scholarly journals Quest for I (Intelligence) in AI (Artificial Intelligence): A Non-Elusive Attempt

2021 ◽  
Author(s):  
Kumar S. Ray
Keyword(s):  
Artificial Intelligence ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Philosophical Argument ◽  
Robust Learning ◽  
Crystallized Intelligence ◽  
Theory Of Intelligence ◽  
Alan Turing ◽  
Meta Learning ◽  
Evaluation Approaches

This chapter essentially makes a non-elusive attempt in quest of ‘I’ (Intelligence) in ‘AI’ (Artificial Intelligence). In the year 1950, Alan Turing proposed “the imitation game” which was a gaming problem to make a very fundamental question — “can a machine think?”. The said article of Turing did not provide any tool to measure intelligence but produced a philosophical argument on the issue of intelligence. In 1950, Claude Shannon published a landmark paper on computer chess and rang the bell of the computer era. Over the past decades, there have been huge attempts to define and measure intelligence across the fields of cognitive psychology and AI. We critically appreciate these definitions and evaluation approaches in quest of intelligence, which can mimic the cognitive abilities of human intelligence. We arrive at the Cattell-Horn-Carroll (C–H–C) concept, which is a three-stratum theory for intelligence. The C–H–C theory of intelligence can be crudely approximated by deep meta-learning approach to integrate the representation power of deep learning into meta-learning. Thus we can combine crystallized intelligence with fluid intelligence, as they complement each other for robust learning, reasoning, and problem-solving in a generalized setup which can be a benchmark for flexible AI and eventually general AI. In far-reaching future to search for human-like intelligence in general AI, we may explore neuromorphic computing which is essentially based on biological neurons.

scholarly journals Towards Fluid Machine Intelligence: Can We Make a Gifted AI?

2019 ◽  
Vol 33 ◽  
pp. 9760-9764
Author(s):  
Ian Davidson ◽  
Peter B. Walker
Keyword(s):  
School Districts ◽  
Fluid Intelligence ◽  
Machine Intelligence ◽  
Long Term Memory ◽  
Specific Knowledge ◽  
Current Form ◽  
Crystallized Intelligence ◽  
Meta Learning ◽  
Gifted Education Programs

Most applications of machine intelligence have focused on demonstrating crystallized intelligence. Crystallized intelligence relies on accessing problem-specific knowledge, skills and experience stored in long term memory. In this paper, we challenge the AI community to design AIs to completely take tests of fluid intelligence which assess the ability to solve novel problems using problem-independent solving skills. Tests of fluid intelligence such as the NNAT are used extensively by schools to determine entry into gifted education programs. We explain the differences between crystallized and fluid intelligence, the importance and capabilities of machines demonstrating fluid intelligence and pose several challenges to the AI community, including that a machine taking such a test would be considered gifted by school districts in the state of California. Importantly, we show existing work on seemingly related fields such as transfer, zero-shot, life-long and meta learning (in their current form) are not directly capable of demonstrating fluid intelligence but instead are task-transductive mechanisms.

scholarly journals Theory of Mind Measurements and Mechanisms: An Investigation of Construct Validity and Cognitive Processes in Theory of Mind Tasks

2021 ◽  
Author(s):  
◽  
Ester Navarro Garcia
Keyword(s):  
Individual Differences ◽  
Theory Of Mind ◽  
Construct Validity ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Metalinguistic Awareness ◽  
Latent Factors ◽  
Confirmatory Factor Analyses ◽  
Crystallized Intelligence ◽  
Important Challenge

