2.3 Further Characterizations of Humanlike Intelligence 25

2.3 Further Characterizations of Humanlike Intelligence 25 psychologists. As part of the AGI Roadmap project, specific tasks were created corresponding to each of the sub-areas in the above list; we will describe some of these tasks in Chapter 17. 2.3.2 Gardner’s Theory of Multiple Intelligences The diverse list of human-level “competencies” given above is reminiscent of Gardner’s [Gar99| multiple intelligences (MI) framework — a psychological approach to intelligence assessment based on the idea that different people have mental strengths in different high-level domains, so that intelligence tests should contain aspects that focus on each of these domains separately. MI does not contradict the “complex goals in complex environments” view of intelligence, but rather may be interpreted as making specific commitments regarding which complex tasks and which complex environments are most important for roughly human-like intelligence. MI does not seek an extreme generality, in the sense that it explicitly focuses on domains in which humans have strong innate capability as well as general-intelligence capability; there could easily be non-human intelligences that would exceed humans according to both the com- monsense human notion of “general intelligence” and the generic “complex goals in complex environments” or Hutter /Legg-style definitions, yet would not equal humans on the MI crite- ria. This strong anthropocentrism of MI is not a problem from an AGI perspective so long as one uses MI in an appropriate way, i.e. only for assessing the extent to which an AGI system displays specifically human-like general intelligence. This restrictiveness is the price one pays for having an easily articulable and relatively easily implementable evaluation framework. Table ?? summarizes the types of intelligence included in Gardner’s MI theory. Intelligence Type Aspects Linguistic Words and language, written and spoken; retention, inter- pretation and explanation of ideas and information via lan- guage; understands relationship between communication and meaning Logical-Mathematical Logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome Musical Musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling Bodily-Kinesthetic Body movement control, manual dexterity, physical agility and balance; eye and body coordination Spatial-Visual Visual and spatial perception; interpretation and creation of images; pictorial imagination and expression; under- stands relationship between images and meanings, and be- tween space and effect Interpersonal Perception of other people’s feelings; relates to others; inter- pretation of behaviour and communications; understands relationships between people and their situations Table 2.1: Types of Intelligence in Gardner’s Multiple Intelligence Theory HOUSE_OVERSIGHT_012941