In artificial intelligence research, commonsense knowledge consists of facts about the everyday world, such as "Lemons are sour" or "Cows say moo", that all humans are expected to know. It is currently an unsolved problem in artificial general intelligence. The first AI program to address common sense knowledge was Advice Taker in 1959 by John McCarthy. Commonsense knowledge can underpin a commonsense reasoning process, to attempt inferences such as "You might bake a cake because you want people to eat the cake." A natural language processing process can be attached to the commonsense knowledge base to allow the knowledge base to attempt to answer questions about the world. Common sense knowledge also helps to solve problems in the face of incomplete information. Using widely held beliefs about everyday objects, or common sense knowledge, AI systems make common sense assumptions or default assumptions about the unknown similar to the way people do. In an AI system or in English, this is expressed as "Normally P holds", "Usually P" or "Typically P so Assume P". For example, if we know the fact "Tweety is a bird", because we know the commonly held belief about birds, "typically birds fly," without knowing anything else about Tweety, we may reasonably assume the fact that "Tweety can fly." As more knowledge of the world is discovered or learned over time, the AI system can revise its assumptions about Tweety using a truth maintenance process. If we later learn that "Tweety is a penguin" then truth maintenance revises this assumption because we also know "penguins do not fly". == Commonsense reasoning == Commonsense reasoning simulates the human ability to use commonsense knowledge to make presumptions about the type and essence of ordinary situations they encounter every day, and to change their "minds" should new information come to light. This includes time, missing or incomplete information and cause and effect. The ability to explain cause and effect is an important aspect of explainable AI. Truth maintenance algorithms automatically provide an explanation facility because they create elaborate records of presumptions. Compared with humans, all existing computer programs that attempt human-level AI perform extremely poorly on modern "commonsense reasoning" benchmark tests such as the Winograd Schema Challenge. The problem of attaining human-level competency at "commonsense knowledge" tasks is considered to probably be "AI complete" (that is, solving it would require the ability to synthesize a fully human-level intelligence), although some oppose this notion and believe compassionate intelligence is also required for human-level AI. Common sense reasoning has been applied successfully in more limited domains such as natural language processing and automated diagnosis or analysis. == Commonsense knowledge base construction == Compiling comprehensive knowledge bases of commonsense assertions (CSKBs) is a long-standing challenge in AI research. From early expert-driven efforts like CYC and WordNet, significant advances were achieved via the crowdsourced OpenMind Commonsense project, which led to the crowdsourced ConceptNet KB. Several approaches have attempted to automate CSKB construction, most notably, via text mining (WebChild, Quasimodo, TransOMCS, Ascent), as well as harvesting these directly from pre-trained language models (AutoTOMIC). These resources are significantly larger than ConceptNet, though the automated construction mostly makes them of moderately lower quality. Challenges also remain on the representation of commonsense knowledge: Most CSKB projects follow a triple data model, which is not necessarily best suited for breaking more complex natural language assertions. A notable exception here is GenericsKB, which applies no further normalization to sentences, but retains them in full. == Applications == Around 2013, MIT researchers developed BullySpace, an extension of the commonsense knowledgebase ConceptNet, to catch taunting social media comments. BullySpace included over 200 semantic assertions based around stereotypes, to help the system infer that comments like "Put on a wig and lipstick and be who you really are" are more likely to be an insult if directed at a boy than a girl. ConceptNet has also been used by chatbots and by computers that compose original fiction. At Lawrence Livermore National Laboratory, common sense knowledge was used in an intelligent software agent to detect violations of a comprehensive nuclear test ban treaty. == Data == As an example, as of 2012 ConceptNet includes these 21 language-independent relations: IsA (An "RV" is a "vehicle" | X is an instance of a Y) UsedFor (a "cake tin" is used for "making cakes" | X is used for the purpose Y) HasA (A "rabbit" has a "tail" | X possesses Y element or feature) CapableOf (a "cook" is capable of "making baked goods" | X is capable of doing Y) Desires (a "child" desires "the aroma of baking" | X has a desire for Y) CreatedBy ("cake" is created by a "baker" | X is created by Y) PartOf (a "knife" is be part of a "knife set" | X is a part of Y) Causes ("Heat" causes "cooking"| X is what causes Y) LocatedNear (the "oven" is located near the "refrigerator" | X