Understanding the perspectives of others is a critical skill. Theory of mind (ToM) is an essential ability for social competence and communication, and it is necessary for understanding behaviors that differ from our own (Premack and Woodruff, 1978). Although all individuals possess a ToM to varying degrees, bilinguals are especially adept to perspective-taking. Research has reported that bilinguals outperform monolinguals in ToM tasks (e.g., Goetz, 2003; Rubio-Fernandez & Glucksberg, 2012). However, the mechanisms underlying this effect are unclear. Studying individual differences in ToM performance between bilinguals and monolinguals can help explain these mechanisms. Yet this promising area of research faces an important challenge: the lack of psychometric research on ToM measurement. Recent research suggests that tests that measure the ToM construct might not be as reliable as previously thought (Warnell & Redcay, 2019). This hinders the interpretation of experimental and correlational findings and puts into question the validity of the ToM construct. This dissertation addresses these two questions empirically to improve our understanding of what constitutes ToM. Study 1 examines the structure of ToM, crystallized intelligence (Gc), and fluid intelligence (Gf) to understand (a) whether ToM constitutes a construct separate from other cognitive abilities and (b) to explore whether tasks of ToM present adequate construct validity. For this, three confirmatory factor analyses (CFAs) were conducted. The results demonstrated that a model with three latent factors (ToM, Gf and Gc) did not adequately fit the data and was not significantly different from a model with only two latent factors (ToM-Gf and Gc). In addition, an exploratory factor analysis (EFA) showed that two of the ToM tasks loaded onto a Gf factor whereas one of the tasks loaded onto a third factor by itself. Finally, an exploratory network analysis (NMA) was conducted to observe relationships among the tasks. The results showed that the ToM tasks were no more related to each other than to some tasks of Gf and Gc, and that ToM tasks did not form a consistent cluster. Overall, the results of Study 1 suggest that ToM tasks are likely not measuring a monolithic ToM construct. Study 2 examines individual differences in metalinguistic awareness, executive function, and bilingualism as predictors of ToM. The results showed that all variables significantly predicted ToM, but bilingualism was not a significant moderator of ToM. Overall, the findings suggest that in this sample there was no difference in the processes used to predict ToM based on being bilingual or monolingual. Implications for measurement and individual differences in ToM are discussed.

scholarly journals The Ontogeny of Memory and Learning: Natural Intelligence versus Artificial Intelligence in Information Technology Education

10.28945/3028 ◽  
2006 ◽  
Author(s):  
Mahendrenath Motah
Keyword(s):  
Artificial Intelligence ◽  
Information Technology ◽  
Technology Education ◽  
Fluid Intelligence ◽  
Human Mind ◽  
Modern World ◽  
Memory And Learning ◽  
Crystallized Intelligence ◽  
Information Technology Education ◽  
The Impact

Over the past decades Information Technology has made a tremendous impact on the lives of humans, so much so, that one can safely state that humans eat, breathe and live IT. Each and every aspect of the life of those living in the “modern” world is under the spell of IT. The talk of the day is E-economy, E-education, E-commerce, E-finance, E-government, E-entertainment, E-communication, E-mail; E-learning.. ..the world we are living in has become an E-world. In this whirlpool, many are still groping in the dark while a lot more have kept the pace in both developed and developing countries. The impact of the E thing and IT has attained such dimensions that concepts like cognition, cognitive development, fluid intelligence, crystallized intelligence, emotional intelligence, memory, learning, sensation and perception, and other related terms used to qualify, quantify and explain human experiences have become almost empty concepts in the face of what is nowadays known as artificial intelligence. This paper aims to analyse the biological, physiological and psychological aspects of memory and learning and to critically look at the impact of Information Technology Education and Information Technology in the every day dealings of humans. It also aims to be a thought provoking piece of work, to the scientific minds working on Artificial Intelligence, Robotics, Computers and derivatives, and all the perspectives that Artificial Intelligence offers to humanity, not forgetting that “the human mind and natural intelligence is behind it all”.

Use of Fluid and Crystallized Intelligence Theory to Enhance Prediction of Learning Foreign Language Grammar

2015 ◽  
Vol 7 (6) ◽  
pp. 69
Author(s):  
Mohammad Davoudi ◽  
Narges Amel Sadeghi
Keyword(s):  
Foreign Language ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Language Teachers ◽  
Adult Intelligence Scale ◽  
Wechsler Adult Intelligence Scale ◽  
Crystallized Intelligence ◽  
Intelligence Theory ◽  
Wechsler Adult Intelligence ◽  
Raven's Advanced Progressive Matrices

