American cognitive scientist (1927-2016)
Marvin Lee Minsky (August 9, 1927 - January 24, 2016) was an American scientist in the field of artificial intelligence (AI), co-founder of MIT's AI laboratory, author of several texts on AI and philosophy, and winner of the 1969 Turing Award.
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More concretely, we would call the student's attention to the following considerations: 1. Multilayer machines with loops clearly open all the questions of the general theory of automata. 2. A system with no loops but with an order restriction at each layer can compute only predicates of finite order. 3. On the other hand, if there is no restriction except for the absence of loops, the monster of vacuous generality once more raises its head. The perceptron has shown itself worthy of study despite (and even because of!) its severe limitations. It has many features to attract attention: its linearity; its intriguing learning theorem; its clear paradigmatic simplicity as a kind of parallel computation. There is no reason to suppose that any of these virtues carry over to the many-layered version. Nevertheless, we consider it to be an important research problem to elucidate (or reject) our intuitive judgment that the extension is sterile. Perhaps some powerful convergence theorem will be discovered, or some profound reason for the failure to produce an interesting “learning theorem” for the multilayered machine will be found.
One popular version is that the publication of our book so discouraged research on learning in network machines that a promising line of research was interrupted. Our version is that progress had already come to a virtual halt because of the lack of adequate basic theories... Most theorists had tried to focus only on the mathematical structure of what was common to all learning, and the theories to which this had led were too general and too weak to explain which patterns perceptrons could learn to recognize... The trouble appeared when perceptrons had no way to represent the knowledge required for solving certain problems. The moral was that one simply cannot learn enough by studying learning by itself; one also has to understand the nature of what one wants to learn.
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Of what use is musical knowledge? Here is one idea. Each child spends endless days in curious ways; we call this play. A child stacks and packs all kinds of blocks and boxes, lines them up, and knocks them down. … Clearly, the child is learning about space! ...how on earth does one learn about time? Can one time fit inside another? Can two of them go side by side? In music, we find out!
I am inclined to doubt that anything very resembling formal logic could be a good model for human reasoning. In particular, I doubt that any logic that prohibits self-reference can be adequate for psychology: no mind can have enough power — without the power to think about Thinking itself. Without Self-Reference it would seem immeasurably harder to achieve Self-Consciousness — which, so far as I can see, requires at least some capacity to reflect on what it does. If Russell shattered our hopes for making a completely reliable version of commonsense reasoning, still we can try to find the islands of "local consistency," in which naive reasoning remains correct.
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