Comment on “Three Cognitive Dimensions for Tracking Deep Learning Progress"

Notes by Howard Gardner

The original metaphor for each of the several intelligences was that of a computer, or a computational device.  I sought to convey that that there exist different kinds of information in the world—information deliberately more abstract than a signal to a specific sensory organ—and that the human mind/brain has evolved to be able to assimilate and operate upon those different forms of information.  To be more concrete, as humans we are able to operate upon linguistic information, spatial information, musical information information about other persons and so on—and these operations constitute the machinery of the several intelligences.

Even at the time that the theory was conceived—around 1980—I was at least dimly aware that there existed various kinds of computational processes and devices. And by the middle 1980s, I had become aware of a major fault-line within the cognitive sciences. On the one hand there are those who (in the Herbert Simon or Marvin Minsky tradition) think of computers in terms of their operating upon strings of symbols—much like a sophisticated calculator or a translator. On the other hand, there are those who (in the David Rumelhart or James McClelland tradition) think of computers in terms of neural networks that change gradually as a result of repeated exposure to certain kinds of data presented in certain kinds of ways. A fierce battle ground featured rival accounts of how human beings all over the world master language so efficiently—but it eventually has played out with respect to many kinds of information.

Fast forward thirty years. Not only do we have computational devices that work at a speed and with amounts of information that were barely conceivable a few decades ago. We are also at the point where machines seem to have become so smart at so many different tasks—whether via symbol manipulation or parallel distributed processing or some other process or processes—that they resemble or even surpass the kinds of intelligence that, since Biblical times, we have comfortably restricted to human beings.  Artificial intelligence has in many respects (or in many venues) become more intelligent than human intelligence. And to add to the spice, genetic manipulations and direct interventions on the brain hold promise–or threat—of altering human intelligence in ways that would have been inconceivable…. except possibly to writers of science fiction.

In an essay “Three Cognitive Dimensions for Tracking Deep Learning Progress,” Carlos Perez describes the concept of AGI—self-aware sentient automation.    He goes on to delineate three forms of artificial intelligence. The autonomous dimension reflects the adaptive intelligence found in biological organisms (akin to learning by neural networks). The computation dimension involves the decision making capabilities that we find in computers as well as in humans (akin to symbol manipulation). And the social dimension involves the tools required for interacting with other agents (animate or mechanical)—here Perez specifically mentions language, conventions, and culture.

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Source: https://arxiv.org/abs/1705.11190

These three forms of artificial intelligence may well be distinct. But it is also possible they may confound function—what a system is trying to accomplish—and mechanism—how the system goes about accomplishing the task. For instance, computation involves decision making—but decision making can occur through neural networks, even when intuition suggests that it is occurring via the manipulation of symbols. By the same token, the autonomous intelligence features adaptation, which does not necessarily involve neural networks. I may be missing something—but in any case, some clarification on the nature of these three forms, and how we determine which is at work (or in play), would be helpful.

Returning to the topic at hand, Perez suggests that these three dimensions map variously onto the multiple intelligences.  On his delineation, spatial and logical intelligences align with the computational dimension; verbal and intrapersonal intelligences align with the social dimension; and, finally, the bodily-kinesthetic, naturalistic, rhythmic-musical, and interpersonal intelligences map onto the autonomous dimension.

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Source: https://medium.com/intuitionmachine/deep-learning-system-zero-intuition-and-rationality-c07bd134dbfb

I would not have done the mapping in the same way. For example, language and music seem to me to fall under the computational dimension. But I applaud the effort to conceive of the different forms of thinking that might be involved as one attempts to account for the range of capacities of human beings (and, increasingly. other intelligent entities)  that must accomplish three tasks: carry out their own operations by the  available means; evolve in light of biological and other physical forces; and interact flexibly with other agents in a cultural setting. I hope that other researchers will join this timely effort.

I thank Jim Gray and David Perkins for their helpful comments.

To see the complete article by Carlos E. Perez, please click here: https://medium.com/intuitionmachine/deep-learning-system-zero-intuition-and-rationality-c07bd134dbfb

MI in Ireland: Strengthening Students Multiple Intelligences During Transition Year

In an article featured in The Irish Times on September 4th 2017, Brian Mooney, guidance counselor and assistant principal at Oatlands College, Mount Merrion, Dublin, encourages an inquiring parent to use MI Theory as a foundation for his daughter’s Transition Year. This feature provides exciting insight into the application of MI Theory in the Irish education system.

In the article, Mooney says, while the Irish education system supports the development of verbal-linguistic and logical-mathematical intelligences, it fails to provide opportunities for students to hone their other six intelligences. However, he says students can use their Transition year (an optional one-year program between the Junior Cycle and Senior Cycle (1)) to explore their other intelligences. Mooney says giving students the opportunity to see where their strengths lie in all eight intelligences can help them to make their subject choices for their Leaving Certificate. Moreover, he says, it can be “an amazing period of self-discovery,” in which “children enter transition year and emerge as young adults on the other side.”

Read the full article here: https://www.irishtimes.com/profile/brian-mooney-7.2280006

(1) http://www.citizensinformation.ie/en/education/primary_and_post_primary_education/going_to_post_primary_school/transition_year.html

Howard Gardner Takes an MI Perspective on General Intelligence

In a paper titled, "The evolution of general intelligence," published by Cambridge University Press, three professors from the University of Zurich, Dr. Judith M. Burkart, Dr. Michèle N. Schubiger, and Dr. Carel P. van Schaik, take an anthropological perspective on general intelligence.

