Foreword |
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xiii | |
Preface |
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xv | |
Introduction: The Right Brain in the Right Place (Why We Need Autonomous Al) |
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xxv | |
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Part I When Automation Doesn't Work |
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1 Sometimes Machines Make Bad Decisions |
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3 | (24) |
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Math, Menus, and Manuals: How Machines Make Automated Decisions |
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5 | (1) |
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Control Theory Uses Math to Calculate Decisions |
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5 | (4) |
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Optimization Algorithms Use Menus of Options to Evaluate Decisions |
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9 | (12) |
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Expert Systems Recall Stored Expertise |
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21 | (6) |
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2 The Quest for More Human-Like Decision-Making |
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27 | (26) |
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Augmenting Human Intelligence |
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28 | (1) |
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How Humans Make Decisions and Acquire Skills |
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29 | (1) |
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Humans Act on What They Perceive |
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30 | (1) |
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Humans Build Complex Correlations into Their Intuition with Practice |
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31 | (1) |
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Humans Abstract to Strategy for Complex Tasks |
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31 | (5) |
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There's a New Kind of AI in Town |
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36 | (4) |
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The Superpowers of Autonomous AI |
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40 | (1) |
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Autonomous AI Makes More Human-Like Decisions |
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41 | (1) |
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Autonomous AI Perceives, Then Acts |
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41 | (1) |
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The Difference Between Perception and Action in AI |
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42 | (1) |
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Autonomous AI Learns and Adapts When Things Change |
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43 | (1) |
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Autonomous AI Can Spot Patterns |
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43 | (1) |
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Autonomous AI Infers from Experience |
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44 | (1) |
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Autonomous AI Improvises and Strategizes |
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44 | (1) |
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Autonomous AI Can Plan for the Long-Term Future |
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45 | (1) |
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Autonomous AI Brings Together the Best of All Decision-Making Technologies |
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46 | (1) |
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When Should You Use Autonomous AI? |
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46 | (1) |
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Autonomous AI Is like a Brilliant, Curious Toddler That Needs to Be Taught |
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47 | (6) |
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Part II What Is Machine Teaching? |
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3 How Brains Learn Best: Teaching Humans and AI |
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53 | (20) |
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Learning Multiple Skills Simultaneously Is Hard for Humans and AI |
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53 | (1) |
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Teaching Skills and Strategies Explicitly |
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54 | (4) |
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Teaching Allows Us to Trust AI |
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58 | (2) |
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The Mindset of a Machine Teacher |
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60 | (1) |
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Teacher More Than Programmer |
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60 | (2) |
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62 | (1) |
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62 | (1) |
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How Decision-Making Works |
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63 | (5) |
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Acquiring Skill Is like Learning to Navigate by Exploring |
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68 | (1) |
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A Brain Design Is a Mental Map That Guides Exploration with Landmarks |
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69 | (4) |
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4 Building Blocks for Machine Teaching |
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73 | (44) |
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Case Study: Learning to Walk Is Hard to Evolve, Easier to Teach |
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76 | (1) |
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77 | (1) |
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Strategy Versus Evolution |
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78 | (3) |
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Teaching Walking as Three Skills |
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81 | (3) |
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Concepts Capture Knowledge |
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84 | (1) |
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Skills Are Specialized Concepts |
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84 | (2) |
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Brains Are Built from Skills |
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86 | (1) |
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86 | (1) |
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Expert Rules Inflate into Skills |
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87 | (4) |
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Perceptive Concepts Discern or Recognize |
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91 | (5) |
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Directive Concepts Decide and Act |
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96 | (1) |
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Selective Concepts Supervise and Assign |
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97 | (2) |
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Brains Are Organized by Functions and Strategies |
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99 | (1) |
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Sequences or Parallel Execution for Functional Skills |
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100 | (8) |
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Hierarchies for Strategies |
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108 | (5) |
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Visual Language of Brain Design |
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113 | (4) |
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Part III How Do You Teach a Machine? |
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Understanding the Process |
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117 | (1) |
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118 | (1) |
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118 | (1) |
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Case Study: Let's Design a Smart Thermostat |
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119 | (2) |
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5 Teaching Your AI Brain What to Do |
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121 | (8) |
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Determining Which Actions the Brain Will Take |
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122 | (1) |
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Perception Is Required, but It's Not All We Need |
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122 | (1) |
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123 | (1) |
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Triggering the Action in Your AI Brain |
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124 | (1) |
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Setting the Decision Frequency |
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125 | (1) |
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Handling Delayed Consequences for Brain Actions |
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125 | (2) |
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Actions for Smart Thermostat |
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127 | (2) |
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6 Setting Goals for Your AI Brain |
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129 | (14) |
