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Using secondary school maths to demystify AI

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Re: Using secondary school maths to demystify AI

#71
post #2

Earlier quoted context omitted.

I love the idea of educating students on the math behind AI to demystify them. But I think it's a little weird to assert "AI is not magic and AI systems do not think. It’s just maths." Equivalent statements could be made about how human brains are not magic, just biology - yet I think we still think.

>Equivalent statements could be made about how human brains are not magic, just biology - yet I think we still think. They're not equivalent at all because the AI is by no means biological. "It's just maths" could maybe be applied to humans but this is backed entirely by supposition and would ultimately just be an assumption of its own conclusion - that human brains work on the same underlying principles as AI becaus…

Unless you're supposing something mystical or supernatural about how brains work, then yes, it is "just" math, there is nothing else it could be. All of the evidence we have shows it's an electrochemical network of neurons processing information. There's no evidence that suggests anything different, or even the need for anything different. There's no missing piece or deep mystery to it.

It's on those who want alternative explanations to demonstrate even the slightest need for them exists - there is no scientific evidence that exists which suggests the operation of brains as computers, as information processors, as substrate independent equivalents to Turing machines, are insufficient to any of the cognitive phenomena known across the entire domain of human knowledge.

We are brains in bone vats, connected to a wonderful and sophisticated sensorimotor platform, and our brains create the reality we experience by processing sensor data and constructing a simulation which we perceive as subjective experience.

The explanation we have is sufficient to the phenomenon. There's no need or benefit for searching for unnecessarily complicated alternative interpretations.

If you aren't satisfied with the explanation, it doesn't really matter - to quote one of Neil DeGrasse Tyson's best turns of phrase: "the universe is under no obligation to make sense to you"

If you can find evidence, any evidence whatsoever, and that evidence withstands scientific scrutiny, and it demands more than the explanation we currently have, then by all means, chase it down and find out more about how cognition works and expand our understanding of the universe. It simply doesn't look like we need anything more, in principle, to fully explain the nature of biological intelligence, and consciousness, and how brains work.

Mind as interdimensional radios, mystical souls and spirits, quantum tubules, none of that stuff has any basis in a ruthlessly rational and scientific review of the science of cognition.

That doesn't preclude souls and supernatural appearing phenomena or all manner of "other" things happening. There's simply no need to tie it in with cognition - neurotransmitters, biological networks, electrical activity, that's all you need.

Re: Using secondary school maths to demystify AI

#72

Earlier quoted context omitted.

The official name is https://en.wikipedia.org/wiki/Chinese_room The opinions are exactly the same than about LLM.

And the counter argument is also exactly the same. Imagine you take one neuron from a brain and replace it with an artificial piece of electronics (e.g. some transistors) that only generates specific outputs based on inputs, exactly like the neuron does. Now replace another neuron. And another. Eventually, you will have the entire brain replaced with a huge set of fundamentally super simple transistors. I.e. a comput…

But you are now arguing against a strawman, namely, "it is not possible to construct a computer that thinks".

The argument that was actually made was "LLMs do not think".

Re: Using secondary school maths to demystify AI

#73
post #2

Earlier quoted context omitted.

I love the idea of educating students on the math behind AI to demystify them. But I think it's a little weird to assert "AI is not magic and AI systems do not think. It’s just maths." Equivalent statements could be made about how human brains are not magic, just biology - yet I think we still think.

Thinking is undefined so all statements about it are unverifiable.

I would say a different problem:

There's many definitions of "thinking".

AI and brains can do some, AI and brains definitely provably cannot do others, some others are untestable at present, and nobody really knows enough about what human brains do to be able to tell if or when some existing or future AI can do whatever is needed for the stuff we find special about ourselves.

A lot of people use different definitions, and respond to anyone pointing this out by denying the issue and claiming their own definition is the only sensible one and "obviously" everyone else (who isn't a weird pedant) uses it.

Re: Using secondary school maths to demystify AI

#74
post #72

Earlier quoted context omitted.

And the counter argument is also exactly the same. Imagine you take one neuron from a brain and replace it with an artificial piece of electronics (e.g. some transistors) that only generates specific outputs based on inputs, exactly like the neuron does. Now replace another neuron. And another. Eventually, you will have the entire brain replaced with a huge set of fundamentally super simple transistors. I.e. a comput…

But you are now arguing against a strawman, namely, "it is not possible to construct a computer that thinks". The argument that was actually made was "LLMs do not think".

A: X, because Y

B: But Y would also imply Z

C: A was never arguing for Z! This is a strawman!

Re: Using secondary school maths to demystify AI

#75
post #36

Earlier quoted context omitted.

Someone asserts, almost religiously, that LLMs do and/or can "think." When asked how to falsify their assertion, perhaps by explaining what exactly is "thinking" in the human brain that can and/or will be possible to emulate...

