A computational analysis of general intelligence tests for evaluating cognitive development
[EN] The progression in several cognitive tests for the same subjects at different ages provides valuable information about their cognitive development. One question that has caught recent interest is whether the same approach can be used to assess the cognitive development of artificial systems. In...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/102288 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/102288 |
| Access Level: | acceso abierto |
| Palabra clave: | Cognitive development assessment Intelligence tests Task difficulty General learning Artificial Intelligence evaluation Inductive programming LENGUAJES Y SISTEMAS INFORMATICOS |
| Sumario: | [EN] The progression in several cognitive tests for the same subjects at different ages provides valuable information about their cognitive development. One question that has caught recent interest is whether the same approach can be used to assess the cognitive development of artificial systems. In particular, can we assess whether the fluid or crystallised intelligence of an artificial cognitive system is changing during its cognitive development as a result of acquiring more concepts? In this paper, we address several IQ tests problems (odd-one-out problems, Raven s Progressive Matrices and Thurstone s letter series) with a general learning system that is not particularly designed on purpose to solve intelligence tests. The goal is to better understand the role of the basic cognitive perational constructs (such as identity, difference, order, counting, logic, etc.) that are needed to solve these intelligence test problems and serve as a proof-of-concept for evaluation in other developmental problems. From here, we gain some insights into the characteristics and usefulness of these tests and how careful we need to be when applying human test problems to assess the abilities and cognitive development of robots and other artificial cognitive systems. |
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