Requirements & Designs: Asking Scientific Questions About Architectures

Are We Asking All the Right Questions About Quality of Care in Low- and Middle-Income Countries?

Curiosity and the Development of Question Generation Skills

The current study investigates the relationship between children’s curiosity and question asking ability. Generation of two types of questions was assessed: identification (yes/no questions asked to identify a target from an array) and understanding questions, asked to learn more about a topic. The latter was related to children’s curiosity, as was the ability to recognize the effectiveness of ...

Cognitive Architecture Requirements for Achieving AGI

We outline eight characteristics of the environments, tasks, and agents important for human-level intelligence. Treating these characteristics as influences on desired agent behavior, we then derive twelve requirements for general cognitive architectures. Cognitive-architecture designs that meet the requirements should support human-level behavior across a wide range of tasks, embedded in envir...

Learning biology through research papers: a stimulus for question-asking by high-school students.

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific ...

Report on Cognitive Architectures

This paper discusses our views on the future of the field of cognitive architectures, and how the scientific questions that define it should be addressed. We also report on a set of requirements, and a related architecture design, that we are currently investigating as part of the CoSy project. An Architecture Schema for Embodied Cognitive Systems Nick Hawes, Jeremy Wyatt and Aaron Sloman For f...