Accomplishing various tasks in the real world
This chapter will emphasize on tasks that the robot can
do in the real word, such as: writing essays, writing software programs,
playing videogames, giving speeches, having a conversation, and so forth.
But before I get into each task, I must explain the gradual forming of
intelligent pathways in memory. Intelligent pathways in memory go through a
bootstrapping process, whereby new data is built on top of old data. The
robot uses trial and error and school lessons to keep pathways that lead to
pleasure and forget pathways that lead to pain.
The search function to activate related element objects from a target
object can actually be learned. If the target objects were: cat and dog.
An element object activated might be: “cats don’t like dogs”. This fact is
a stereotype of the two target objects: cat and dog. Below are diagrams
showing target objects and their strongest element objects. Diagram E1 is a
paper that has writings on it, showing what the strongest stereotypes are to
the target objects. Diagram E2 is a spoken sentence that tells the robot
what the strongest stereotypes are to the target object. FIG. 46 just shows
the different medias that can be used to teach the robot what the strongest
element objects are to a target object.
In the future, when this pattern is formed and an
intelligent pathway is created, the robot might be able to modify connection
weights between the target object and its element objects. Intelligent
pathways might be able to change data in memory according to the diagrams in
FIG. 46. For example, in E1, the target object is artificial intelligence
and the stereotypes are element objects that have strong association with
the target object. What if the robot had only the first 3 element objects
stored in memory? Based on the pattern, the robot’s brain will add in the
last two element objects and store that in memory. Maybe the order of how
strong element objects are can be changed because of observing E1. The
robot might have neural network as the least strong element object. After
looking at E1, the robot’s brain made element object, neural network,
Diagrams E1 and E2 can also tell the pathways that when
the target object is identified by the robot, the stereotypes will activate
in this linear order. In the future, when the robot recognizes Chinese
people, stereotypes will activate such as: kung fu, fried rice, wok, and ni
The above method is important for my next lesson.
1. Writing a sentence (A1)
Teachers in the past has taught the robot simple things
like the ABCs, nouns, verbs, phrases, subjects, predicates, pronouns,
numbers, and so forth. The identification of sentences are also learned,
such as designating sentences into these categories: declarative, question,
exclamation, comment, etc.
The robot should know what objects are nouns, verbs,
and adjectives. Learning sentence structure is also vital. From this
point, the robot has intelligent pathways to construct sentences based on
its thoughts. The robot’s conscious will activate images, sounds or 5 sense
data and the robot has to translate these activated thoughts into
The translating of thought to sentences is actually
learned previously. A teacher will show a picture and it will describe the
picture using sentences. For example, a teacher will show a picture of a
person jumping over a table; and the teacher will ask the students what does
the picture mean? Either students or the teacher (or both) will give the
correct answer. The teacher will say: this picture is depicting “a person
jumping over a table”.
How does the last lesson relate to writing a sentence?
If the robot activated a picture of a person jumping over a desk, he has to
translate this image into a sentence. In order to do that, the previous
lesson on identifying objects and actions in an image will be used. The
robot will identify the scene as a person jumping over a desk.
FIG. 47 is a diagram depicting the process of
translating conscious thoughts into sentences. First the robot activates a
thought. These thoughts could be any 5 sense data: sight, sound, taste,
touch or smell. It could be a still picture or a movie sequence. An
intelligent pathway in memory will be used to identify objects, events or
actions in the still picture. A simple id would be to output words like:
person, jump, above desk. Next, another intelligent pathway will be used to
convert the words into meaningful grammar sentences. The robot knows that
the subject comes first and then the predicate. The subject will start with
a noun. Then, the predicate will include a verb that the noun belongs to
and the other noun that is being affected. At the end, the sentence: “the
person jumped over the desk” is constructed. The robot will use another
intelligent pathway to remember the sentence and, using his hand, to write
down the sentence on a paper.
Images and movie sequences convey a thousand words.
