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#431385 Here’s How to Get to Conscious ...
“We cannot be conscious of what we are not conscious of.” – Julian Jaynes, The Origin of Consciousness in the Breakdown of the Bicameral Mind
Unlike the director leads you to believe, the protagonist of Ex Machina, Andrew Garland’s 2015 masterpiece, isn’t Caleb, a young programmer tasked with evaluating machine consciousness. Rather, it’s his target Ava, a breathtaking humanoid AI with a seemingly child-like naïveté and an enigmatic mind.
Like most cerebral movies, Ex Machina leaves the conclusion up to the viewer: was Ava actually conscious? In doing so, it also cleverly avoids a thorny question that has challenged most AI-centric movies to date: what is consciousness, and can machines have it?
Hollywood producers aren’t the only people stumped. As machine intelligence barrels forward at breakneck speed—not only exceeding human performance on games such as DOTA and Go, but doing so without the need for human expertise—the question has once more entered the scientific mainstream.
Are machines on the verge of consciousness?
This week, in a review published in the prestigious journal Science, cognitive scientists Drs. Stanislas Dehaene, Hakwan Lau and Sid Kouider of the Collège de France, University of California, Los Angeles and PSL Research University, respectively, argue: not yet, but there is a clear path forward.
The reason? Consciousness is “resolutely computational,” the authors say, in that it results from specific types of information processing, made possible by the hardware of the brain.
There is no magic juice, no extra spark—in fact, an experiential component (“what is it like to be conscious?”) isn’t even necessary to implement consciousness.
If consciousness results purely from the computations within our three-pound organ, then endowing machines with a similar quality is just a matter of translating biology to code.
Much like the way current powerful machine learning techniques heavily borrow from neurobiology, the authors write, we may be able to achieve artificial consciousness by studying the structures in our own brains that generate consciousness and implementing those insights as computer algorithms.
From Brain to Bot
Without doubt, the field of AI has greatly benefited from insights into our own minds, both in form and function.
For example, deep neural networks, the architecture of algorithms that underlie AlphaGo’s breathtaking sweep against its human competitors, are loosely based on the multi-layered biological neural networks that our brain cells self-organize into.
Reinforcement learning, a type of “training” that teaches AIs to learn from millions of examples, has roots in a centuries-old technique familiar to anyone with a dog: if it moves toward the right response (or result), give a reward; otherwise ask it to try again.
In this sense, translating the architecture of human consciousness to machines seems like a no-brainer towards artificial consciousness. There’s just one big problem.
“Nobody in AI is working on building conscious machines because we just have nothing to go on. We just don’t have a clue about what to do,” said Dr. Stuart Russell, the author of Artificial Intelligence: A Modern Approach in a 2015 interview with Science.
Multilayered consciousness
The hard part, long before we can consider coding machine consciousness, is figuring out what consciousness actually is.
To Dehaene and colleagues, consciousness is a multilayered construct with two “dimensions:” C1, the information readily in mind, and C2, the ability to obtain and monitor information about oneself. Both are essential to consciousness, but one can exist without the other.
Say you’re driving a car and the low fuel light comes on. Here, the perception of the fuel-tank light is C1—a mental representation that we can play with: we notice it, act upon it (refill the gas tank) and recall and speak about it at a later date (“I ran out of gas in the boonies!”).
“The first meaning we want to separate (from consciousness) is the notion of global availability,” explains Dehaene in an interview with Science. When you’re conscious of a word, your whole brain is aware of it, in a sense that you can use the information across modalities, he adds.
But C1 is not just a “mental sketchpad.” It represents an entire architecture that allows the brain to draw multiple modalities of information from our senses or from memories of related events, for example.
Unlike subconscious processing, which often relies on specific “modules” competent at a defined set of tasks, C1 is a global workspace that allows the brain to integrate information, decide on an action, and follow through until the end.
Like The Hunger Games, what we call “conscious” is whatever representation, at one point in time, wins the competition to access this mental workspace. The winners are shared among different brain computation circuits and are kept in the spotlight for the duration of decision-making to guide behavior.
Because of these features, C1 consciousness is highly stable and global—all related brain circuits are triggered, the authors explain.
For a complex machine such as an intelligent car, C1 is a first step towards addressing an impending problem, such as a low fuel light. In this example, the light itself is a type of subconscious signal: when it flashes, all of the other processes in the machine remain uninformed, and the car—even if equipped with state-of-the-art visual processing networks—passes by gas stations without hesitation.
With C1 in place, the fuel tank would alert the car computer (allowing the light to enter the car’s “conscious mind”), which in turn checks the built-in GPS to search for the next gas station.
