Safely Crowd-Sourcing Critical Mass for a Self-Improving Human-Level Learner (”Seed AI”) Mark R. Waser [email protected] Digital Wisdom Institute http://www.digitalWisdomInstitute.org.
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Transcript Safely Crowd-Sourcing Critical Mass for a Self-Improving Human-Level Learner (”Seed AI”) Mark R. Waser [email protected] Digital Wisdom Institute http://www.digitalWisdomInstitute.org.
Safely Crowd-Sourcing
Critical Mass for a
Self-Improving Human-Level Learner
(”Seed AI”)
Mark R. Waser
[email protected]
Digital Wisdom Institute
http://www.digitalWisdomInstitute.org
Goal
To safely create a human-level (or higher)
artificial general intelligence (AGI)
Without debating what intelligence is
Without debating consciousness, emotions, etc.
Without constantly re-inventing the wheel
Through self-improvement/learning
Self
Required for self-improvement
The complete loop of a process (or a physical entity)
modifying itself
The mere fact of being self-referential causes a self, a soul,
a consciousness, an “I” to arise out of mere matter
(Hofstadter, I Am a Strange Loop)
Must, particularly if indeterminate in behavior, necessarily
and sufficiently be defined an entity rather than an object
Humans innately tend to do this with the “pathetic fallacy”
Tri-partite
Physical hardware
“Personal” memory/knowledge base
Currently running processes
Learning
Learning is the functional integration of knowledge
A “learner” must be capable of integrating all acquired
knowledge into its world model and skill portfolio to a
sufficient extent that it is both immediately usable and
can be built upon.
“Memorization” is NOT learning (data only – Watson)
Mere “algorithm execution” is NOT learning
*unless* it is self-modifying the algorithms recursively
“Discovery” is not necessary for learning
Although that is a skill that will be learned quickly enough
Knowledge Integration
Information integration theory (Tononi 2004)
claims that consciousness is one and the same
as a system’s capacity to integrate information
A “knowledge integrator”
incorporates knowledge into it’s world model
“understands” and therefore can predict
refactors knowledge and data for usability (/speed)
A word problem solver
and, eventually, an analogy builder
Critical Mass
A reasonably achievable minimal set of initial cognitive
and learning characteristics such that a learner starting
anywhere above the critical knowledge will acquire the
vital knowledge that a typical human learner would be
able to acquire.
Samsonovich 2011
Effectively, once a learner truly knows how to learn, it
is capable of learning anything – subject, of course, to
time and other constraints.
Thus, a learner above critical mass is a “seed AGI” fully
capable of growing into a full-blown human-level (or,
more likely, higher-level) artificial general intelligence.
Critical Components I:
Self-Knowledge & Reflection
A self must know itself to be a self
Composed of three parts:
The running processes
The personal memory/knowledge base
The physical hardware
Must start with:
A competent model of each
Sensors to detect changes and their effects
Critical Components II:
Explicit Goals
Do not defect from the community
Do not become too large/powerful
Acquire and integrate knowledge
Instrumental goals
Critical Components III:
Reliability
Self-Control, Integrity, Autonomy,
Responsibility
In “predictive control” of its own state and
that of the physical objects that support it
Note: This is a marked deviation from
the human example.
Humans are . . . .
Evolved to self-deceive in order to better deceive
others (Trivers 1991)
Unable to directly sense agency (Aarts et al. 2005)
Prone to false illusory experiences of selfauthorship (Buehner and Humphreys 2009)
Unable to correctly retrieve the reasoning behind
moral judgments (Hauser et al. 2007)
Almost always unaware of what morality is and
why it should be practiced . . . .
The Function of Morality
“to suppress or regulate selfishness and
make cooperative social life possible”
J. Haidt & S. Kesebir
Handbook of Social Psychology
Architecture
Processes will be divided into three main classes:
Operating system processes
Subconscious/tool processes
One serial consciousness/learner process (CLP)
The CLP will be able to create, modify and/or influence
many of the subconscious/tool processes.
The CLP will NOT be given access to modify operating
system processes
Indeed, it will have multiple/redundant logical, emotional
& moral reasons to seriously convince it not to even try
Operating System Architecture
Open, Pluggable, Service-Oriented/Message-Passing
Quickly adopt novel input streams
Handle resource requests and allocation
Provide connectivity between components
Safety Features
Act as a “black box” security monitor capable of reporting
problems without the consciousness’s awareness
Able to “manage” the CLP by manipulating the amount of
processor time and memory available to it (assuming that the
normal subconscious processes are unable to do so)
Other protections against hostile humans, inept builders, and
the learner itself may be implemented as well
Robot Operating System (ROS)
Automated Predictive World Model
An active copy of the CLP’s world model
Is the most important subconscious process
Will serve as an interface to the “real” world
CLP effectively is a homunculous (subjective consciousness?)
Will be both reactive and predictive
Will generate “anomaly interrupts” upon deviations
from expectations as an approach to solving the
“brittleness” problem (Perlis 2008)
Will contain certain relatively immutable concepts to
serve as anchors both for emotions and for ensuring
safety (trigger patterns – Ohman et al. 2001)
Anchors & Emotions
Anchors create a multiple attachment point model
which is much safer than the single-point-of-failure,
top-down-only approach of “machine enslavement”
advocated by the SIAI (Yudkowsky 2001)
Emotions will be generated by the subconscious
processes as “actionable qualia” to inform the CLP
and will also bias the selection and urgency tags of
information relayed via the predictive model
Violations of the cooperative social living “moral”
system will result in a flood of urgently–tagged
anomaly interrupts demanding that consciousness
resources be expended to “solve the problem”
Conscious Learning Process (CLP)
The goal is to provide as many optional structures and
standards to support and speed development as much
as possible while not restricting possibilities beyond
what is absolutely required for safety.
We believe the best way to do this is with a blackboard
system similar to Learning IDA (Baars and Franklin
2007).
The CLP acts like the Governing Board of the Policy
Governance model (Carver 2006) to create a coherent,
consistent, integrated narrative plan of action to fulfill
the goals of the larger self.
A Social Media/Crowd-Sourcing Plan
Open Architecture
Open Source Operating System (ROS)
Pluggable Modules/Services/Interfaces
“Blackboard” Consciousness
Community-designed/vetted goals/morality
Community-designed/vetted anchor points
Emotions & Attention as safety mechanisms
Critical mass composed of reflection-capable mix
& match components
Scripts to build from base to any level
Contests/Gamification to design & build
Safely Crowd-Sourcing
Critical Mass for a
Self-Improving Human-Level Learner
(”Seed AI”)
Mark R. Waser
[email protected]
Digital Wisdom Institute
http://www.digitalWisdomInstitute.org