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The Possibility of Intrinsically Intelligent Artificial Intelligence, 2001.
An analysis of Searle's argument against the possibility of strong Artificial Intelligence.
1,825 words (approx. 7.3 pages), 0 sources, AU$ 94.95
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Abstract
This paper examines Searle's original argument against the possibility of strong Artificial Intelligence, or what he calls intrinsically intelligent AI. This argument was presented in "Minds, Brains, and Programs" which contains his original formulation of the Chinese Room example and many others. This paper explains Searle's original view (which has been slightly modified in recent years) against the possibility of strong AI. It then examines the serious shortcomings in his argument, namely his flagrant assumption that intelligence is a bio-chemical property, something that he barely mentions in his text. Holfstadter later called this view "bio-chauvinist." The writer examines what it is Searle is trying to say, where his bio-chauvinism comes into play, and what the end result is.
From the Paper
"In his paper "Minds, Brains, and Programs," John R. Searle attempts to establish the impossibility of strong artificial intelligence (AI), that an "appropriately programmed computer" can have genuine mental states. The validity of strong AI implies a direct correspondence between mental states and formal processes, and as such, insists that a properly defined program is sufficient for producing understanding and intentionality in the thing instantiating that program. Searle refutes this claim, arguing that a program could not be sufficient for producing intentionality because for any program it is possible to instantiate it in something without producing mental states in the thing. In elucidating this central point, Searle derives a distinction between "intrinsic" intentionality and "derived" intentionality. He defines intrinsic intentionality as the sort present in things that clearly have mental states, such as people. Searle distinguishes this from derived intentionality, which he claims is ascribed by those with intrinsic intentionality to things that "perform the sort of functions that we perform on the basis of our intentionality," but that do not actually possess mental states or a genuine intentionality. With this distinction, Searle's claim that programs are not sufficient, or even necessary, for producing intentionality becomes a claim that mere things - namely computers for our purposes - can only have derived intentionality and never can possess intrinsic intentionality. Searle's argument, pushed by his example of the Chinese room, at first seems to raise an alarming challenge to AI proponents, but on closer examination it becomes clear that the thrust of Searle's claim relies on some highly debatable intuitions and assumptions he makes a priori. In this paper I will argue that Searle's conclusion is entirely dependent these contestable assumptions and intuitions. I will then attempt to construct what Searle's response to this objection would likely be, and I will conclude by discussing the significance of this debate with regards to AI and all of cognitive science."
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The Intelligent Computer, 2006.
A history of artificial intelligence (AI) as well as a look at how intelligence has proved harder to simulate than researchers thought it would be.
3,669 words (approx. 14.7 pages), 8 sources, MLA, AU$ 163.95
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Abstract
This paper traces the history and development of artificial intelligence, explaining where it has been successful, to what extent it has been successful, its limitations and how the scientific community has attempted to overcome those limitations. The paper also addresses the question as to why we bother to create AI and the implications for mankind of AI technology as it evolves and advances.
From the Paper
"Over the past several decades, computer technology has made incredible strides. Moreover, there can be little doubt that in years to come, there will be further advances in speed, design, capacity, and memory. There is something almost frightening about the pace of development. Already computers are capable of performing a wide gamut of tasks previously excluded to the province of human thinking. However, the question of whether a mechanical device could ever be said to think "o perhaps even possess emotions "o is not really a new one. Yet it has delivered a new impetus to the world, a sense of urgency, by the advent of the modern computer. The question touches upon philosophical issues. What does it mean to think or feel? How does the mind work?"
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Intelligent Design, 2006.
A look at the belief that the world was created by a single intelligent being and the ramifications of this belief on teaching religion in school.
1,469 words (approx. 5.9 pages), 5 sources, MLA, AU$ 78.95
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Abstract
Intelligent design focuses more on the concept that the world and everything contained in it, even to the most intricate parts was created by an "intelligent agent". This paper examines how the advocates of intelligent design conclude that the process of evolution cannot explain everything and how currently intelligent design is labeled as a form of religious belief and therefore, cannot be taught in public schools alongside with evolution.
From the Paper
"In 1987, the Supreme Court case Edwards v. Aguillard ruled that a Louisiana law that required that creation and evolution be taught side by side and not one subject without the other violated the First Amendment's Establishment Clause. The Supreme Court determined the violation by applying the three-pronged test that was developed through Lemon v. Kurtzman. The Lemon Test requires that the government action must have the following: secular purpose; must have a neutral outcome towards religion; no excessive entanglement of the government and religion (Epstein and Walker, pp. 187-88)."
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Intelligent Design in School, 2006.
