Human-computer interaction and distributed computing is capable of enhancing learning and intelligent information management. There would be a lot to say about intelligence, but obviously, some of the basic assumptions are that long-term memory plays an important role in remembering conceptual building blocks for intelligent reasoning. The ability to combine these building blocks into new concepts, allows for intelligent reasoning and behaviour.
However, the validity and stability of concepts will determine whether the conceptual bridge will hold or collapse. Looking at the brain’s capacity for memory, Joseph LeDoux (LeDoux 2002, pp 132) in his book “Synaptic Self” mentions Shacter’s “Seven Sins of Memory” showing convincingly how memory can fail us. The seven sins are transience, absent-mindedness, blocking, misattribution, suggestibility, bias and persistence.
Computers allow us to bring conceptual objects in close proximity (temporal? vectorial?) allowing for quick analysis of validity and assessing relationships. Proximity can easily be enhanced through 2D or 3D geometry This can lead to cognitive reinforcement, making new synaptic changes possible and reinforcing these for long-term memory potentiation (LTP pp 139)
So, what could we get?
A simulated classroom for example, with 3-D avatars interacting audio-visually, a useful tool for intelligence development and education.
The hypothesis would suggests that a simulated virtual classroom would perform better than a real class room. This would need to be verfied. It is still unclear what all the advantages could be – cognitive, learning, social advance – or the disadvantages ?
We enforce learning processes by enhancing stimulus intensity, looping pathways, and stimulus frequency, a process of continuing enforcement and rehearsal. With computers we can validate our progress through immediate validation and verification procedures by accessing databases, encyclopedias, dictionaries, reference journals, computer simulations or ‘live’ expert knowledge. This gives immediate feedback on whether the bridge will hold, or collapse.
The ZiF: Research Group 2005/2006, Bielefeld is currently working on embodied non-symbolic information transfer and in face-to-face communication. An interesting endeavour indeed. Integration of research in embodied AI, robotics, and human-machine-human communication is still lacking. Avatar interaction in virtual worlds could bridge abstract symbol transfer mechanisms in communication to a cognitive higher level, possibly an extended phenomenal self model (Metzinger 2003)
References:
LeDoux, J 2002, Synaptic Self: How Our Brains become Who we Are. Penguin Books, New York.
Metzinger, T 2003, Being No One. The Self-Model Theory of Subjectivity, MIT Press, Cambridge.
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Well exactly. We're getting to the point whereby bandwith and processing power becomes less and less of a hindrance. Just as we can interact 3D in a virtual games world we could interact in a classroom type scenario.
ReplyDeleteNot that I like the word "classroom" very much. I see it more as a "live" symposium with excursions to other presentations etc. No more limits.Realizing that we are all both learners and teachers and seeing learning as a life long necessity a virtual symposium culture, maybe even in the true Greek sense, may be an interesting perspective.