“We think in a machine this would translate into a system that takes information out of whatever processing module it’s encapsulated in, and make it available to any of the other processing modules so they can use the information,” says Dehaene. “It’s a first sense of consciousness.”
Meta-cognition
In a way, C1 reflects the mind’s capacity to access outside information. C2 goes introspective.
The authors define the second facet of consciousness, C2, as “meta-cognition:” reflecting on whether you know or perceive something, or whether you just made an error (“I think I may have filled my tank at the last gas station, but I forgot to keep a receipt to make sure”). This dimension reflects the link between consciousness and sense of self.
C2 is the level of consciousness that allows you to feel more or less confident about a decision when making a choice. In computational terms, it’s an algorithm that spews out the probability that a decision (or computation) is correct, even if it’s often experienced as a “gut feeling.”
C2 also has its claws in memory and curiosity. These self-monitoring algorithms allow us to know what we know or don’t know—so-called “meta-memory,” responsible for that feeling of having something at the tip of your tongue. Monitoring what we know (or don’t know) is particularly important for children, says Dehaene.
“Young children absolutely need to monitor what they know in order to…inquire and become curious and learn more,” he explains.
The two aspects of consciousness synergize to our benefit: C1 pulls relevant information into our mental workspace (while discarding other “probable” ideas or solutions), while C2 helps with long-term reflection on whether the conscious thought led to a helpful response.
Going back to the low fuel light example, C1 allows the car to solve the problem in the moment—these algorithms globalize the information, so that the car becomes aware of the problem.
But to solve the problem, the car would need a “catalog of its cognitive abilities”—a self-awareness of what resources it has readily available, for example, a GPS map of gas stations.
“A car with this sort of self-knowledge is what we call having C2,” says Dehaene. Because the signal is globally available and because it’s being monitored in a way that the machine is looking at itself, the car would care about the low gas light and behave like humans do—lower fuel consumption and find a gas station.
“Most present-day machine learning systems are devoid of any self-monitoring,” the authors note.
But their theory seems to be on the right track. The few examples whereby a self-monitoring system was implemented—either within the structure of the algorithm or as a separate network—the AI has generated “internal models that are meta-cognitive in nature, making it possible for an agent to develop a (limited, implicit, practical) understanding of itself.”
Towards conscious machines
Would a machine endowed with C1 and C2 behave as if it were conscious? Very likely: a smartcar would “know” that it’s seeing something, express confidence in it, report it to others, and find the best solutions for problems. If its self-monitoring mechanisms break down, it may also suffer “hallucinations” or even experience visual illusions similar to humans.
Thanks to C1 it would be able to use the information it has and use it flexibly, and because of C2 it would know the limit of what it knows, says Dehaene. “I think (the machine) would be conscious,” and not just merely appearing so to humans.
If you’re left with a feeling that consciousness is far more than global information sharing and self-monitoring, you’re not alone.
“Such a purely functional definition of consciousness may leave some readers unsatisfied,” the authors acknowledge.
“But we’re trying to take a radical stance, maybe simplifying the problem. Consciousness is a functional property, and when we keep adding functions to machines, at some point these properties will characterize what we mean by consciousness,” Dehaene concludes.
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#430855 Why Education Is the Hardest Sector of ...
We’ve all heard the warning cries: automation will disrupt entire industries and put millions of people out of jobs. In fact, up to 45 percent of existing jobs can be automated using current technology.
However, this may not necessarily apply to the education sector. After a detailed analysis of more than 2,000-plus work activities for more than 800 occupations, a report by McKinsey & Co states that of all the sectors examined, “…the technical feasibility of automation is lowest in education.”
There is no doubt that technological trends will have a powerful impact on global education, both by improving the overall learning experience and by increasing global access to education. Massive open online courses (MOOCs), chatbot tutors, and AI-powered lesson plans are just a few examples of the digital transformation in global education. But will robots and artificial intelligence ever fully replace teachers?
The Most Difficult Sector to Automate
While various tasks revolving around education—like administrative tasks or facilities maintenance—are open to automation, teaching itself is not.
Effective education involves more than just transfer of information from a teacher to a student. Good teaching requires complex social interactions and adaptation to the individual student’s learning needs. An effective teacher is not just responsive to each student’s strengths and weaknesses, but is also empathetic towards the student’s state of mind. It’s about maximizing human potential.
Furthermore, students don’t just rely on effective teachers to teach them the course material, but also as a source of life guidance and career mentorship. Deep and meaningful human interaction is crucial and is something that is very difficult, if not impossible, to automate.
Automating teaching is an example of a task that would require artificial general intelligence (as opposed to narrow or specific intelligence). In other words, this is the kind of task that would require an AI that understands natural human language, can be empathetic towards emotions, plan, strategize and make impactful decisions under unpredictable circumstances.