Or they just point to the turing test which was the defacto standard test for something so nebulous. And behold: LLM can pass the turing test. So they think. Can you come up with something better (than the turing test)?

[deleted]

Re: Using secondary school maths to demystify AI

#76
post #73

Earlier quoted context omitted.

Thinking is undefined so all statements about it are unverifiable.

I would say a different problem: There's many definitions of "thinking". AI and brains can do some, AI and brains definitely provably cannot do others, some others are untestable at present, and nobody really knows enough about what human brains do to be able to tell if or when some existing or future AI can do whatever is needed for the stuff we find special about ourselves. A lot of people use different definitions…

This is not a meta-question.

The definition of "thinking" in any of the parent comments or TFA is actually not defined. Like literally no statements are made about what is being tested.

So, if we had that we could actually discuss it. Otherwise it's just opinions about what a person believes thinking is, combined with what LLMs are doing + what the person believes they themselves do + what they believe others do. It's entirely subjective with very low SNR b/c of those confounding factors.

Re: Using secondary school maths to demystify AI

#77

Earlier quoted context omitted.

Our brains actually do something , may be the difference. They're a thing happening, not a description of a thing happening. Whatever that something that it actually does in the real, physical world is produces the cogito in cogito, ergo sum and I doubt you can get it just by describing what all the subatomic particles are doing, any more than a computer or pen-and-paper simulated hurricane can knock your house down,…

Why are the electric currents moving in a GPU any less of a "thing happening" than the firing of the neurons in your brain? What you are describing here is a claim that the brain is fundamentally supernatural.

Thinking that making scribbles that we interpret(!!!) as perfectly describing a functioning consciousness and its operation, on a huge stack of paper, would manifest consciousness in any way whatsoever (hell, let's say we make it an automated flip-book, too, so it "does something"), but if you made the scribbles slightly different it wouldn't work(!?!? why, exactly, not ?!?!), is what's fundamentally supernatural. It's straight-up Bronze Age religion kinds of stuff (which fits—the tech elite is full of that kind of shit, like mummification—er, I mean—"cryogenic preservation", millenarian cults er, I mean The Singularity, et c)

Of course a GPU involves things happening. No amount of using it to describe a brain operating gets you an operating brain, though. It's not doing what a brain does. It's describing it.

(I think this is actually all somewhat tangential to whether LLMs "can think" or whatever, though—but the "well of course they might think because if we could perfectly describe an operating brain, that would also be thinking" line of argument often comes up, and I think it's about as wrong-headed as a thing can possibly be, a kind of deep "confusing the map for the territory" error; see also comments floating around this thread offhandedly claiming that the brain "is just physics"—like, what? That's the cart leading the horse! No! Dead wrong!)

Re: Using secondary school maths to demystify AI

#78
post #43
post #25

Earlier quoted context omitted.

Do you think that thinking is undefinable ? If thinking is definable, then all statements about it aren't unverifiable.

Caveat: if thinking is definable, then not all statements about it are unverifiable.

Yes, that's a problem of me not being a native english speaker. "All x aren't y" may mean "not all x are y" in my tongue. Not a single x is y is more what we would say in the previous case. But in our case we would say there are x that aren't y.

If thinking is definable, it is wrong that all statements about it are unverifiable (i.e. there are statements about it that are verifiable.)

Well, basic shit.

Re: Using secondary school maths to demystify AI

#79
post #42

Earlier quoted context omitted.

A couple decades of chess programs nods knowingly: "First time?"

A couple decades of chess programs nods knowingly: "First time?" Uh huh. Good luck getting Stockfish to do your math homework while Leela works on your next waifu. LLMs play chess poorly. Chess engines do nothing else at all. That's kind of a big difference, wouldn't you say?

> That's kind of a big difference, wouldn't you say?

To their utility.

Not sure if it matters on the question "thinking?"; even if for the debaters "thinking" requires consciousness/qualia (and that varies), there's nothing more than guesses as to where that emerges from.

Re: Using secondary school maths to demystify AI

#80

Earlier quoted context omitted.

The official name is https://en.wikipedia.org/wiki/Chinese_room The opinions are exactly the same than about LLM.

And the counter argument is also exactly the same. Imagine you take one neuron from a brain and replace it with an artificial piece of electronics (e.g. some transistors) that only generates specific outputs based on inputs, exactly like the neuron does. Now replace another neuron. And another. Eventually, you will have the entire brain replaced with a huge set of fundamentally super simple transistors. I.e. a comput…

It seems like the brain "just" being a giant number of neurons is an assumption. As I understand it's still an area of active research, for example the role of glial cells. The complete function may or may not be pen and paper-able.
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