A computational analysis of general intelligence tests for evaluating cognitive development
The progression in several cognitive tests for the same subjects at different ages provides valuable information about their cognitive development. One question that has caught recent interest is whether the same approach can be used to assess the cognitive development of artificial systems. In part...
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| Published in | Cognitive systems research Vol. 43; pp. 100 - 118 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier B.V
01.06.2017
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1389-0417 1389-0417 |
| DOI | 10.1016/j.cogsys.2017.01.006 |
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| Abstract | The progression in several cognitive tests for the same subjects at different ages provides valuable information about their cognitive development. One question that has caught recent interest is whether the same approach can be used to assess the cognitive development of artificial systems. In particular, can we assess whether the ‘fluid’ or ‘crystallised’ intelligence of an artificial cognitive system is changing during its cognitive development as a result of acquiring more concepts? In this paper, we address several IQ tests problems (odd-one-out problems, Raven’s Progressive Matrices and Thurstone’s letter series) with a general learning system that is not particularly designed on purpose to solve intelligence tests. The goal is to better understand the role of the basic cognitive operational constructs (such as identity, difference, order, counting, logic, etc.) that are needed to solve these intelligence test problems and serve as a proof-of-concept for evaluation in other developmental problems. From here, we gain some insights into the characteristics and usefulness of these tests and how careful we need to be when applying human test problems to assess the abilities and cognitive development of robots and other artificial cognitive systems. |
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| AbstractList | The progression in several cognitive tests for the same subjects at different ages provides valuable information about their cognitive development. One question that has caught recent interest is whether the same approach can be used to assess the cognitive development of artificial systems. In particular, can we assess whether the ‘fluid’ or ‘crystallised’ intelligence of an artificial cognitive system is changing during its cognitive development as a result of acquiring more concepts? In this paper, we address several IQ tests problems (odd-one-out problems, Raven’s Progressive Matrices and Thurstone’s letter series) with a general learning system that is not particularly designed on purpose to solve intelligence tests. The goal is to better understand the role of the basic cognitive operational constructs (such as identity, difference, order, counting, logic, etc.) that are needed to solve these intelligence test problems and serve as a proof-of-concept for evaluation in other developmental problems. From here, we gain some insights into the characteristics and usefulness of these tests and how careful we need to be when applying human test problems to assess the abilities and cognitive development of robots and other artificial cognitive systems. |
| Author | Hernández-Orallo, José Martínez-Plumed, Fernando Ferri, Cèsar Ramírez-Quintana, María José |
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| CitedBy_id | crossref_primary_10_1016_j_intell_2021_101563 crossref_primary_10_1016_j_compedu_2019_01_009 crossref_primary_10_1080_10494820_2022_2076128 crossref_primary_10_1016_j_techfore_2020_120555 |
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| Keywords | Task difficulty Intelligence tests Inductive programming General learning Cognitive development assessment Artificial Intelligence evaluation |
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