Chappell Jackie, Demery Zoe P, Arriola-Rios Veronica, Sloman Aaron
School of Biosciences, University of Birmingham, Edgbaston, B15 2TT Birmingham, UK.
Behav Processes. 2012 Feb;89(2):179-86. doi: 10.1016/j.beproc.2011.10.001. Epub 2011 Oct 18.
Imagine a situation in which you had to design a physical agent that could collect information from its environment, then store and process that information to help it respond appropriately to novel situations. What kinds of information should it attend to? How should the information be represented so as to allow efficient use and re-use? What kinds of constraints and trade-offs would there be? There are no unique answers. In this paper, we discuss some of the ways in which the need to be able to address problems of varying kinds and complexity can be met by different information processing systems. We also discuss different ways in which relevant information can be obtained, and how different kinds of information can be processed and used, by both biological organisms and artificial agents. We analyse several constraints and design features, and show how they relate both to biological organisms, and to lessons that can be learned from building artificial systems. Our standpoint overlaps with Karmiloff-Smith (1992) in that we assume that a collection of mechanisms geared to learning and developing in biological environments are available in forms that constrain, but do not determine, what can or will be learnt by individuals.
你必须设计一个物理主体,它能够从其所处环境中收集信息,然后存储并处理这些信息,以帮助它对新情况做出适当反应。它应该关注哪些类型的信息?信息应如何表示,以便能够高效地使用和复用?会存在哪些类型的限制和权衡?不存在唯一的答案。在本文中,我们讨论了不同的信息处理系统能够满足应对各种不同类型和复杂性问题的需求的一些方式。我们还讨论了生物有机体和人工主体获取相关信息的不同方式,以及不同类型的信息如何被处理和使用。我们分析了若干限制和设计特征,并展示它们如何既与生物有机体相关,又与从构建人工系统中可吸取的经验教训相关。我们的观点与卡米洛夫 - 史密斯(1992)的观点有重叠之处,即我们假设存在一系列适用于在生物环境中学习和发展的机制,这些机制以某种形式存在,它们会对个体能够或将会学到的东西产生限制,但并非决定性因素。