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Human Consciousness and the Mind
Published in Junichi Takeno, Self-Aware Robots, 2022
The embodied cognitive scientists recommend not using, or minimizing the use of, knowledge databases in order not to be bothered with this problem. Alternatively, they recommend giving the feature of “situatedness” to the robot so that the robot can interact with its environment by itself without human or other intervention. Situatedness means that the robot is capable of acquiring information on the current conditions of its environment (or being situated) through interactions with the environment using its sensory sensors based on the embodiment. Considering these points, embodied cognitive scientists use “complete agents” as a tool for studying embodied cognitive science. A complete agent is a virtual or real robot featuring adaptivity, autonomy, self-sufficiency, embodiment, and situatedness. Such a robot is required to stay alive in the real world by itself.
The Future of Intelligent Systems
Published in Adrian A. Hopgood, Intelligent Systems for Engineers and Scientists, 2021
Early examples of intelligent systems were mostly consultative in nature, for example, diagnostic expert systems that reached a conclusion following dialogue with a human, or neural networks that produced classifications from data stored in a file. Many of the more modern intelligent systems are situated, that is, they interact with their environment through sensors that detect the environment and actuators that operate upon the environment in real time. Situated artificial intelligence is demonstrated by an application of DARBS (see Section 10.2 and Section 12.5) that involves monitoring and controlling plasma deposition equipment used in semiconductor device manufacture (Al-Kuzee et al., 2003). As Figure 16.1 graphically illustrates, the computer system in this application is indeed situated within its environment with a wealth of devices for interacting with the environment.
Theoretical background surrounding employability
Published in John Aliu, Clinton Aigbavboa, Wellington Thwala, A 21st Century Employability Skills Improvement Framework for the Construction Industry, 2021
John Aliu, Clinton Aigbavboa, Wellington Thwala
The consensus theory of employability suggests that the development of generic skills at the university level will develop graduates and ensure their readiness as they enter the labour market. According to Fallows and Steven (2000), it is the responsibility of universities to incorporate generic skills into their curricula. These generic skills can be classified into four dimensions: retrieval and handling information (classification and analysis); communication skills and abilities; problem-solving abilities (requisite technical experience and critical thinking skills), and interactive skills and social development (teamwork and responsibility skills). It is therefore the responsibility of universities to integrate these generic skills into their curriculum as academic subject knowledge is not sufficient as a result of the current labour market dynamism. Therefore, Selvadurai et al. (2012) state that it is vital for universities to review and adapt their existing curricula periodically to ensure the successful integration of generic skills through various pedagogical methods and approaches. These methods could range from problem-based learning to situated learning.
Radical systems thinking and the future role of computational modelling in ergonomics: an exploration of agent-based modelling
Published in Ergonomics, 2020
Matt Holman, Guy Walker, Terry Lansdown, Adam Hulme
Notions of this scenario are quelled by criticisms of the hypothesis. For instance, the theory of embodied cognition (Clark 1999; Steels and Brooks 2018) offers hope. The theory of embodied cognition posits that true intelligence cannot exist separately from a body and rather, can only be instantiated via some sort of physical interface (i.e. through a ‘body’). Without this interface, the ‘intelligence’ has limited functional utility in the ‘real world’ as it cannot gather and maintain sufficiently accurate models of the world and would thus pose a minimal threat. The theory of embodied cognition underpins Brooks’ theory of Situated AI (SAI) (Brooks 1990). SAI postulates that true intelligence can only emerge organically through interaction with the ‘real world’. Brooks argues that drawing discrete representations of the ‘real world’, from the ‘real world’, and assembling these representations into a unified construct generates and sustains an emergent, real-time dynamic representation of the ‘real world’. Brooks argues that this emergent construct allows the system to operate effectively in complex environments.
The motor intentional core of situation awareness
Published in Theoretical Issues in Ergonomics Science, 2019
The situated approach is rooted in cognitive science research showing that much of our cognitive activity relies on a coupling between embodied agents and various cognitive artifacts (Clark 2008; Rowlands 2010). These cognitive artifacts often have properties and functions that complement and do not replicate, those of the human cognitive system. They therefore allow agents to do tasks that they would otherwise not be able to do or not do as well. Indeed, the greater the information flow between agent and artifact and the higher the reliability, durability and trustworthiness of the accessed information, the greater the complementarity of the agent-artifact system (Heersmink 2015).