1 / 17

Embodied Thought — Recent Robotics (some highlights)

Embodied Thought — Recent Robotics (some highlights). 1948 — Grey Walter’s “Tortoises”. Simple neural net-inspired “brain” Showed simple “brains” can lead to complex, life-like, intelligent behavior Could find their way to recharging station Simple (Pavlovian) learning

tierra
Download Presentation

Embodied Thought — Recent Robotics (some highlights)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Embodied Thought —Recent Robotics (some highlights)

  2. 1948 — Grey Walter’s “Tortoises” • Simple neural net-inspired “brain” • Showed simple “brains” can lead to complex, life-like, intelligent behavior • Could find their way to recharging station • Simple (Pavlovian) learning • Similarities to “Braitenberg vehicles” (LCR, ch. 6) and Scribblers

  3. Ancestors of the Scribbler Grey Walter’s tortoises  Seymour Papert’s turtles  turtle graphics  the Scribbler

  4. Importance ofEmbodied Intelligence • Traditional (dualist) view:mind is essentiallyindependent of the body • in principle, could have an intelligent “brain in a vat” • Now we understand that much of our knowledge is implicit in the fact that we have a body • Also, our body teaches us about the world • Structure of body is foundation for structure of knowledge • Knowledge is in the environment, rather than a representation of the environment

  5. Structure of Embodied Intelligence • Representational primitives are skills, not concepts • Higher-level skills are built on lower-level • Lowest-level skills are grounded in the body

  6. Embodied & Situated Artificial Intelligence • Therefore a genuine AI must be: • embedded in a body (embodied) • capable of interacting significantly with its world (situated) • Intelligence develops as consequence of interaction of body with environment, including other agents • How can we investigate embodied, situated intelligence?

  7. 1990s — “Ant” Microrobots (Rodney Brooks, MIT) • About 1 cubic inch • 17 sensors • Can communicate with each other • Goal: push limits of microrobotics • Goal: explore social interactions inspired by ant colony • Applications: explosives disposal, Mars exploration

  8. 1990s — Clustering Around “Food” • “Food” amongst other objects in environment • First “ant” to encounter food, signals others • Others cluster at food source

  9. 1990s — Tag Game • “It” robot wanders until bumps something • Transmits “Tag” • A “Not It” robot replies “I got tagged” • First becomes “Not It” • Second becomes “It”

  10. 1990s — Genghis (Brooks, MIT) • Subsumption architectureInspired by evolution: more complex behaviors build on simpler ones • Individual legs “do their jobs” • Legs are coordinated to achieve stability • Leg motion coordinated to achieve locomotion to goal

  11. 1990s — Genghis (Brooks, MIT) Front view & infrared sensing of person

  12. 1998 — Cog (Brooks, MIT) • “Humanoid intelligence requires humanoid interactions with the world” • Form of body is fundamental to cognitive representation • no “brains in vats” • Human-like intelligence requires human-like body

  13. 2001 — Leonardo • Cynthia Breazeal’s Lab, MIT • “Sociable Robots” Project • Vehicle for exploring socially guided learning & cooperative activity (video < Breazeal’s Lab)

  14. 2001 — Touch-Sensitive “Skin” • Touch-sensitive silicone skin over entire body • Mapped to neural net-like “homunculus” • Here Leo is programmed to notice & withdraw from contact (video < Breazeal’s Lab)

  15. 2004–7 — Socially Guided Learning • Leo is taught to “turn on all the lights” • Leo generalizes to new situation • Leo displays commitment to joint activity in spite of incorrect action (video < Breazeal’s Lab)

  16. 2004–7 — Collaborative tasks • Leo and human collaborate on a task (making sailboat and smiley face from colored blocks) • Have a common goal toward which the are working • Use gestures and social cues to cooperate

  17. ???? — Consciousness and self-awareness? Algorithms

More Related