is an imitation game. Like any portant thought experiments in the history of AI. It is argued good experiment, it has two conditions. In the case of control that the test shows how people think like computers, but is this conditions, it is assumed that there is an opaque screen. On actually true? In this paper, we discuss an entirely new per- one side of the screen is an interrogator whose task is to ask spective. Scientific languages have their foundational limita- questions and assess the nature of the answers. On the other tions, for example, in their power of expression. It is thus pos- side, there are two people, A and B. The task of A and B is to sible to discuss the limitations of formal concepts and theory answer the questions, and the task of the interrogator is to languages. In order to represent real world phenomena in guess who has given the answer. In the case of experimental formal concepts, formal symbols must be given semantics and conditions, B is replaced by a machine (computer) and again, information contents; that is, they must be given an interpreta- the interrogator must decide whether it was the human or the tion. They key argument is that it is not possible to express machine who answered the questions. -
THE TURING TEST RELIES on a MISTAKE ABOUT the BRAIN For
THE TURING TEST RELIES ON A MISTAKE ABOUT THE BRAIN K. L. KIRKPATRICK Abstract. There has been a long controversy about how to define and study intel- ligence in machines and whether machine intelligence is possible. In fact, both the Turing Test and the most important objection to it (called variously the Shannon- McCarthy, Blockhead, and Chinese Room arguments) are based on a mistake that Turing made about the brain in his 1948 paper \Intelligent Machinery," a paper that he never published but whose main assumption got embedded in his famous 1950 paper and the celebrated Imitation Game. In this paper I will show how the mistake is a false dichotomy and how it should be fixed, to provide a solid foundation for a new understanding of the brain and a new approach to artificial intelligence. In the process, I make an analogy between the brain and the ribosome, machines that translate information into action, and through this analogy I demonstrate how it is possible to go beyond the purely information-processing paradigm of computing and to derive meaning from syntax. For decades, the metaphor of the brain as an information processor has dominated both neuroscience and artificial intelligence research and allowed the fruitful appli- cations of Turing's computation theory and Shannon's information theory in both fields. But this metaphor may be leading us astray, because of its limitations and the deficiencies in our understanding of the brain and AI. In this paper I will present a new metaphor to consider, of the brain as both an information processor and a producer of physical effects. -
A Simplified Version of Gödel's Theorem Michael Redhead
A Simplified Version of Gödel’s Theorem Michael Redhead “Isn’t it a bad thing to be deceived about the truth and a good thing to know what the truth is?” Plato Abstract The Lucas - Penrose argument is considered. As a special case we consider sorites arithmetic and explain how the argument actually works. A comparison with Gödel’s own treatment is made. Truth is valuable. But certifiable truth is hard to come by! The Case of Mathematics Does truth equate with proof? No: Gödel showed famously that truth outruns proof, even in the case of the natural numbers 0, 1, 2, 3, … The Lucas-Penrose argument The argument that ascertainable truth outruns proof in mathematics has been used by John Lucas and Roger Penrose to claim that human minds can do things which computers can’t do, and hence that minds can’t be (digital) machines. Quote from Lucas and myself: We are dealing with a different style of reasoning… an informal semantics concerned with truth rather than proof. Sceptics deny that we have such a concept of truth. We cannot prove to them that we have… (but) we have many intimations of truth, not all of which can be articulated as proofs. Sorites arithmetic This is the sort of arithmetic you learnt at school. The basic operation is moving from one number to the next along the number line and repeating the operation a finite number of times. Addition and multiplication are defined recursively in the usual way. So, addition is effectively reduced to adding one and one and one… repeatedly, and multiplication is repeated addition. -
Blackwell Guide to the Philosophy of Religion Blackwell Philosophy Guides Series Editor: Steven M
The Blackwell Guide to the Philosophy of Religion Blackwell Philosophy Guides Series Editor: Steven M. Cahn, City University of New York Graduate School Written by an international assembly of distinguished philosophers, the Blackwell Philosophy Guides create a groundbreaking student resource – a complete critical survey of the central themes and issues of philosophy today. Focusing and advancing key arguments throughout, each essay incorporates essential background material serving to clarify the history and logic of the relevant topic. Accordingly, these volumes will be a valuable resource for a broad range of students and readers, including professional philosophers. 1 The Blackwell Guide to EPISTEMOLOGY Edited by John Greco and Ernest Sosa 2 The Blackwell Guide to ETHICAL THEORY Edited by Hugh LaFollette 3 The Blackwell Guide to the MODERN PHILOSOPHERS Edited by Steven M. Emmanuel 4 The Blackwell Guide to PHILOSOPHICAL LOGIC Edited by Lou Goble 5 The Blackwell Guide to SOCIAL AND POLITICAL PHILOSOPHY Edited by Robert L. Simon 6 The Blackwell Guide to BUSINESS ETHICS Edited by Norman E. Bowie 7 The Blackwell Guide to the PHILOSOPHY OF SCIENCE Edited by Peter Machamer and Michael Silberstein 8 The Blackwell Guide to METAPHYSICS Edited by Richard M. Gale 9 The Blackwell Guide to the PHILOSOPHY OF EDUCATION Edited by Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish 10 The Blackwell Guide to PHILOSOPHY OF MIND Edited by Stephen P. Stich and Ted A. Warfield 11 The Blackwell Guide to the PHILOSOPHY OF THE SOCIAL SCIENCES Edited by Stephen P. Turner and Paul A. Roth 12 The Blackwell Guide to CONTINENTAL PHILOSOPHY Edited by Robert C. -
