16.4 Task-Based Assessment in AGI Preschool 297
Intelligence Type Test Spatial-Visual
design a costume
interpret a painting
create a room layout
create a corporate logo
design a building
pack a suitcase or the trunk of a car
Interpersonal
interpret moods from facial expressions demonstrate feelings through body language affect the feelings of others in a planned way coach or counsel another
Table 16.5: Prototypical preschool intelligence assessment tasks, Part 2
(acquisition), and asked to explain the new one (variation). And, part of the training behavior might be carried out unobserved by the AGI, thus requiring the AGI to infer the omitted parts of the task it needs to describe.
Another popular form of early childhood testing is puzzle block games. These kinds of games can be used to assess a variety of important cognitive skills, and to do so in a fun way that not only examines but also encourages creativity and flexible thinking. Types of games include pattern matching games in which students replicate patterns described visually or verbally, pattern creation games in which students create new patterns guided by visually or verbally described principles, creative interpretation of patterns in which students find meaning in the forms, and free-form creation. Such games may be individual or cooperative.
Cross training and assessment of a variety of skills occurs with pattern block games: for example, interpretation of visual or linguistic instructions, logical procedure and pattern fol- lowing, categorizing, sorting, general problem solving, creative interpretation, experimentation, and kinematic acuity. By making the games cooperative, various interpersonal skills involving communication and cooperation are also added to the mix.
The puzzle block context bring up some general observations about the role of kinematic and visuospatial intelligence in the AGI Preschool. Outside of robotics and computer vision, AI research has often downplayed these sorts of intelligence (though, admittedly, this is changing in recent years, e.g. with increasing research focus on diagrammatic reasoning). But these abilities are not only necessary to navigate real (or virtual) spatial environments. They are also important components of a coherent, conceptually well-formed understanding of the world in which the student is embodied. Integrative training and assessment of both rigorous cognitive abilities generally most associated with both AI and “proper schooling” (such as linguistic and logical skills) along with kinematic and aesthetic/sensory abilities is essential to the development of an intelligence that can successfully both operate in and sensibly communicate about the real world in a roughly humanlike manner. Whether or not an AGI is targeted to interpret physical- world spatial data and perform tasks via robotics, in order to communicate ideas about a vast array of topics of interest to any intelligence in this world, an AGI must develop aspects of intelligence other than logical and linguistic cognition.
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