is located near Y) AtLocation (Somewhere a "Cook" can be at a "restaurant" | X is at the location of Y) DefinedAs (a "Cupcake" is defined as a "cake" that also has the qualities of being "small", "baked within a wrapper", and "containing only one area of frosting or icing" | X is defined as Y that also has the properties A, B & C) SymbolOf (a "heart" is a symbol of "affection" | X is a symbolic representation of Y) ReceivesAction ("cake" can receive the action of being "eaten" | X is capable of receiving action Y) HasPrerequisite ("baking" has the prerequisite of obtaining the "ingredients" | X cannot do Y unless A does B) MotivatedByGoal ("baking" is motivated by the goal of "consumption"/"eating" | X has the motivation of Y goal) CausesDesire ("baking" makesYou want to "follow recipe" | X causes the desire to do Y) MadeOf ("Cake" is made of "flour"/"eggs"/"sugar"/"oil"/etc | X is made of Y) HasFirstSubevent ("baking" has first subevent "make batter" | To do X the first thing that needs to be done is Y) HasSubevent ("eat" has subevent "swallow" | Doing X will lead to Y event following) HasLastSubevent ("sleeping" has last subevent of "waking" | Doing X ends with the event Y) == Commonsense knowledge bases == Cyc Open Mind Common Sense (data source) and ConceptNet (datastore and NLP engine) Evi Graphiq
Psychology of reasoning
The psychology of reasoning (also known as the cognitive science of reasoning) is the study of how people reason, often broadly defined as the process of drawing conclusions to inform how people solve problems and make decisions. It overlaps with psychology, philosophy, linguistics, cognitive science, artificial intelligence, logic, and probability theory. Psychological experiments on how humans and other animals reason have been carried out for over 100 years. An enduring question is whether or not people have the capacity to be rational. Current research in this area addresses various questions about reasoning, rationality, judgments, intelligence, relationships between emotion and reasoning, and development. == Everyday reasoning == One of the most obvious areas in which people employ reasoning is with sentences in everyday language. Most experimentation on deduction has been carried out on hypothetical thought, in particular, examining how people reason about conditionals, e.g., If A then B. Participants in experiments make the modus ponens inference, given the indicative conditional If A then B, and given the premise A, they conclude B. However, given the indicative conditional and the minor premise for the modus tollens inference, not-B, about half of the participants in experiments conclude not-A and the remainder concludes that nothing follows. The ease with which people make conditional inferences is affected by context, as demonstrated in the well-known selection task developed by Peter Wason. Participants are better able to test a conditional in an ecologically relevant context, e.g., if the envelope is sealed then it must have a 50 cent stamp on it compared to one that contains symbolic content, e.g., if the letter is a vowel then the number is even. Background knowledge can also lead to the suppression of even the simple modus ponens inference Participants given the conditional if Lisa has an essay to write then she studies late in the library and the premise Lisa has an essay to write make the modus ponens inference 'she studies late in the library', but the inference is suppressed when they are also given a second conditional if the library stays open then she studies late in the library. Interpretations of the suppression effect are controversial Other investigations of propositional inference examine how people think about disjunctive alternatives, e.g., A or else B, and how they reason about negation, e.g., It is not the case that A and B. Many experiments have been carried out to examine how people make relational inferences, including comparisons, e.g., A is better than B. Such investigations also concern spatial inferences, e.g. A is in front of B and temporal inferences, e.g. A occurs before B. Other common tasks include categorical syllogisms, used to examine how people reason about quantifiers such as All or Some, e.g., Some of the A are not B. For example if all A are B and some B are C, what (if anything) follows? == Theories of reasoning == There are several alternative theories of the cognitive processes that human reasoning is based on. One view is that people rely on a mental logic consisting of formal (abstract or syntactic) inference rules similar to those developed by logicians in the propositional calculus. Another view is that people rely on domain-specific or content-sensitive rules of inference. A third view is that people rely on mental models, that is, mental representations that correspond to imagined possibilities. A fourth view is that people compute probabilities. One controversial theoretical issue is the identification of an appropriate competence model, or a standard against which to compare human reasoning. Initially classical logic was chosen as a competence model. Subsequently, some researchers opted for non-monotonic logic and Bayesian probability. Research on mental