Howard Gardner responds, in an open peer commentary, with an MI perspective.

Read both abstracts below:

"The evolution of general intelligence":

The presence of general intelligence poses a major evolutionary puzzle, which has led to increased interest in its presence in nonhuman animals. The aim of this review is to critically evaluate this question and to explore the implications for current theories about the evolution of cognition. We first review domain-general and domain-specific accounts of human cognition in order to situate attempts to identify general intelligence in nonhuman animals. Recent studies are consistent with the presence of general intelligence in mammals (rodents and primates). However, the interpretation of a psychometric g factor as general intelligence needs to be validated, in particular in primates, and we propose a range of such tests. We then evaluate the implications of general intelligence in nonhuman animals for current theories about its evolution and find support for the cultural intelligence approach, which stresses the critical importance of social inputs during the ontogenetic construction of survival-relevant skills. The presence of general intelligence in nonhumans implies that modular abilities can arise in two ways, primarily through automatic development with fixed content and secondarily through learning and automatization with more variable content. The currently best-supported model, for humans and nonhuman vertebrates alike, thus construes the mind as a mix of skills based on primary and secondary modules. The relative importance of these two components is expected to vary widely among species, and we formulate tests to quantify their strength.

"Taking a multiple intelligences (MI) perspective":

The theory of multiple intelligences (MI) seeks to describe and encompass the range of human cognitive capacities. In challenging the concept of general intelligence, we can apply an MI perspective that may provide a more useful approach to cognitive differences within and across species.

Read the full paper and peer commentary at the following site: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/A8A9AB8F1488B60F575DC956F791B7EF/S0140525X16001631a.pdf/taking_a_multiple_intelligences_mi_perspective.pdf

Can Neuroscience Provide Empirical Support for MI Theory?

In March 2017, Dr. Branton Shearer and Dr. Jessica Karanian published a paper titled The Neuroscience of Intelligence: Empirical Support for the Theory of Multiple Intelligences? in Trends in Neuroscience and Education, Volume 6. In the paper, Dr. Shearer and Dr. Karanian use neuroscience to provide empirical support for the theory of multiple intelligences. The abstract for the article appears below:

Abstract

The concept of intelligence has been strongly debated since introduction of IQ tests in the early 1900s. Numerous alternatives to unitary intelligence have achieved limited acceptance by both psychologists and educators. Despite criticism that it lacks empirical validity, multiple intelligences theory (Gardner, H. (1983, 1993) Frames of mind: The theory of multiple intelligences, New York: Basic Books), has had sustained interest on the part of educators worldwide. MI theory was one of the first formulations about intelligence to be based on neuroscience evidence. This investigation reviewed 318 neuroscience reports to conclude that there is robust evidence that each intelligence possesses neural coherence. Implications for using MI theory as a bridge between cognitive neuroscience and instruction are discussed.

To read the full publication, visit the following site: http://www.sciencedirect.com/science/article/pii/S2211949317300030

Study of Spatial Intelligence

In a new study, published in Cognitive Science in June 2017, researchers at University College London and Bangor University have found that artists, architects, and sculptors process spaces differently. When asked to describe the spaces in three different images (a Google Street View image, a painting of St. Peter's Basilica, and a computer-generated surreal scene), the variation in participants’ responses correlated to their professions.

Howard Gardner comments on the study below:

“I'm glad to see that researchers are trying to understand the different manifestations of spatial intelligence. The decision to look at painters, architects, and sculptors is a shrewd one—and the comparisons make sense. We would expect that sculptors—working in three dimensions—would share aspects of the painters' and of the architects' approaches.

Whether these findings have specific brain and developmental implications is a more vexed issue. Everything that we do involves the brain and so it's to be expected that different kinds of activities involve different brain areas—how could it not be the case? And assuming it is the case, why is this so? There could be genetic reasons (best demonstrated by studying identical twins reared apart), training reasons (how teachers introduce skills), work experiences (what one does every day for many years), or a combination of these things. After all, individuals may be attracted to the visual-spatial professions because of innate proclivities; but even if individuals were randomly assigned to a spatial treatment, we would expect their brains ultimately to change. Whether those who become proficient do so primarily because of nature or primarily through the amount and type of training remains to be seen.”

Thomas Hoerr, MI Expert, Emeritus Head of School, New City School, and Scholar In Residence, UMSL College of Education, comments:

"When I present on MI, I like to spend a bit of time talking about how all of our intelligences might be put to use. I note that, as Howard has written, any complex act draws from more than one intelligence. (In fact, that would be the case for most simple acts, as well.) Intelligences are not used in isolation.

Beyond that, it’s helpful for people to consider the various manifestations of intelligences. Thinking about how the work of an architect differs from an artist makes sense to folks; the dimensions resonate. Likewise, the differences between poetry and prose are quite salient.

For teachers, in particular, I hope that this realization will encourage them – give themselves permission, if you will – to offer different experiences and pathways for kids to learn. It’s great, for example, to incorporate the spatial intelligence in teaching social studies concepts. Alone, I like that idea! Better, though, is if those spatial intelligences can be nuanced, so that there are opportunities for kids to use a range of materials, e.g., paint, clay, paper, and photography (though not on the same day!). The more teachers can envision the various aspects of intelligences, the more they can work to give students these kinds of opportunities.

What all of this does, as Howard theorized, is illustrate the multiplicity of multiple intelligences. That’s an exciting idea!!

For more information on the study, visit the following webpage: https://www.sciencedaily.com/releases/2017/06/170628095931.htm.