PARTIAL GUIDE TO CONTENTS OF
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/
(And some other things listed at the end)
Aaron Sloman
School of Computer Science, University of Birmingham, UK
Google Scholar
List of Publications
Installed: Feb 2009
Updated:
10 Nov 2009; ....
25 Jan 2013; 3 Feb 2013; ..... 31 Mar 2013; 4 Apr 2013; ..... 29 May 2013; 7 Jul
2013;
25 Sep 2013
This file is
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/AREADME.html
also available as
http://tinyurl.com/CogMisc/AREADME.html
and PDF:
http://www.cs.bham.ac.uk/research/projects/cogaff/misc/AREADME.pdf
http://tinyurl.com/CogMisc/AREADME.PDF
Part of
The CogAff (Cognition and Affect) Web site.
Most of the contents are html files. Some are PDF and some plain
text (.txt).
(This list will be extended and reorganised from time to time.)
The programme emphasised the human/non-human distinction. But there is a deeper more
general distinction that helps us understand some of the most important
human/non-human differences.
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I think that's a step in the right direction, but the step is much too short. I'll offer
an alternative idea as background to the discussion of geometrical and other forms of
mathematical and proto-mathematical reasoning capabilities in other documents.
Human mathematics is rooted in biological phenomena, concerned with a huge
variety of different "domains" and grown in stages, initially mainly by natural
selection, then later repeatedly extended through processes of learning, development,
and social/cultural change, possibly with further evolutionary development -- all
used to address increasingly complex challenges and opportunities presented by the
physical world and its occupants, living and non-living, along with new challenges
and opportunities continually presented by results of earlier evolutionary
developments that have provided new sensors, new manipulators, new
information-processing capabilities, new problems of learning and control, and new
forms of mathematics implicit in the information-processing strategies.
Neither the domains nor the detailed mathematical facts about the domains are created
by evolution or by humans who discover and use them, though evolution creates many
new instances of increasingly complex mathematical domains, as do humans and some
other animals -- e.g. spiders building webs that conform to certain species specific
patterns. But creating instances, need not involve understanding.
Theorems About Triangles, and Implications for Biological Evolution
and AI
The Median Stretch, Side Stretch, Triangle Sum, and Triangle Area Theorems
(Old and new proofs.)
Incomplete discussion of various theorems relating to triangles, especially
theorems requiring mechanisms not yet in AI systems and the resources required
for discovering and proving them. Introduces the distinction between online and
offline intelligence, and relationships to competences concerning affordances,
found in pre-verbal humans (toddlers) and several non-human species. How did the
ability to discover theorems in euclidean geometry arise from previously evolved
competences? The pervasive biological relevance of spatial reasoning, with and
without use of metrics for length, area, etc.
Including:
Other discussions relevant to mathematics and mathematical discovery
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Autistic Information Processing
Steps toward a generative theory of information-processing abnormalities.
Research involving creation of new useful information-processing systems
The creation and evaluation of tools, formalisms and techniques to support all these activities.
Research on social and economic issues
Maintained by
Aaron Sloman
School of Computer Science
The University of Birmingham