310 17 A Preschool-Based Roadmap to Advanced AGI

310 17 A Preschool-Based Roadmap to Advanced AGI However, the briefer treatment given here should suffice to give a sense for how the competencies manifest themselves practically in the AGI Preschool context. 1. Perception e Vision: image and scene analysis and understanding — Example task: When the teacher points to an object in the preschool, the robot should be able to identify the object and (if it’s a multi-part object) its major parts. If it can’t perform the identification initially, it can approach the object and manipulate it before making its identification. Hearing: identifying the sounds associated with common objects; understanding which sounds come from which sources in a noisy environment — Example task: When the teacher covers the robot’s eyes and then makes a noise with an object, the robot should be able to guess what the object is Touch: identifying common objects and carrying out common actions using touch alone — Example task: With its eyes and ears covered, the robot should be able to identify some object by manipulating it; and carry out some simple behaviors (say, putting a block on a table) via touch alone e Crossmodal: Integrating information from various senses — Example task: Identifying an object in a noisy, dim environment via combining visual and auditory information e Proprioception: Sensing and understanding what its body is doing — Example task: The teacher moves the robot’s body into a certain configuration. The robot is asked to restore its body to an ordinary standing position, and then repeat the configuration that the teacher moved it into. 2. Actuation e Physical skills: manipulating familiar and unfamiliar objects — Example task: Manipulate blocks based on imitating the teacher: e.g. pile two blocks atop each other, lay three blocks in a row, etc. e Tool use, including the flexible use of ordinary objects as tools — Example task: Use a stick to poke a ball out of a corner, where the robot cannot directly reach e Navigation, including in complex and dynamic environments — Example task: Find its own way to a named object or person through a crowded room with people walking in it and objects laying on the floor. 3. Memory e Declarative: noticing, observing and recalling facts about its environment and expe- rience — Example task: If certain people habitually carry certain objects, the robot should remember this (allowing it to know how to find the objects when the relevant people are present, even much later) e Behavioral: remembering how to carry out actions — Example task: If the robot is taught some skill (say, to fetch a ball), it should remember this much later e Episodic: remembering significant, potentially useful incidents from life history HOUSE_OVERSIGHT_013226