This is why the conscious activate images more than any of the other 4
senses. If a question is asked such as: “what color is a heart”, the robot
will activate an image of a heart and use an intelligent pathway to analyze
the color. The output is the color of the heart. If the robot was asked
another question such as: “what shape does a heart look like in a human
body?”, the robot will activate a heart from a human being, analyze the
image and output its shape. Thus, the image of a heart contains many data.
Using images to store data is better than using voice sequences. A voice
sequence is a sentence spoken by someone. “the color of a heart is red” is
one voice sequence. If we store all facts related to a heart using voice
sequences, it would overwhelm the robot’s memory. The image of a heart
contains many facts related to a heart.
2. Writing paragraphs (A2)
Writing paragraphs will encapsulate writing sentences.
A paragraph comprises a series of linear sentences. The paragraph gives
facts about a subject matter (an object, event or action).
Teachers will teach the robot at the beginning of the paragraph to brain
storm on a subject matter. Maybe the goal of the robot is to write facts
about the relationship between brain injuries and football. During the
brainstorming part, the robot is searching for specific data on football and
brain injuries. The target objects are football and brain injuries and the
robot has to search in memory for element objects related to the two subject
matters. The outputs are simple facts pouring into the robot’s conscious
and an intelligent pathway will select which fact to use for the paragraph
Sometimes, writing a sentence is done so quickly that,
when an idea is selected, the sentence is automatically constructed. It’s
like speaking. When ideas pop up, the words just come out of a person’s
mouth. Minor things like grammar checking and checking sentence structures
Once the first sentence is done it will continue to
brainstorm more ideas and construct the second sentence. Other facts will
activate such as: “the second sentence should continue from the first
sentence” or “don’t use the same sentence structure from the previous
sentence”. While the robot is writing the paragraph, the robot’s conscious
gives him rules and goals to do in order to complete the task.
In some cases, the robot might have 3 good ideas and he
will use the first idea and remember to use the 2 other ideas in later
sentences. The computer program inside the conscious will organize the
ideas so that the robot knows which ideas to use first, second and last.
For example, the robot selected 3 ideas in memory and constructs the first
sentence. Next, the robot will remember the second idea and proceed to
construct the second sentence (at the beginning of the second and third
sentences, the robot doesn’t have to brainstorm any ideas). Finally, the
robot will remember the third idea and proceed to construct the third
sentence. These ideas can be from fragmented movies that activate in the
robot’s conscious. The robot’s brain simply selects data from these movie
The three ideas can be from one still picture or one
The intelligent pathway in FIG. 48 is only one pathway used to write a
paragraph. Referring to FIG. 49, when the task of writing a paragraph is on
the robot’s mind, he will automatically generate a computer program to
accomplish the task. General tasks and rules will pour into the robot’s
conscious. As the robot selects specific intelligent pathways to write a
paragraph, the tasks and rules located in their containers become more
detailed. The intelligent pathways provide more knowledge of what the robot
should do in the future to accomplish writing a paragraph.
These intelligent pathways actually define an optimal
computer program to write a paragraph. When should the robot do this and do
that? What rules does the robot follow for a given task? What are the
limited choices in a given situation? The computer program inside the
robot’s conscious will manage the complexity of the task.
The robot does things sequentially in order to write a
paragraph. Specific intelligent pathways are selected at certain times to
do things. If you observe the complexity of a software that can write a
book, you will notice that the software has thousands and thousands of
individual functions. There is a function to id words, there is a function
to check grammar, there is a function to string words together to form
sentences, there is a function to search for ideas and so forth.
In a human brain, the complexity is managed by using
specific intelligent pathways for given situations. For example, when the
robot has to brainstorm ideas, only functions that search for ideas are
being executed in the robot’s conscious.