<p>The aim of this study was to examine if there is any relationship between the two types of intelligences in Cattell'sGF- GC theory and learning foreign language grammar among Iranian learners. To this end, 85 university students took part in this study. First, the participants were asked to take the Raven's Advanced Progressive Matrices (APM), then the researcher asked them to take part in Wechsler Adult Intelligence Scale (WAIS) separately, and the interview for each participant was recorded. The researcher used the students' grammar scores which were obtained from their professors as the measure of their level of grammatical knowledge. The result of the study showed that there are significant correlations between the two types of intelligences (fluid and crystallized intelligences) and foreign language grammar. Moreover, the result from path analysis showed that between the two intelligences in the GF-GC theory, fluid intelligence is a better cognitive predicator of learning foreign language grammar. Bearing the finding of this study in mind, language teachers should provide an environment in which students can develop their cognitive abilities such as abstract reasoning and critical thinking.</p>

scholarly journals The Enriching Interplay between Openness and Interest: A Theoretical Elaboration of the OFCI Model and a First Empirical Test

2018 ◽  
Vol 6 (3) ◽  
pp. 35 ◽  
Author(s):  
Matthias Ziegler ◽  
Titus Schroeter ◽  
Oliver Lüdtke ◽  
Lena Roemer
Keyword(s):  
Longitudinal Data ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Empirical Test ◽  
Current Paper ◽  
Theoretical Development ◽  
Specific Interest ◽  
Crystallized Intelligence ◽  
Micro Level

The Openness-Fluid-Crystallized-Intelligence (OFCI) model posits long-term relations between Openness and cognitive abilities and has been successfully tested with longitudinal data. However, research on the developmental interplay between cognitive abilities and personality exists only sparsely. The current paper focuses on a theoretical development of the OFCI model which suggests micro-level mechanisms underlying the long-term development. Specifically, within-situation relations between Openness, interests, situational perception, cognitive abilities, and emotions are proposed to explain longitudinal relations between Openness and cognitive abilities. Using experience sampling, selected parts of this elaboration were empirically scrutinized in a first test of the proposed ideas. Openness and specific interest both varied substantially across situations and covaried systematically. In interaction with an indicator of fluid intelligence, this covariation was related to an indicator of crystallized intelligence. The paper contributes to theorizing the intertwined development of personality and cognitive abilities, and highlights the importance of within-situation research for explaining long-term development.

scholarly journals Training Working Memory for Two Years – No Evidence of Latent Transfer to Intelligence

2021 ◽  
Author(s):  
Luc Watrin ◽  
Oliver Wilhelm ◽  
Gizem Hülür
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Convincing Evidence ◽  
Memory Training ◽  
Control Group ◽  
Training Effects ◽  
Latent Factors ◽  
Crystallized Intelligence ◽  
9Th Grade

Working memory (WM) training has been proposed as a promising intervention to enhance cognitive abilities, but convincing evidence for transfer to untrained abilities is lacking. Prevalent limitations of WM training studies include the narrow assessment of both WM and cognitive abilities, the analysis of manifest variables subject to measurement error, and training dosages too low to likely cause changes in the cognitive system. To address these limitations, we conducted a two-year longitudinal study to investigate the effects of working memory training on latent factors of working memory capacity, fluid intelligence and crystallized intelligence. 112 students initially attending 9th grade practiced a heterogenous set of validated WM tasks on a bi-weekly basis. A control group of 113 students initially attending 9th grade participated in the pretest and posttest. Broad and prototypical measures of fluid and crystallized intelligence served as measures of nearer and farer transfer. We found substantial and reliable training effects on the practiced WM tasks, as well as on a latent WM factor constituted by them. However, no transfer of training effects to latent factors of fluid or crystallized intelligence were observed. These results question the utility and validity of WM training as means of improving cognitive abilities.

scholarly journals Which factors influence the evaluation of fake and true news?

2020 ◽  
Author(s):  
Cornelia Sindermann ◽  
Helena Schmitt ◽  
Dmitri Rozgonjuk ◽  
Jon D. Elhai ◽  
Christian Montag
Keyword(s):  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Individual Characteristics ◽  
Mediation Effect ◽  
Fake News ◽  
Crystallized Intelligence ◽  
Online Study ◽  
News Consumption ◽  
News Sources ◽  
And Performance