Presents arguments against teaching the religious theory of intelligent design in public schools.
1,498 words (approx. 6.0 pages), 5 sources, MLA, AU$ 79.95
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Abstract
This essay elaborates on arguments contending that teaching the theory of intelligent design in American schools would not only threaten biology, it would threaten society as well. The paper cites evidence that the true intention of proponents of the theory of intelligent design is to replace scientific explanations with the theistic understanding that nature and human beings are created by God.
From the Paper
"While the proponents of intelligent design are selling their ideas by saying that they are based in sound science, nothing could be farther from the truth. They have tried to get their views taught in schools by bypassing every accepted form of scientific review. They have taken over school boards in order to change curriculum and, in doing so, have exposed themselves as cultural crusaders, not scientists. In fact, this argument has never been about improving science, but rather it is about hijacking an entire society. With their plan called the Wedge, they intend not to stop at having biology thrown out of school curriculums, but to go on to recreate society in their own image. To let this happen would be to allow American democracy to die."
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Intelligent Agents, 2003.
An in depth discussion on intelligent agents.
690 words (approx. 2.8 pages), 7 sources, MLA, AU$ 37.95
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Abstract
This paper discusses the current problems, advantages, disadvantages and applications pertaining to intelligent agents. It expands on its business application as artificial intelligence technology. The author explores the problems posed by Internet research.
From the Paper
"An intelligent agent is defined as a self-sufficient piece of code that can make decisions without human intervention. In addition it has the ability to adapt itself and become more efficient and effective as it is utilized. As such it ..."
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Intelligent Design, 2005.
A discussion on whether "intelligent design" should be taught in public schools.
1,125 words (approx. 4.5 pages), 3 sources, AU$ 71.95
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Abstract
This paper takes the position that intelligent design is not science and should not be taught in the public schools. The writer argues three main points: ID cannot withstand scientific scrutiny, irreducible complexity cannot be established, and ID is nothing more than repackaged creationism.
From the Paper
"A Harris Poll from June 2005 found that 54% of American adults don't believe the theory of evolution to be true. Further, 55% believe that creationism and intelligent design should be taught in the public schools alongside evolution (Pincock 13). That is what is at stake in this issue. A disturbing number of Americans believe that intelligent design is a valid, scientific way of looking at the world and explaining natural phenomenon. As will become evident, however, the claims of intelligent design theorists do not constitute science. To teach it to public school children is a mockery of science and the U.S. Constitution, which explicitly forbids any collusion between church and state."
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Intelligent Design and Natural Selection, 2004.
A comparative analysis of the theories of intelligent design and natural selection.
1,973 words (approx. 7.9 pages), 7 sources, MLA, AU$ 100.95
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Abstract
This paper examines how, ever since Charles Darwin wrote the "Origin of Species", other theories have been suggested to explain the variation in life forms. In particular, it looks at how, despite the fact that natural selection has been the prevailing theory since the 1800s, over the last decade or so, an increasing number of scientists in microbiology and mathematics, lawyers, philosophers, theologians, and teachers, are once again strongly supporting intelligent design. It discusses both theories and presents their cases as suitable explanations of life.
From the Paper
"The Darwinian theory of evolution states that one of the prime motives for all species is to reproduce and survive, passing on the genetic information of the species from one generation to the next. Species, however, tend to produce more offspring than the environment can support. The resources required to nourish these individuals puts pressure on the size of the species population, which leads to increased competition Some organisms will not survive. The organisms that are better suited to their environment, or exhibit more desirable characteristics, have a better chance of survival. This is referred to as ?survival of the fittest? (Mayr 118)"
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The Intelligent Design Theory, 2008.
An analysis of the intelligent design theory and its flaws in proving the existence of God.
1,554 words (approx. 6.2 pages), 2 sources, MLA, AU$ 82.95
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Abstract
This paper examines the intelligent design theory of deistic faith. It suggests that it is a teleological argument that is constructed from a basic argument from design perspective. The paper discusses the finer points of the design argument and concludes that the argument from design is a fundamentally flawed approach to the question of the existence of God.
From the Paper
"Worse for the position, not all things in the universe express any order whatsoever. The galaxies may be ordered groups of starts, but what about galactic nubulae, of which there are many more but which are significantly less ordered than spiral galaxies. The level of complexity is different for these two types of celestial organization making it difficult to comprehend when an object's behavior constitutes orderliness and when it does not. Add to this the fact that some entities in the universe are actually becoming less ordered with time--like the Sun, which is progressively breaking down over billions of years--and the notion that universe was designed to create order becomes even flimsier. It becomes difficult, or even outright impossible, to accept the argument from design perspective without a degree of faith that the designer exists in the first place. We begin to wonder whether or not proponents of this position postulated a designer to explain the ordered universe or if they have miraculously manifested a uniformly ordered universe in order to justify a belief in a divine designer."