Writing a paragraph is very complex because there are
multiple layers of tasks being done at that same time. The computer program
inside the robot’s conscious will manage all layered tasks. In one task,
the robot wants to write a paragraph. Encapsulated in this task are other
subtasks such as brainstorming ideas, translating ideas into sentences (A1),
and checking for grammar errors. If grammar errors are found, the computer
program will find a way to correct the problem. After finishing the
paragraph, the robot might have to look at the overall sentences in the
paragraph and to make sure that everything is done correctly, according to
Doing tasks, following rules and solving interruptions
of tasks are all managed by the robot’s conscious. The robot’s brain will
select optimal intelligent pathways from memory at each iteration of the
task: writing a paragraph. These intelligent pathways will form an
efficient computer program inside the robot’s conscious to accomplish the
task in a linear manner.
3. Writing a book (A3)
Writing a book is a much more complex task than the
previous two tasks (A1 and A2). Intelligent pathways in memory build on
itself and become more complex. In terms of writing a book, the teacher
must teach the robot to do an outline at the beginning of the task. The
outline will be a summary of what the robot has to do in order to write a
book. The outline can be a hierarchical order, whereby the data goes from
general to specific. Some areas of the outline can be blank so that the
robot can fill in the missing data during the writing of the book.
The rules and goals of writing a book are much more
complex than writing a single paragraph. The computer program inside the
robot’s conscious has to provide the correct rules of writing a book. These
rules include: “how long chapters should be, what the overall content of
the book will convey, how much revisions should be made before completing
the book, when to check the outline, how to modify the outline, how to solve
conflicts in the outline and so forth”. The rules should be about the
overall book and not just about a specific chapter or section.
FIG. 50 is a diagram depicting an intelligent pathway
to write a book. These are general steps that are required to write a
book. There can be hundreds of other intelligent pathways learned to write
a book. However, the diagram illustrates the most likely steps to write a
book. First, the robot has to brainstorm ideas for the book. Next, an
outline is created that summarizes the chapters in the book. The
construction of the outline is taught by English teachers. Next, the robot
has to do “work” – he has to follow the outline and write the chapters.
After completing the task of writing the chapters, the robot has to check
for grammar errors in all pages of the book. He must visualize how the
reader will respond to the book and what the robot should do to make the
book better. The checking of the outline, checking grammar errors and
checking the overall book can be done in any sequence order. The final step
is to do 3 revisions of the book before it can be published.
FIG. 51 is a diagram depicting the outline of the
book. The robot will generate the outline and he will write the chapters
according to its summary.
In English books, the steps to writing a book can be
given and the robot has to learn the steps and generate its own linear
intelligent pathway in memory. For example, the robot is reading an English
book and the chapter is explaining the linear steps to writing a book. The
robot will create intelligent pathway32 in memory based on what he is
reading. This pathway will be further strengthened when the robot is given
assignments to write a book. Over the years, after writing many books, the
intelligent pathway32 will change and new steps are added or old steps are
deleted or modified. Trial and error by the robot will determine how
intelligent pathway 32 will evolve.
Writing a book is extremely complex and in order to
write a book (A3) the robot must first learn how to write a paragraph (A2)
and learn how to write a sentence (A1). In the writing of a book, A2 and A1
will be used many times in addition to many other intelligent pathways. It
took a human being a total of 20 years to fully learn the English language
and to write a full book.
Many years of assignments and tests and lectures are
needed to form the intelligent pathways to write a book.
A more simple type of task to A3 is to write short
essays or to write letters. The task of writing a book comes from simpler
tasks like writing a short essay. In fact, all tasks of writing anything
are structured in a hierarchical tree.
Writing a book
writing a short story
an essay à writing a letter
à writing several paragraphs
à writing one paragraph
à writing a sentence.
Writing a short story is encapsulated in writing a book and writing an
essay is encapsulated in writing a short story. The intelligent pathways
are structured in a hierarchical manner and there might be a general
computer program to write any length book (short or long). This general
intelligent pathway is located at the top of the hierarchical tree. At the
bottom of the tree are specific intelligent pathways to write specific types
of books (FIG. 52).
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