Individual differences in cognitive abilities and personality help to understand various human behaviors. Previous work regarding fake news susceptibility has investigated individual characteristics mostly in light of believing fake news. However, little is known about the misclassification of true news as fake. However, identifying both fake and true news are important prerequisites for unbiased belief formation. We conducted an online study with N = 530 (n = 396 men) participants investigating results in a Fake and True News test in the light of i) fluid and crystallized intelligence tests and the Big Five Inventory, and ii) news consumption as a mediating variable between individual characteristics and performance in the Fake and True News Test. Results showed that fluid intelligence was negatively correlated with believing fake news (but the association did not remain significant in a regression model); crystallized intelligence was negatively linked to misclassifying true news. Extraversion was negatively and crystallized intelligence positively associated with fake and true news discernment. The number of different news sources consumed correlated negatively with misclassifying true news and positively with fake and true news discernment. However, no meaningful mediation effect of news consumption was observed. The present findings reveal differences in the underlying factors of believing fake news and misclassifying true news. Implications that might help to improve the abilities to identify both fake and true news are discussed.

scholarly journals BAT-7, BATERÍA DE APTITUDES DE TEA: DESCRIPCIÓN Y DATOS PSICOMÉTRICOS

2016 ◽  
Vol 2 (1) ◽  
pp. 353
Author(s):  
Fernando Sánchez Sánchez ◽  
David Arribas Águila
Keyword(s):  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Model Fitting ◽  
Reliability And Validity ◽  
Educational Background ◽  
General Factor ◽  
Chc Theory ◽  
Crystallized Intelligence ◽  
General Ability ◽  
Factor G

Abstract:BAT-7, TEA ABILITIES BATTERY: DESCRIPTION AND PSYCHOMETRIC PROPERTIESBAT-7 is a new psychometric tool for assessing three intellectual domains, general factor (g), fluid intelligence (Gf) and crystallized intelligence (Gc), and eight cognitive abilities: Verbal (V), Spatial (E), Attention (A) and Concentration (CON), Reasoning (R), Numerical (N), Mechanical (M) and Orthography (O). It consists of three forms of increasing difficulty (E, M and S) and it is focused on the assessment of school and college students, as well as adults with different educational background. The present study aims to provide a description of the BAT-7 development and the main features of it, and a summary of its psychometric properties, mainly its reliability and validity. BAT-7 was administered to a Spanish standardization sample of 4,263 students (age between 12 and 18) and 1,507 adults. Reliability was studied with ordinal alpha, Cronbach’s alpha and tests information functions. Validity was explored by multigroup CFA. 3P IRT model showed a statistical fit for all items. Ordinal alpha ranged from .79 to .91 for test scores and from .91 to .97 for composite scores. The model based on CHC theory showed a good fit to the observed data (RMSEA=.034; SRMR=.026; CFI=.981). The results, in terms of TRI model fitting, reliability and validity, suggest that the BAT-7 is a useful, flexible and highly reliable test for assessing the cognitive abilities, and provide evidences supporting the use of the battery for the assessment of intellectual abilities in children and adults. An estimate of general ability (g), fluid intelligence (Gf) and crystallized intelligence (Gc) also can be obtained by applying the BAT-7.Keywords: Intelligence, cognitive abilities, assessment, g factor.Resumen:El BAT-7 es una nueva batería que permite estimar la inteligencia (factor general, g; inteligencia fluida, Gf; e inteligencia cristalizada, Gc) y evaluar 8 aptitudes cognitivas: razonamiento verbal (V), de razonamiento espacial (E), atención (A) y Concentración (Con), razonamiento abstracto (R), razonamiento numérico (N), razonamiento mecánico (M) y ortografía (O). Se compone de tres formas o niveles de dificultad creciente (Elemental, Medio y Superior) y está diseñada para la evaluación intelectual colectiva e individual de los estudiantes de E. Secundaria y universitarios, así como adultos con diferentes niveles educativos. El presente trabajo tiene como objetivo ofrecer una descripción del desarrollo de la prueba y de las principales características de la misma así como un resumen de sus propiedades psicométricas, fundamentalmente de su fiabilidad y validez. La muestra de tipificación española estuvo formada por 4.263 alumnos (de 1.º de ESO hasta 2.º de Bachillerato) y 1.507 adultos de diferente nivel educativo y edad. La fiabilidad fue estudiada por medio de las funciones de información y de los coeficientes alfa de Cronbach y alfa ordinal. La validez se exploró mediante análisis factoriales confirmatorios multigrupo (ACF). Los ítems que componen cada prueba muestran un buen ajuste al modelo TRI de tres parámetros utilizado. Los valores del alfa ordinal variaron de 0,79 hasta 0,91 para las puntuaciones de la prueba y 0,91-0,97 para las puntuaciones compuestas o índices. El modelo factorial basado en la teoría CHC mostró un buen ajuste a los datos observados (RMSEA = 0,034 ; SRMR = 0,026 ; CFI = 0,981). Los resultados obtenidos en términos de ajuste al modelo de TRI, fiabilidad y validez indican que el BAT-7 es una medida útil, flexible y altamente fiable para la evaluación de las aptitudes cognitivas y aportan evidencias que apoyan el uso de la batería para la evaluación de las aptitudes intelectuales en escolares y adultos. Igualmente, mediante su aplicación puede obtenerse una estimación de la capacidad general (g), de la inteligencia fluida (Gf) y de la inteligencia cristalizada (Gc).Palabras clave: Inteligencia, aptitudes intelectuales, evaluación, factor g.