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"War in the Age of Intelligent Machines", 2001.
Discusses how Manuel DeLanda presents this viewpoint of the history of military technologies in his book "War In the Age of Intelligent Machines".
700 words (approx. 2.8 pages), 1 source, APA, AU$ 39.95
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Abstract
Throughout the course of history, technology and the military have been intertwined. The military has employed technologies to defeat enemies in battle as the military which manifests the superior technologies usually wins the war. In more present times, however, distinctions between the military and its technologies are less apparent. As a result, humans perceive the two as a merged glommule, each dependent on the other. While human historians attempt to explain the history of military technologies from a mechanical and mathematical viewpoint, a robot historian can instead trace the impacts of new technologies on human evolution. The paper explains that this enables the robot historian to regard his lineage in a non-anthropocentric inclination which sees the new military technologies as independent of mankind. The paper examines how Manuel DeLanda presents this viewpoint of the history of military technologies in his book "War In the Age of Intelligent Machines".
From the Paper
"DeLanda's history from this perspective is a more critical one than that which looks at the actual technologies. A technological approach to the history of military technologies would be far more mathematical fact than theory and would look at much less of the coevolution between technologies and mankind. His approach is methodological as it traces this history, yet it continues to speculate into the future of technology's place in the structure of the military."
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Intelligent Design (ID) and Its Critics, 2004.
Examines and critiques the ID movement from philosophical, theological, and scientific perspectives.
2,271 words (approx. 9.1 pages), 26 sources, APA, AU$ 113.95
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Abstract
The central claim of the ID movement is that certain biological systems are inexplicable by solely naturalistic causes. William Dembski, a prominent ID proponent, argues that he has proven that intelligent causes are responsible for a certain type of information found in nature. Far from meeting with the kind of fame that one might expect to follow such a seminal 'proof,' Dembski has been strongly criticized by scientists, philosophers, and theologians. This paper examines the most prominent critiques from these areas. It concludes that Dembski's scientific claims have been thoroughly refuted, his theology is built on what will appear to many as a false dichotomy, and philosophers have revealed serious flaws in his 'design detecting' analytic machinery.
From the Paper
"It is pertinent to note that no neo-Darwinian biologist would ever propose that this is how the flagellum came about. Evolutionists maintain that the flagellum evolved from earlier precursors that most probably fulfilled different functions. Dembski's imaginative prob-abilities are therefore not only ridiculous, but completely irrelevant to the question of complexity. Given that Dembski has not successfully demonstrated the complexity criterion, his argument fails and thus specification becomes irrelevant. Nevertheless, Howard Van Till has raised serious concerns even with this latter question. Recalling that Dembski's definition of 'specification' is that an event or object conforms to an independently given pattern, there is good reason to suspect that the flagellum is neither complex nor specified."
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Intelligent Design, 2004.
An examination of the most recent arguments put forth by creationists in the creation/evolution debate.
2,413 words (approx. 9.7 pages), 10 sources, APA, AU$ 118.95
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Abstract
This paper attempts to shed light on the ?newest? platform on which creationists stand: intelligent design. The paper does this by first delineating the concept of creation and the new "scientific" explanation for creationism. The paper then goes on to point out the shortcomings of this new platform and concludes that, in reality, it is just a deliberate effort made by the creationists to veil their goals with a cloak of superficially scientific support.
From the Paper
"The search for knowledge regarding the origin of humanity is about as old as its inhabitants. Since the early 1800?s mankind has continually narrowed the debate down to two opposing ideologies: one of creation and one of evolution. Ever since this partition of ideas, science has been at odds with religion. Yet just as ironic as the debate itself, it appears as if these two conflicting views have attempted to settle their differences with the current prevailing argument. But a closer look into the recent creation/evolution debate reveals that indeed claims being made by present day creationists are still, at best, erroneous. Thus the purpose of this paper is to shed light on the ?newest? platform on which creationist stand: Intelligent Design. In order to fully understand the claim that they make, we first must clearly delineate the often misrepresented concept of evolution. In doing so, one can unmask the falseness in which creationists seem to aimlessly wander."
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Genes and Intelligence, 2005.
This paper discusses the contribution of genes to general intelligence, although intelligence cannot be defined clearly.