B Academy Review
The British Academy THE NATIONAL ACADEMY FOR THE HUMANITIES AND SOCIAL SCIENCES REVIEW July – December 2000 The British Academy 10 Carlton House Terrace, London SW1Y 5AH Telephone:020 7969 5200 Fax: 020 7969 5300 Email: [email protected] Web site: www.britac.ac.uk © The British Academy 2001 Some contents of the Review may also be found in electronic form on the Academy’s web site at www.britac.ac.uk Cover illustration: ??????? iii Foreword The British Academy publishes a regular account of its activities by means of its biannual Review. Some readers may be unfamiliar with what the Academy is and what it does.The following pages seek to give a flavour of the variety of Academy activities, which range across a broad spectrum of scholarly endeavour both within the UK and on the international stage. First and foremost, the Academy is a Fellowship of scholars, elected for outstanding academic achievement in one or more of the disciplines of the humanities and social sciences. The active participation of these Fellows enables the Academy to conduct a wide variety of activities to support academic research, to stimulate scholarly debate and to promote the role of the humanities and social sciences to a wider audience. The activities undertaken by the Academy include the organisation of lectures and conferences, the sponsoring of major infrastructural projects that are adopted as Academy Research Projects, running a flourishing publications programme, facilitating international networks, and allocating research awards.This Review contains a section on each of the major areas of the Academy’s work. As well as material customarily to be found in a formal Annual Report, extracts from lectures and publications and specially commissioned articles are included that seek to offer an insight into the variety of academic endeavour promoted by the Academy. -
Gödelian Arguments Against AI
Gödelian arguments against AI Master’s Thesis ARTIFICIAL INTELLIGENCE Department of Information and Computing Sciences Faculty of Science Utrecht University Author: Jesús Rodríguez Pérez Supervisor: Dr. Gerard Vreeswijk Second reviewer: Prof. Dr. Albert Visser 2015 ii Acknowledgements I would like to thank my supervisor Dr. Gerard Vreeswijk for his guidance and support in this project; for pointing to multiple suggestions and possible improvements regarding not only the content of this thesis, and in particular technical inaccuracies, but most valuably its form and discursive structure. His personal guidance on writing argumentative essays have proved to be a valuable source. I am also indebted to Prof. Dr. Albert Visser for proofreading this text and providing useful feedback in the form of sticky notes. I hope this work reflects the advice that in such respect I received from him. Last, but not least, a word of gratitude goes to my sisters and parents, for the contin- uous loving support they demonstrated me along the way. Without their everyday words of encouragement this thesis would not have come about in its current shape. iii Contents I Predicate logic, axiomatic systems and Gödel’s theorems 4 1 Preliminaries 5 2 The undecidability results 9 2.1 Generalization and acceptance . 10 3 An informal exposition of the proof 15 II The Gödelian arguments and learning systems 21 4 The arguments against Computationalism 22 4.1 Lucas’ argument . 23 4.2 Goedel’s argument . 27 4.3 The counter-argument from the standpoint of mathematical cognition -
The Turing Test and Other Design Detection Methodologies∗
Detecting Intelligence: The Turing Test and Other Design Detection Methodologies∗ George D. Montanez˜ 1 1Machine Learning Department, Carnegie Mellon University, Pittsburgh PA, USA [email protected] Keywords: Turing Test, Design Detection, Intelligent Agents Abstract: “Can machines think?” When faced with this “meaningless” question, Alan Turing suggested we ask a dif- ferent, more precise question: can a machine reliably fool a human interviewer into believing the machine is human? To answer this question, Turing outlined what came to be known as the Turing Test for artificial intel- ligence, namely, an imitation game where machines and humans interacted from remote locations and human judges had to distinguish between the human and machine participants. According to the test, machines that consistently fool human judges are to be viewed as intelligent. While popular culture champions the Turing Test as a scientific procedure for detecting artificial intelligence, doing so raises significant issues. First, a simple argument establishes the equivalence of the Turing Test to intelligent design methodology in several fundamental respects. Constructed with similar goals, shared assumptions and identical observational models, both projects attempt to detect intelligent agents through the examination of generated artifacts of uncertain origin. Second, if the Turing Test rests on scientifically defensible assumptions then design inferences become possible and cannot, in general, be wholly unscientific. Third, if passing the Turing Test reliably indicates intelligence, this implies the likely existence of a designing intelligence in nature. 1 THE IMITATION GAME gin et al., 2003), this paper presents a novel critique of the Turing Test in the spirit of a reductio ad ab- In his seminal paper on artificial intelligence (Tur- surdum. -
