Notes For a Joint Meeting of AINC in Computer Science with Developmental
Psychology Seminar
Aaron Sloman
School of Computer Science, University of Birmingham.
Last updated: 20 Feb 2011; 23 Feb 2011; 11 May 2011
Installed: 14 Feb 2011
Slides (PDF) for the presentation on this topic are now avaialable at http://www.cs.bham.ac.uk/research/projects/cogaff/talks/#talk90
It is not widely known that shortly before he died Jean Piaget and his collaborators produced a pair of books on Possibility and Necessity, exploring questions about how two linked sets of abilities develop:(a) The ability to think about how things might be, or might have been, different from the way they are.
(b) The ability to notice limitations on possibilities, i.e. what is necessary or impossible.The Books
I believe Piaget had deep insights into important problems for cognitive science that have largely gone unnoticed, and are also important for research on intelligent robotics, or more generally Artificial Intelligence (AI), as well as for studies of animal cognition and how various animal competences evolved and develop.
- Piaget, Jean, et al.,
Possibility and Necessity
Vol 1. The role of possibility in cognitive development,
University of Minnesota Press,
Tr. by Helga Feider from French in 1987, (Original 1981)
- Piaget, Jean, et al.,
Possibility and Necessity
Vol 2. The role of necessity in cognitive development,
U. of Minnesota Press,
Tr. by Helga Feider from French in 1987, (Original 1983)These are topics I have been working on and writing about for many years, e.g.
Necessary', 'A Priori' and 'Analytic', in Analysis vol 26, No 1, pp 12-16 1965.
http://www.cs.bham.ac.uk/research/projects/cogaff/07.html#701Interactions between philosophy and AI: The role of intuition and non-logical reasoning in intelligence,
in Proc 2nd IJCAI, 1971, London, pp. 209--226,
http://www.cs.bham.ac.uk/research/cogaff/04.html#200407Actual Possibilities, in Principles of Knowledge Representation and Reasoning: Proc. 5th Int. Conf. (KR `96),
Eds. L.C. Aiello and S.C. Shapiro, Boston, MA, 1996, pp. 627--638,
http://www.cs.bham.ac.uk/research/cogaff/96-99.html#15And more recent papers and presentations on varieties of affordance, perception of motion, reasoning with diagrams, toddler theorems, philosophy of mathematics, evolution of mathematics, etc.
These topics are relevant to understanding biological precursors to human mathematical competences and to resolving debates in philosophy of mathematics, e.g. between those who regard mathematical knowledge as purely analytic, or logical, and those who, like Immanuel Kant, regard it as being synthetic, i.e. saying something about reality, despite expressing necessary truths that cannot be established purely empirically, even though they may be initially discovered empirically (as happens in children).
It is not possible in one seminar to summarise either book, but I shall try to present an overview of some of the key themes and will discuss some of the experiments intended to probe concepts and competences relevant to understanding necessary connections.
(a) the relevance of Piaget's work to the problems of designing intelligent machines that learn the things humans learn.
(Most researchers in both Developmental Psychology and AI/Robotics have failed to notice or have ignored most of the problems Piaget identified.)(b) how a deep understanding of AI, and especially the variety of problems and techniques involved in producing machines that can learn and think about the problems Piaget explored, could have helped Piaget describe and study those problems with more clarity and depth, especially regarding the forms of representation required, the ontologies required, the information processing mechanisms required and the information processing architectures that can combine those mechanisms in a working system -- especially architectures that grow themselves.
That kind of computational or "design-based" understanding of the problems can lead to deeper clearer specifications of what it is that children are failing to grasp at various stages in the first decade of life, and what sorts of transitions can occur during the learning. I believe the problems, and the explanations, are far more complex than even Piaget thought.
The potential connection between his work and AI was appreciated by Piaget himself only very shortly before he died.
I now think that Piaget's experiments were important and based on some insights that are not widely shared, but that his theoretical framework for analysing and presenting the results is flawed because of his "Stage Theory" of development.In contrast, Annette Karmiloff-Smith's book Beyond Modularity misses out some of the important topics discussed by Piaget, but has a better theory of development (though still in need of refinement -- as she is aware).
I discuss Beyond Modularity informally in http://www.cs.bham.ac.uk/research/projects/cogaff/misc/beyond-modularity.html
See also these notes for a related talk to be presented at AGI 2011
3rd--6th August 2011Slides from previous related talks are available here.
For more information see presentations on "toddler theorems" and "Philosophy of mathematics" here:
http://www.cs.bham.ac.uk/research/projects/cogaff/talks/
Maintained by Aaron Sloman
School of Computer Science
The University of Birmingham