Mind or Machines – Cognitive Science Changing Artificial Intelligence
As Artificial Intelligence (AI) is still developing and advancing to claim the human-level intelligence, let us acknowledge the principles and methods it is deploying to improve the abilities of these machines to think like a human.
I am sure we have all heard about Sophia the robot, as most of us have been fixated on her journey for quite some time now. Like Sophia, who has been constructed using Artificial Intelligence (AI) technology, which has become one of the industry’s most followed technology of the season, is being studied by many scientists and researchers to connect the distinctions between machines and humans. How do these machines run on AI technology allowing them to operate independently, learning from their environment to interact how humans do. Isn't it marvelous and something to be in awe of?
As Artificial Intelligence (AI) is still developing and advancing to claim the human-level intelligence, let us acknowledge the principles and methods it is deploying to improve the abilities of these machines to think like a human. The question we should ask is: Is that even possible?
Artificial Intelligence has made a lot of progress with the help of multiple intelligence theory such as:
- Logical-Mathematical Intelligence which uses logical reasoning and problem-solving methodologies
- Linguistic Intelligence which uses computational linguistics, spoken language recognition, and synthesis
- Spatial Intelligence using computer vision, spatial and imagery reasoning
- Interpersonal and Intrapersonal Intelligence using AI agents that interact with each other, creating self-awareness and emotion in AI
- Musical Intelligence is the understanding of music and creation
- Bodily-Kinaesthetic Intelligence which is related to robotics and so on.
These are few of the general methodologies and algorithms, helping to develop human-like introspection and intuition to solve a variety of problems. The most important of them all is Cognitive Science, the study of how the human mind works and mental processes, drawing various principles from psychology, linguistics, and neuroscience. Artificial Intelligence is nothing but an attempt to create cognitive beings, mapping out to understand all the cognition, human or otherwise.
I have invested a lot of time analyzing the use of AI, Machine Learning, Blockchain, Security etc. in the higher education space and how cognitive science is transforming the way education is imparted.
Last decade saw AI addressing several challenges in learning, which included language processing, reasoning, planning and cognitive modeling. AI helps to organize and synthesize content with deep learning systems emulating human behavior. The progress using AI and Machine Learning in education has been impressive but there is still a lot of work which needs to be done for advancing in the science of learning.
Artificial Intelligence with cognitive science can bring a change and growth in learning, building unique learning pathways for individual learners. With technologies like virtual mentors, analyzing the interaction data, interconnectedness and accessibility of classrooms worldwide are some of the challenges AI is addressing.
Looking at the bright side, AI can be used for many other purposes in the field of education such as:
- Communicating with autistic students, picking on their facial expressions and nonverbal cues which can be difficult for a human to do.
- Act as proxies for teachers with online learning programs. This way many students would benefit from distance learning as the teachers would be able to teach from anywhere.
- Digital learning will become more prominent in the years to come.
The Bottom Line Is
With the technological advancements and the way AI is being used in classrooms today, it will not be long when we unfold the most inspiring way AI can help in the development of the minds, boosting the way we interact, transforming how we treat each other and our lives at large.
Disclaimer: The views expressed in the article above are those of the authors' and do not necessarily represent or reflect the views of this publishing house
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