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  1. Why Machines Will Never Rule the World: Artificial Intelligence without Fear.Jobst Landgrebe & Barry Smith - 2022 - Abingdon, England: Routledge.
    The book’s core argument is that an artificial intelligence that could equal or exceed human intelligence—sometimes called artificial general intelligence (AGI)—is for mathematical reasons impossible. It offers two specific reasons for this claim: Human intelligence is a capability of a complex dynamic system—the human brain and central nervous system. Systems of this sort cannot be modelled mathematically in a way that allows them to operate inside a computer. In supporting their claim, the authors, Jobst Landgrebe and Barry Smith, marshal evidence (...)
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  • Making AI Meaningful Again.Jobst Landgrebe & Barry Smith - 2021 - Synthese 198 (March):2061-2081.
    Artificial intelligence (AI) research enjoyed an initial period of enthusiasm in the 1970s and 80s. But this enthusiasm was tempered by a long interlude of frustration when genuinely useful AI applications failed to be forthcoming. Today, we are experiencing once again a period of enthusiasm, fired above all by the successes of the technology of deep neural networks or deep machine learning. In this paper we draw attention to what we take to be serious problems underlying current views of artificial (...)
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  • Pointing and Representing: Three Options.Nick Young, Angelica Kaufmann & Bence Nanay - 2013 - Humana Mente 6 (24).
    The aim of this paper is to explore the minimal representational requirements for pointing. One year old children are capable of pointing – what does this tell us about their representational capacities? We analyse three options: (1) pointing presupposes non-perceptual representations, (2) pointing does not presuppose any representation at all, (3) pointing presupposes perceptual representations. Rather than fully endorsing any of these three options, the aim of the paper is to explore the advantages and disadvantages of each.
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  • Infants’ perceptions of constraints on object motion as a function of object shape.Gelareh Jowkar-Baniani, Angelina Paolozza, Anishka Greene, Cho Kin Cheng & Mark A. Schmuckler - 2017 - Cognition 165 (C):126-136.
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  • Thought-Experiments About Gravity in the History of Science and in Research into Children’s Thinking.E. J. Blown & T. G. K. Bryce - 2013 - Science & Education 22 (3):419-481.
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  • Collaborating with the ‘more capable’ self: Achieving conceptual change in early science education through underlying knowledge structures.Michael Hast - 2014 - .
    It is well-documented that children do not begin school as blank slates but that they bring with them extensive knowledge about how the world around them works. This conceptual knowledge, embedded within rich theoretical structures, is not always accurate and requires change through learning and instruction. Yet some ideas – such as object motion – appear to be particularly resistant to such change. So how can conceptual change be achieved or facilitated? Collaboration, for one, has long been recognised as a (...)
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  • Early knowledge of object motion: continuity and inertia.Elizabeth S. Spelke, Gary Katz, Susan E. Purcell, Sheryl M. Ehrlich & Karen Breinlinger - 1994 - Cognition 51 (2):131-176.
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