models and reasoning has led to the suggestion that people are rational in principle but err in practice. Connectionist approaches towards reasoning have also been proposed. Despite the ongoing debate about the cognitive processes involved in human reasoning, recent research has shown that multiple approaches can be useful in modeling human thinking. For instance, studies have found that people's reasoning is often influenced by their prior beliefs, which can be modeled using Bayesian probability theory. Additionally, research on mental models has shown that people tend to reason about problems by constructing multiple mental representations of the situation, which can help them to identify relevant features and make inferences based on their understanding of the problem. Moreover, connectionist approaches to reasoning have also gained attention, which focus on the neural network models that can learn from data and generalize to new situations. == Development of reasoning == It is an active question in psychology how, why, and when the ability to reason develops from infancy to adulthood. Jean Piaget's theory of cognitive development posited general mechanisms and stages in the development of reasoning from infancy to adulthood. According to the neo-Piagetian theories of cognitive development, changes in reasoning with development come from increasing working memory capacity, increasing speed of processing, and enhanced executive functions and control. Increasing self-awareness is also an important factor. In their book The Enigma of Reason, the cognitive scientists Hugo Mercier and Dan Sperber put forward an "argumentative" theory of reasoning, claiming that humans evolved to reason primarily to justify our beliefs and actions and to convince others in a social environment. Key evidence for their theory includes the errors in reasoning that solitary individuals are prone to when their arguments are not criticized, such as logical fallacies, and how groups become much better at performing cognitive reasoning tasks when they communicate with one another and can evaluate each other's arguments. Sperber and Mercier offer one attempt to resolve the apparent paradox that the confirmation bias is so strong despite the function of reasoning naively appearing to be to come to veridical conclusions about the world. The study of the development of reasoning abilities is an ongoing area of research in psychology, and multiple factors have been proposed to explain how, why, and when reasoning develops from infancy to adulthood. Recent research has suggested that early experiences and social interactions play a critical role in the development of reasoning abilities. For example, studies have shown that infants as young as six months old can engage in basic logical reasoning, such as reasoning about the relationship between objects and their properties. Furthermore, research has highlighted the importance of parental interaction and cognitive stimulation in the development of children's reasoning abilities. Additionally, studies have suggested that cultural factors, such as educational practices and the emphasis on critical thinking, can also influence the development of reasoning skills across different populations. == Different sorts of reasoning == Philip Johnson-Laird trying to taxonomize thought, distinguished between goal-directed thinking and thinking without goal, noting that association was involved in unrelated reading. He argues that goal directed reasoning can be classified based on the problem space involved in a solution, citing Allen Newell and Herbert A. Simon. Inductive reasoning makes broad generalizations from specific cases or observations. In this process of reasoning, general assertions are made based on past specific pieces of evidence. This kind of reasoning allows the conclusion to be false even if the original statement is true. For example, if one observes a college athlete, one makes predictions and assumptions about other college athletes based on that one observation. Scientists use inductive reasoning to create theories and hypotheses. Philip Johnson-Laird distinguished inductive from deductive reasoning, in that the former creates semantic information while the later does not . In opposition, deductive reasoning is a basic form of valid reasoning. In this reasoning process a person starts with a known claim or a general belief and from there asks what follows from these foundations or how will these premises influence other beliefs. In other words, deduction starts with a hypothesis and examines the possibilities to reach a conclusion. Deduction helps people understand why their predictions are wrong and indicates that their prior knowledge or beliefs are off track. An example of deduction can be seen in the scientific method when testing hypotheses and theories. Although the conclusion usually corresponds and therefore proves the hypothesis, there are some cases where the conclusion is logical, but the generalization is not. For example, the argument, "All young girls wear skirts; Julie is a young
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Virtual intelligence
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