1,875 words (approx. 7.5 pages), 4 sources, MLA, AU$ 95.95
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Abstract
This paper explains that research demonstrates that chromosomes, the gene-carrying structures of an organism, are able to determine the level of an individual's intelligence. The author points out that scientists can measure particular inherited features by studying identical twins, who share the same genes, and can use molecular psychiatry to identify specific genes related to intelligence. The paper stresses the problem in genetic identification is that there are several forms of intelligence, such as academic intelligence, which is the traditional construct of intelligence; analytic intelligence, which is similar to academic intelligence and is suitable for testing on I.Q. tests; creative intelligence, which is, for example, a musical or artistic intelligence and cannot be accurately tested because it cannot be clearly defined; and practical intelligence, which cannot be tested because it, too, cannot be clearly defined.
Table of Contents
Introduction to Essay
General Information on Genes and Chromosomes
Information on Intelligence Tests
Positive Aspects on Intelligence Tests
Negative Aspects on Intelligence
What Can and Cannot Be Tested
Research and Experiments Conducted on Topic
Proposals from Scientists
Hypothesis from Experts
Conclusion
From the Paper
"Intelligence is the measure of a person's mental ability to function and to solve everyday problems as well as random odd problems. Individuals differ from one another in their ability to adapt to the environment, to understand complex ideas, to learn from experience and to overcome certain obstacles by taking thought. All of these concepts make up an individuals intelligence level. The most common way to measure a person's intelligence in today's society, is the IQ test. The IQ test is a series of questions involving mathematics and other types of problems that is completed by the recipients and later graded. The grade on the test determines the person's intelligence level."
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Gardner?s Theory of Multiple Intelligences, 2006.
This paper discusses Gardner's Theory of Multiple Intelligences and applies each intelligence to teaching in the classroom.
875 words (approx. 3.5 pages), 3 sources, MLA, AU$ 50.95
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Abstract
This paper explains that there are eight distinct and independent intelligences: Linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intra-personal and naturalist.
The author defines each distinct intelligence and gives an example of it application such as (1) linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages and the capacity to use language to accomplish certain goals; therefore, (2) to develop this type of intelligence, a teacher must discusses metaphors and onomatopoeia. The paper states that classroom activities should be more varied, allowing students to learn use and to develop all the various intelligences.
From the Paper
"Naturalist intelligence is used in discerning patterns in natural, such as how differences species are related or what type of weather we might expect on different days. If I had a naturalist student, I would allow them to share their knowledge with other students. For example, during a science discussion about plants, I would allow the student to explain the evolution of plants in their own words because most teachers have the tendency to use words that most students do not understand. By allowing the student to explain it, the other students would understand it better."
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Intelligence Gathering, 2006.
A discussion on which method of intelligence gathering the intelligence community should rely on in order to counter terrorism.
1,821 words (approx. 7.3 pages), 14 sources, MLA, AU$ 94.95
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Abstract
This paper examines how, in recent years, there has been much debate in the intelligence community relating to the balance between human intelligence (humint), and technical intelligence (techint), in satisfying a state's intelligence requirements. This paper addresses the argument from both sides and suggests that there has been an over reliance on techint in recent years, leading to inadequacies in intelligence gathering.
From the Paper
"The current debate, although not unique to the post 9/11 period, is certainly prevalent today, and has generally involved the advocates of techint in disagreement with those that suggest humint has been neglected as a result of this. Perhaps typical of those advocates is Turner (1985. p92. cited in Shulsky. p34. 2002), who states that 'One way or another, we should soon be able to keep track of most activities on the surface of the earth, day or night, good weather or bad.' As we shall see, the idea that one collection method is favoured over the other is not helpful to the ongoing debate on intelligence reform in the U.S. and that supporters of techint's superiority are misguided, perhaps because of what Emerson (2003. p2) describes as the 'American love affair with technology.' "
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What Is Intelligence?, 2002.
A discussion on what intelligence is and the types of intelligence there are.
900 words (approx. 3.6 pages), 4 sources, AU$ 56.95
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Abstract
This paper explores what intelligence is. It discusses whether there is more than one kind of intelligence, whether people can be smarter in some ways than others and whether we can really measure intelligence accurately. It explores whether biology or environment has the most influence on a person's intelligence.
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Intelligence, 2003.
A comparison between the theories of single intelligence and multiple intelligences.
690 words (approx. 2.8 pages), 2 sources, APA, AU$ 37.95
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Abstract
This paper examines the nature of learning. The paper defines, compares and contrasts Charles Spearman's theory of single intelligence and Howard Gardner's theory of multiple intelligences.
From the Paper
"The attempt to understand different learning and thinking styles is based on different arguments with respect to the nature of intelligence. Such arguments traditionally fall into two categories..."
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