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There's Always a Trade-off |
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129 | (2) |
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Throughput Versus Efficiency |
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131 | (1) |
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Supervisors Have Different Goals Than Crews Do |
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132 | (1) |
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Don't Prioritize Goals; Balance Them Instead |
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133 | (1) |
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Watch Out for Expert Rules Disguised as Goals |
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133 | (1) |
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134 | (1) |
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135 | (1) |
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Step 1 Identify Scenarios |
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135 | (1) |
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Step 2 Match Goals to Scenarios |
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136 | (1) |
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Step 3 Teach Strategies for Each Scenario |
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137 | (1) |
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137 | (1) |
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137 | (1) |
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137 | (1) |
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Reach, like the Finish Line for a Race |
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137 | (1) |
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Drive, like the Temperature for a Thermostat |
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138 | (1) |
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Avoid, like Dangerous Conditions |
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138 | (1) |
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Standardize, like the Heat in an Oven |
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139 | (1) |
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139 | (1) |
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Expanding Task Algebra to Include Goal Objectives |
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140 | (1) |
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Setting Goals for a Smart Thermostat |
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141 | (2) |
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7 Teaching Skills to Your AI Brain |
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143 | (30) |
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Teaching Focuses and Guides Practice (Exploration) |
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144 | (3) |
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Skills Can Evolve and Transform |
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147 | (1) |
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Skills Adapt to the Scenario |
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148 | (1) |
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Levels of Teaching Sophistication |
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148 | (1) |
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The Introductory Teacher Conveys the Facts and Goals |
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149 | (1) |
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The Coach Sequences Skills to Practice |
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149 | (1) |
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The Mentor Teaches Strategy |
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150 | (1) |
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The Maestro Democratizes New Paradigms |
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151 | (2) |
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How Maestros Democratize Technology |
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153 | (1) |
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Levels of Autonomous AI Architecture |
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154 | (1) |
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Machine Learning Adds Perception |
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155 | (1) |
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Monolithic Brains Are Advanced Beginners |
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156 | (1) |
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Concept Networks Are Competent Learners |
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157 | (2) |
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Massive Concept Networks Are Proficient Learners |
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159 | (1) |
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Pursuing Expert Skill Acquisition in Autonomous AI |
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160 | (1) |
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Brains That Come with Hardwired Skills |
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161 | (1) |
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Brains That Define Skills as They Learn |
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162 | (2) |
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Brains That Assemble Themselves |
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164 | (1) |
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Brains with Skills That Coordinate |
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165 | (1) |
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Steps to Architect an AI Brain |
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166 | (1) |
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Step 1 Identify the Skills That You Want to Teach |
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166 | (2) |
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Step 2 Orchestrate How the Skills Work Together |
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168 | (1) |
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Step 3 Select Which Technology Should Perform Each Skill |
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168 | (1) |
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Pitfalls to Avoid When Teaching Skills |
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168 | (1) |
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Pitfall 1 Confusing the solution for the problem |
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169 | (1) |
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Pitfall 2 Losing the forest for the trees |
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169 | (1) |
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Example of Teaching Skills to an AI Brain: Rubber Factory |
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169 | (2) |
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Brain Design for Our Smart Thermostat |
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171 | (2) |
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8 Giving Your AI Brain the Information It Needs to Learn and Decide |
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173 | (12) |
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Sensors: The Five Senses for Your AI Brain |
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174 | (1) |
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174 | (1) |
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175 | (1) |
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176 | (1) |
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Simulators: A Gym for Your Autonomous AI to Practice In |
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176 | (3) |
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Simulating Reality Using Physics and Chemistry |
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179 | (1) |
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Simulating Reality Using Statistics and Events |
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179 | (1) |
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Simulating Reality Using Machine Learning |
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179 | (1) |
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Simulating Reality Using Expert Rules |
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180 | (1) |
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Sensor Variables for Smart Thermostat |
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180 | (5) |
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Part IV Tools for the Machine Teacher |
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9 Designing AI Brains That Someone Can Actually Build |
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185 | (8) |
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Designers and Builders Working Together in Harmony (Mostly) |
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185 | (2) |
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The Autonomous AI Design Fallacy Designs but Won't Iterate |
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187 | (1) |
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The Autonomous AI Implementation Fallacy Skips Design Altogether |
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188 | (1) |
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Specification for Documenting AI Brain Designs |
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188 | (2) |
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Platform for Machine Teaching |
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190 | (1) |
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Platform for Wiring Multiple Skills Together as Modules |
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190 | (1) |
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What Difference Will You Make with Machine Teaching? |
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191 | (2) |
Glossary |
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193 | (2) |
Index |
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195 | |