This would be the kind of machine that can do anything a human can do, and it doesn’t exist—at least, not yet.
We’re Getting There
Let’s not forget how quickly AI is evolving. Just because it’s difficult to fully automate teaching, it doesn’t mean the world’s leading AI experts aren’t trying.
Meet Jill Watson, the teaching assistant from Georgia Institute of Technology. Watson isn’t your average TA. She’s an IBM-powered artificial intelligence that is being implemented in universities around the world. Watson is able to answer students’ questions with 97 percent certainty.
Technologies like this also have applications in grading and providing feedback. Some AI algorithms are being trained and refined to perform automatic essay scoring. One project has achieved a 0.945 correlation with human graders.
All of this will have a remarkable impact on online education as we know it and dramatically increase online student retention rates.
Any student with a smartphone can access a wealth of information and free courses from universities around the world. MOOCs have allowed valuable courses to become available to millions of students. But at the moment, not all participants can receive customized feedback for their work. Currently, this is limited by manpower, but in the future that may not be the case.
What chatbots like Jill Watson allow is the opportunity for hundreds of thousands, if not millions, of students to have their work reviewed and all their questions answered at a minimal cost.
AI algorithms also have a significant role to play in personalization of education. Every student is unique and has a different set of strengths and weaknesses. Data analysis can be used to improve individual student results, assess each student’s strengths and weaknesses, and create mass-customized programs. Algorithms can analyze student data and consequently make flexible programs that adapt to the learner based on real-time feedback. According to the McKinsey Global Institute, all of this data in education could unlock between $900 billion and $1.2 trillion in global economic value.
Beyond Automated Teaching
It’s important to recognize that technological automation alone won’t fix the many issues in our global education system today. Dominated by outdated curricula, standardized tests, and an emphasis on short-term knowledge, many experts are calling for a transformation of how we teach.
It is not enough to simply automate the process. We can have a completely digital learning experience that continues to focus on outdated skills and fails to prepare students for the future. In other words, we must not only be innovative with our automation capabilities, but also with educational content, strategy, and policies.
Are we equipping students with the most important survival skills? Are we inspiring young minds to create a better future? Are we meeting the unique learning needs of each and every student? There’s no point automating and digitizing a system that is already flawed. We need to ensure the system that is being digitized is itself being transformed for the better.
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#430652 The Jobs AI Will Take Over First
11th July 2017: The robotic revolution is set to cause the biggest transformation in the world’s workforce since the industrial revolution. In fact, research suggests that over 30% of jobs in Britain are under threat from breakthroughs in artificial intelligence (AI) technology.
With pioneering advances in technology many jobs that weren’t considered ripe for automation suddenly are. RS Components have used PWC Data to reveal how many jobs per sector are at risk of being taken by robots by 2030, a mere 13 years away. Did you think you were exempt from the robot revolution?
The top three sectors who are most exposed to the threats of robots are Transport and Storage, Manufacturing and Wholesale and Retail with 56%, 46% and 44% risk of automation respectively. The PWC report states that the differentiating factor between losing jobs to automation probability is education; those with a GCSE-level education or lower face a 46% risk, whilst those with undergraduate degrees or higher face a 12% risk. If a job is repetitive, physical and requires minimum effort to train for, this will have a higher likelihood to become automated by machines.
The manufacturing industry has the 3rd highest likelihood potential at 46.6%, shortly behind Transportation and Storage (56.4%) and Water, Sewage and Waste Management (62.6%). Although the manufacturing sector has the 3rd highest likelihood, it has the second largest number of jobs at risk of being taken by robots; an astonishing 1.22 million jobs are at risk in the near future. Repetitive manual labour and routine tasks can be taught to fixed machines and mimicked easily, saving employers both time and money.
The three sectors least at risk are Education, Health and Social and Agriculture, Forestry and Fishing with 9%, 17% and 19% risk of automation respectively. These operations are non-repetitive and consist of characteristics that cannot be taught and are harder to replicate with AI and robotics.
These are not the only fields where the introduction of AI will have an impact on employment prospects; Administrative and Support Services, Accommodation and Food Services, Finance and Insurance, Construction, Real Estate, Public Administration and Defence, and Arts and Entertainment are not out of the woods either.
The future is not all doom and gloom. Automation is set to boost productivity to enable workers to focus on higher value, more rewarding jobs; leaving repetitive and uncomplicated ones to the robots. An increase in sectors that are less easy to automate is also expected due to lower running costs. Wealth and spending will also be boosted by the initiation of AI seizing work. Also, there are just some things AI cannot learn so these jobs will be safe.
In some sectors half of the jobs could be taken by a fully automated system. Is your job next?
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