Can Computers Think?
Last Update: Sunday, 27 March 2022
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Assignment
A Debate
For this position paper, I would like you to evaluate the
following hypothetical debate.
Pro: If something behaves in all relevant ways as if it were
cognitive, then it is cognitive.
Con: What do you mean by "being cognitive"?
Pro: I mean that it can perceive (see, hear, etc.);
has beliefs, desires, and intentions; can remember; can use and
understand natural language; and can reason and make rational decisions; etc.
You know, the sort of thing that AI researchers are trying to achieve by
computational means.
Con: Do you think they will succeed?
Pro: I'm optimistic: I think that a computer running a suitable AI
program (or maybe a suite of programs) will eventually behave in all these ways.
Con: But that means that you think that such an AI-programmed
computer will be cognitive?
Pro: Yes.
Con: But that's crazy! Computers and computer programs are purely
syntactic!
Pro: Now it's my turn to ask for clarification: What do you
mean by 'syntactic'?
Con: I mean that all a computer can do is to manipulate the symbols
of a formal symbol system (see §13.2.2 of the book).
Pro: So what's the problem?
Con: The problem is that cognition is semantic! That is, it
involves the semantic interpretation of those symbols.
Pro: Well, I'm not so sure about that. But suppose you're
right. What then?
Con: Well, syntax does not suffice for semantics. So, no
computer executing a
purely syntactic computer program can exhibit semantic cognition,
even if it behaves in all relevant ways as if it were cognitive.
Argument Analysis
Ground Rules
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For your peer-editing session next week, I will give you a choice:
You may either:
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Create a "thinksheet" like the one for
Position Paper #4
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with one column listing the premises, conclusions, and arguments;
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one column of "cells" to indicate your agreement or disagreement with them;
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and one column of "cells" to indicate your reasons for your agreement or
disagreement
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or write a 1–2 page, double-spaced (that is, about 250–500 word),
single-sided, first draft.
(Of course, you might want to do option (a) for your own use before
doing option (b)!
They are not mutually inconsistent.)
If your document is more than 1 page long, please
staple the pages together and make sure that your name is on all pages!
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Please bring 5 copies to class on the due date.
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At the top of the first page, please put the following
information:
- the title "Position Paper #5"
- your name
- the
course you are enrolled in
- the due date.
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Failure to correctly distinguish among "true (or false)
sentences, propositions, statements, premises, or conclusions" and
"valid (or invalid) arguments" will also result in a lower grade!
To the Instructor:
I have found that many students have trouble
distinguishing among these terms, hence my insistence on their importance
in this position paper.
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For general assistance with writing (including a suggested method of
paper preparation and format, as well as advice on grammar), see my
website
"How to Write"
And don't forget to give full citations to any sources that you cite.
DUE AT THE BEGINNING OF LECTURE, ONE WEEK FROM TODAY
Suggestions and Guidelines for Peer-Group Editing
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When you get into your small groups, introduce yourselves quickly, and share
copies of your papers with each other.
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Choose one paper to discuss first.
(Suggestion: Go in alphabetical order by family name.)
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After spending about 10–15 minutes on the first paper, move on to
the next, going back to
step 2, above, changing roles.
Spend no
more than 15 minutes per paper (because you've only got about 45 minutes
at most). Perhaps one member of the group can be a timekeeper.
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Suggestion: There are really 2 arguments in this dialogue: Pro's
argument and Con's argument.
So, the first task is to present each argument. Once you have
identified the premises (including any hidden premises) and conclusion
of each argument, you can then analyze it for
validity of the argument and truth of the premises.
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For each paper in your peer-editing group,
ask as many of the following questions as you have time for:
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Did the author present both Pro's and Con's arguments?
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For each argument, did the author state whether and why
they believe the argument to be valid?
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It's possible to formulate both arguments so that they are valid!
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If you do that, then ascertaining the truth
value of the premises becomes your central task.
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For each argument, did the author state whether and why
they agree with the premises?
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For each argument, if the author believed either that the argument was
invalid (even with missing premises added—that is, that there
was no way to make the argument valid) or that one
or more of the premises was false, then did the author
state whether and why they agree with the conclusion?
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Reminder:
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If you think an argument is sound,
then you are logically obligated to believe
its conclusion (and you don't have to give
any other justification for the conclusion).
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If you don't believe the conclusion
of an argument, then it is either invalid
or else has at least one false premise; you
must identify which, and explain why.
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If you think an argument is unsound
(either because it is invalid or has at least
one false premise), then you might still
believe the conclusion for other reasons;
in that case, you must give those other reasons.
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Remember: Your revised paper must have the appropriate heading
at the top of the first page, must use the terms 'true', 'false', 'valid',
and 'invalid' appropriately, and must have your peer-edited first drafts attached!
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Keep a written record of the questions and replies.
This will be useful to the author, for revision.
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At home, over the next week, please revise your paper to take
into consideration the comments made by your fellow students
(that is, your "peers"):
Perhaps defend your claims better, or clarify statements
that were misunderstood, etc. For help, see your instructor.
1–2 PAGE (250–500 WORD) REVISION, 1 COPY, TYPED, SINGLE-SIDED,
DOUBLE-SPACED, IS DUE ONE WEEK FROM TODAY.
NO LATE PAPERS WILL BE ACCEPTED!
Suggested Grading Rubric for Position Paper #5
To the Instructor:
For this assignment, I handed out the grading
rubric when I gave the assignment, so that the students would know ahead
of time how I was going to grade them. Whether or not you use my grading
scheme, this information can be helpful to the students even for some of
the earlier assignments.
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For the grading rubric, please link to "Position Paper #5 Grading Rubric"
Copyright © 2022 by
William J. Rapaport
(rapaport@buffalo.edu)
http://www.cse.buffalo.edu/~rapaport/OR/pp5.html-20220327