BASIL MITCHELL Basil George Mitchell 1917–2011
BASIL MITCHELL Basil George Mitchell 1917–2011 Career Outline ALTHOUGH BASIL MITCHELL was eventually to make his reputation as a philosopher of religion, his first interests suggested a somewhat different trajectory, perhaps in comparative religion. Born on 9 April 1917 to middle class parents in Bath (his father was a quantity surveyor), it was while living in Southampton that his mother became permanently confined to bed as a result of severe rheumatoid arthritis and remained there for the last twenty years of her life (1928–47). Although Basil was confirmed in the Church of England, his parents’ search for some relief for his mother’s condition led him along with the rest of his family to attend Sufi services of universal worship that included extracts from the sacred texts of all the major religions. Indeed, that search included taking his mother in 1938 to the Paris headquarters of Hazrat Inayat Khan who had brought this par ticular version of Sufism from India. Although Basil’s decision to read Greats at The Queen’s College, Oxford was quite conventional, it is signifi cant that he confesses to not finding the way philosophy was then taught particularly interesting and that the real satisfaction of his desires came when he was awarded a scholarship to study Indian philosophy under Radhakrishnan, then a professor at Oxford, and began to learn Sanskrit.1 1 Further details are available in Basil’s autobiography, B. G. Mitchell, Looking Back: on Faith, Philosophy and Friends in Oxford (Durham, 2009), and, more briefly, in ‘War and friendship’, in K. -
A Review on Neural Turing Machine
A review on Neural Turing Machine Soroor Malekmohammadi Faradounbeh, Faramarz Safi-Esfahani Faculty of Computer Engineering, Najafabad Branch, Islamic Azad University, Najafabad, Iran. Big Data Research Center, Najafabad Branch, Islamic Azad University, Najafabad, Iran. [email protected], [email protected] Abstract— one of the major objectives of Artificial Intelligence is to design learning algorithms that are executed on a general purposes computational machines such as human brain. Neural Turing Machine (NTM) is a step towards realizing such a computational machine. The attempt is made here to run a systematic review on Neural Turing Machine. First, the mind-map and taxonomy of machine learning, neural networks, and Turing machine are introduced. Next, NTM is inspected in terms of concepts, structure, variety of versions, implemented tasks, comparisons, etc. Finally, the paper discusses on issues and ends up with several future works. Keywords— NTM, Deep Learning, Machine Learning, Turing machine, Neural Networks 1 INTRODUCTION The Artificial Intelligence (AI) seeks to construct real intelligent machines. The neural networks constitute a small portion of AI, thus the human brain should be named as a Biological Neural Network (BNN). Brain is a very complicated non-linear and parallel computer [1]. The almost relatively new neural learning technology in AI named ‘Deep Learning’ that consists of multi-layer neural networks learning techniques. Deep Learning provides a computerized system to observe the abstract pattern similar to that of human brain, while providing the means to resolve cognitive problems. As to the development of deep learning, recently there exist many effective methods for multi-layer neural network training such as Recurrent Neural Network (RNN)[2]. -
The Future Just Arrived
BLOG The Future Just Arrived Brad Neuman, CFA Senior Vice President Director of Market Strategy What if a computer were actually smart? You wouldn’t purpose natural language processing model. The have to be an expert in a particular application to interface is “text-in, text-out” that goal. but while the interact with it – you could just talk to it. You wouldn’t input is ordinary English language instructions, the need an advanced degree to train it to do something output text can be anything from prose to computer specific - it would just know how to complete a broad code to poetry. In fact, with simple commands, the range of tasks. program can create an entire webpage, generate a household income statement and balance sheet from a For example, how would you create the following digital description of your financial activities, create a cooking image or “button” in a traditional computer program? recipe, translate legalese into plain English, or even write an essay on the evolution of the economy that this strategist fears could put him out of a job! Indeed, if you talk with the program, you may even believe it is human. But can GPT-3 pass the Turing test, which assesses a machine’s ability to exhibit human-level intelligence. The answer: GPT-3 puts us a lot closer to that goal. I have no idea because I can’t code. But a new Data is the Fuel computer program (called GPT-3) is so smart that all you have to do is ask it in plain English to generate “a The technology behind this mind-blowing program has button that looks like a watermelon.” The computer then its roots in a neural network, deep learning architecture i generates the following code: introduced by Google in 2017.