EDU510 – Week 1

Unit 1.2 DB – Cognitive Sciences and AI

I wanted to share a video in regards to cognitive science that I felt was interesting and coincides to what we are learning. The mind is very interesting.

 

  • Based on your readings on artificial intelligence, which aspect of human thinking (knowing what you know today) do you believe would be the most difficult for computers to perform or model? Why do you believe this aspect would be the most difficult?
  • Based on your readings on andragogy and pedagogy, do you think this aspect of human thinking would differ for a child and an adult? Why or why not?

Good afternoon professor and class. When I read the first question, I had to read it over and over again. I feel that computers would have a hard time expressing emotions, feelings and the need for things such as Physiological needs, security needs, social needs, esteem needs, and self actualization needs (basic needs as per Maslow’s hierarchy).

Reference: Cherry, K. (n.d.). Maslow’s Hierarchy of Needs: What Motivates Behavior? Retrieved March 09, 2016, from http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm

Then again, there are games that mimic the emotions of humans such as Simulation gaming. As I read more, I watched the virtual assistant Denise 1.0, and these virtual applications do not have a palate nor do they understand repugnance.

I wanted to share some information that I was reading in regards to our topic this week.

“Computers are undergoing a profound mutation at the moment. Neuromorphic chips have been designed on the way the human brain works, modeling the massively parallel neurological processes using artificial neural networks. This will enable computers to process sensory information like vision and audition much more like animals do. Considerable research is currently devoted to create a functional computer simulation of the whole human brain. The Human Brain Project is aiming to achieve this for 2016.

There is an important distinction to be made from the onset between an AI residing solely inside a computer with no sensor at all, and an AI that is equipped with a robotic body and sensors. A computer alone would have a range of emotions far more limited as it wouldn’t be able to physically interact with its environment. The more sensory feedback a machine could receive, the wide the range of feelings and emotions it will be able to experience. But, as we will see, there will always be fundamental differences between the type of sensory feedback that a biological body and a machine can receive.” (Hay, M. (2014). Could a machine or an AI ever feel human-like emotions ? – h Media. Retrieved March 09, 2016, from http://hplusmagazine.com/2014/04/29/could-a-machine-or-an-ai-ever-feel-human-like-emotions/ ).

Reference: http://hplusmagazine.com/2014/04/29/could-a-machine-or-an-ai-ever-feel-human-like-emotions/

Professor and class, the second question is interesting. I say this because, when I look back to how I was a child and look at my children for example, my children have learned faster than I understood was going on. I truly feel that it is up to the parents of the children and what they expect their children to learn. If you talk to a child like a baby, then he will embrace what a baby is. If you talk to a child as you would an adult, I feel that a child’s mind and speech develops that more rapidly then a child who is being coddled by his parents. I do feel that children are definitely smarter today then they were yesterday.

Professor, I feel that a child’s mind is not fully developed to apply critical reasoning at birth, as an adult who has learned from schooling and experiences (mistakes) can now apply the concepts of critical reasoning in conjunction with analytics.

A child does not understand what critical reasoning or analytics is.

    1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being
    2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.
    3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
    4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.
    5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).

“Each of these (above) assertions and the claims of difference between andragogy and pedagogy are the subject of considerable debate. Useful critiques of the notion can be found in Davenport (1993) Jarvis (1977a) Tennant (1996) (see below). Here I want to make some general comments about Knowles’ approach.” (Andragogy: What is it and does it help thinking about adult learning? (2013). Retrieved March 09, 2016, from http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/infed is a not-for-profit site provided by the YMCA George Williams College).

Reference: http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/

I was reading something interesting and I wanted to share with the class as I felt it coincided with this weeks topics.

Mind as Adult, Brain as Child: How to Develop Intelligence – http://goodlifezen.com/mind-as-adult-brain-as-child/

When it comes to andragogy and pedagogy, I feel that understanding why and being able to defend the why is what separates children from adults as in Socratic questioning.

 

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