scholarly journals Gender Aspect of Fluid Intelligence Diagnostics

2020 ◽  
Vol 9 (4) ◽  
pp. 99-114
Author(s):  
A.Yu. Nikolaeva ◽  
Yu.A. Burdukova ◽  
O.S. Alekseeva ◽  
I.E. Rzhanova ◽  
V.S. Britova
Keyword(s):  
Gender Differences ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Test Results ◽  
Crystallized Intelligence ◽  
Matrix Reasoning ◽  
Story Completion ◽  
Almost All ◽  
Further Development ◽  
Gender Aspect

The study of fluid intelligence has a long history. The term “fluid intelligence” was proposed by R. Cattell in the 40s of the last century. According Cattell, fluid intelligence, along with crystallized intelligence, were fundamental factors in the structure of intelligence. With the further development of psychological science and the improvement of data analysis methods, other schemes of cognitive abilities were proposed, however, almost all of them included fluid intelligence as one of the main factor. In many studies the connection of fluid intelligence, working memory and the prefrontal cortex was demonstrated, the influence of fluid intelligence on the success of learning was proved. However, the question about gender differences in fluid intelligence is still open. In the presented study, two tests were selected for the diagnosis of fluid intelligence – Wechsler Intelligence Scale for Children – 5th edition – WISC–V and the Kaufman Assessment Battery for Children – 2nd edition KABC–II. Both of these tests contain fluid intelligence scales. In the WISC–V, the Fluid Reasoning Index includes two subtests: Matrix Reasoning, Figure Weights; in the KABC–II, the Gf Scale also consists of two subtests: Story Completion and Pattern Reasoning. The sample include 48 children. The average age was 9,5 years, 52% were boys. All children passed both intelligence tests completely. Comparison of the test results did not reveal gender differences in the fluid intelligence index. However, the correlation structure of the results of both tests was different in the group of boys compared with the group of girls (in the group of boys, significantly more relationships were found out than in the group of girls), which confirms the hypothesis that the structure of fluid intelligence is dependent on gender.

Intelligence and Specific Cognitive Abilities in Children

2009 ◽  
Vol 30 (4) ◽  
pp. 209-219 ◽  
Author(s):  
Carin M. Tillman ◽  
Gunilla Bohlin ◽  
Lin Sörensen ◽  
Astri J. Lundervold
Keyword(s):  
Processing Speed ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Psychiatric Diagnosis ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Hierarchical Regression ◽  
Interference Control ◽  
Crystallized Intelligence ◽  
Independent Features

This community-based study investigated the relationships between measures of specific cognitive functions (such as working memory [WM] and interference control) and intelligence in 283 8- to 11-year-old children, including 124 children who fulfilled criteria for a psychiatric diagnosis. A hierarchical regression analysis was used to overcome issues of overlapping predictor constructs. The results generally showed that measures of processing speed, WM, as well as inhibitory interference control entered in the order of presentation, each contributed uniquely to the explanation of fluid intelligence performance. The results for crystallized intelligence performance generally showed that the measures of processing speed, short-term memory (STM), WM, and sustained attention – entered in that order – made significant independent contributions. While effect sizes varied somewhat for contributions in the whole sample compared with the subgroup not meeting criteria for a psychiatric diagnosis, there were no significant differences. The findings therefore should be broadly representative in indicating that the unique aspects of these cognitive functions are important in the explanation of intelligence. The findings also demonstrate important independent features of the functions used as predictors.

Sign in / Sign up

Export Citation Format

Share Document