I think you need a more formal definition. (not that the following is formal,
but may be easier to follow...
1. Initial facts come from ????2. Every fact can be derived from inference on
prior facts3. Every fact can be a reason (cause) of another fact.4. Some facts
can specialize other facts (Concretion)5. Some facts can represent other facts
(Abstraction)6. A fact might contain terms which generalize terms in other
facts (e.g., Event(eats, mammal, food, "Jan 1, 2013") generalizes
Event(eats, dog, dogfood, "Jan 1, 2013") )
and so on.
Date: Sun, 7 Apr 2013 09:55:10 -0400
Subject: [agi] Detailing Requires Integration
From: [email protected]
To: [email protected]
When a program
acquires new information (a new fact) it has to be able to integrate that
information. It has to see how that information can affect other
information. If reasons are defined for statements new information could
be associated with facts that had been associated with reasons. However,
since ideas can be expressed in different ways it follows that facts (including
reasons) might be expressed in different ways. So knowledge and language
are based on a certain competency. The use of generalizations –kinds of
relations – could be useful in associating new ideas (or facts) with previously
established relations (like the case where a fact is used as a reason for some
other concept). However, the detailing of a fact might interfere with
this since a detail might be related to the less detailed knowledge
of a concept in different ways. This does make sense as a basic
system of intelligence since intelligence does require greater detailing of
knowledge. So how could this refinement be made? Obviously if a
subsequent detailing of a concept is made it cannot be assumed that the extra
detail also fulfills a previously established relationship (of the less
detailed more general fact), unless that relationship is expressly detailed or
should be implicitly recognized by the knowledge of the detail. So this
is important. Language, especially when it is applied to knowledge in a
certain way, can clue the learner that the new detail concerns the ‘mechanism’
of a special utilization of the (previously learned less detailed) fact (like
the case where the less detailed fact is used as a reason). So if a fact
is known to be a reason, then an expression may include a hint of a directive
that is telling the student that the detailing of the fact expressly refers to
the use of the fact as a reason. By the time students are college age
this is done (to them) using extremely subtle figures of speech (as when a
professor is explaining how the details of some ‘mechanism’ are related to a
number of various effects of the ‘mechanism’. The same sort of
principles of detailing can also be applied to concepts that have other kinds
of relationships with other concepts.
Jim Bromer
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