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| − | 课堂感想
| + | =第一周= |
| − | 上完第一节课的最大感想就是：原来还有这么多有意思的东西我从来没有听说过。能和很多在科研思想上有见地的老师交流，也是非常难得的机会。初识很多软件应用以及阅读大量英文专业文献对我来说也算是不小的挑战。希望能够在这一学期的学习中收获超越学科的认知体验。
| + | ===题目=== |
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| − | 比较分析
| + | ===关键词=== |
| − | Probably approximately correct THE MATHEMATICAL THEORY
| + | 课堂感想 文献比较 |
| − | OF COMMUNICATION
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| − | 对常规语义的扩充 ecorithms :Unlike most algorithms, they can be run in environments unknown to the designer, and they learn by interacting with the environment how to act effectively in it. After sufficient interaction they will have
| + | ===摘要=== |
| − | expertise not provided by the designer, but extracted from the environment. The model of learning they follow, known as the probably approximately correct model, provides a quantitative framework in which designers can evaluate the expertise achieved and the cost of
| + | |
| − | achieving it. Communication : The word communication will be used here in a very broad sense
| + | ===学习报告链接=== |
| − | to include all of the procedures by which one mind may affect another. This, of course, involves not only written and oral speech, but also music, the pictorial arts, the theatre, the ballet, and in fact all human behavior. In some connections it may be desirable to use a still broader definition of communication, namely, one which would include the procedures by means of which one mechanism (say automatic equipment to track an airplane and to compute its probable future positions) affects another mechanism (say a guided missile chasing this airplane).
| + | [[2015秋刘诗宇学习报告第一周|第一周]] |
| − | 对讨论对象的分类 Theoryful & Theoryless
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| − | Those aspects of knowledge for which there is a good predictive theory, typically a mathematical or scientific one, will be called theoryful. The rest will be called theoryless. The notions of the theoryful and the theoryless as used here are relative,
| + | =第二周= |
| − | relative to the knowledge of the decision maker in question. While gravity
| + | ===关键词=== |
| − | and mechanics may be theoryful to a physicist, they will not be to a fish or a
| + | [[量子力学]] 新世界观与语汇 学习如何学习 |
| − | bird, which still have to cope with the physical world, but do so, we presume,
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| − | without following a theory. Three Levels of Communications Problems
| + | ===学习报告链接=== |
| − | Relative to the broad subject of communication, there seem to be problems at three levels. Thus it seems reasonable to ask, serially: LEVEL A. How accurately can the symbols of communication be transmitted? (The technical problem.) LEVEL B. How precisely do the transmitted symbols convey the desired meaning? (The semantic problem.) LEVEL C. How effectively does the received meaning affect conduct in the desired way? (The effectiveness problem.)
| + | [[2015秋刘诗宇学习报告第二周|第二周]] |
| − | 对前人理论的发展 Hence the right goal must be to find a mathematical definition of learning of a nature similar to Turing’s notion of computation, rather than an 15/233 informal notion like the Turing Test. At the heart of my thesis here is a mathematical definition of learning. It is called the PAC or the probably approximately correct model of learning. The mathematical theory of the engineering aspects of communication, as developed chiefly by Claude Shannon at the Bell Telephone Laboratories, admittedly applies in the first instance only to problem A, namely, the technical problem of accuracy of
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| − | transference of various types of signals from sender to receiver. But the theory has, I think, a deep significance which proves that
| + | =第三周= |
| − | the preceding paragraph is seriously inaccurate. Part of the significance of the new theory comes from the fact that levels Band C, above, can make use only of those signal accuracies which turn out to be possible when analyzed at Level A. Thus any limitations discovered in the theory at Level A necessarily apply to levels Band C.
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| − | 关键人物 John von Neumann, Turing Claude Shannon
| + | ===关键词=== |
| − | 关键机构 the Association for Computing
| + | 规则整体性 特权 [[物理学]] [[心理学]] |
| − | Machinery the Bell Telephone Laboratories
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| | + | ===学习报告链接=== |
| | + | [[2015秋刘诗宇学习报告第三周|第三周]] |
| | + | |
| | + | =第五周= |
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| | + | ===关键词=== |
| | + | [[namespace]] Digital Society metaphor |
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| | + | ===学习报告链接=== |
| | + | [[2015秋刘诗宇学习报告第五周|第五周]] |
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| | + | =第六周= |
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| | + | ===关键词=== |
| | + | metaphor understanding vForm |
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| | + | ===学习报告链接=== |
| | + | [[2015秋刘诗宇学习报告第六周|第六周]] |
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| | + | =第七周= |
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| | + | ===关键词=== |
| | + | [[熵]] [[麦克斯韦妖]] [[智能]] [[区块链]] |
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| | + | ===学习报告链接=== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第七周]] |
| | + | |
| | + | [[2015秋刘诗宇学习报告第七周|第七周]]（笔记） |
| | + | |
| | + | =第八周= |
| | + | |
| | + | ===关键词=== |
| | + | [[Growth花盆]] 涌现 [[蜂群思维]] [[头脑特工队]] |
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| | + | ===学习报告链接=== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第八周]] |
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| | + | =第九周= |
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| | + | ===关键词=== |
| | + | [[城市恐怖主义]] [[蜂群思维]] [[巴黎恐怖袭击]] |
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| | + | ===学习报告链接=== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第九周]] |
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| | + | =第十周= |
| | + | ==关键词== |
| | + | [[九律]] 建筑设计 |
| | + | [[Axiomatic design]] [[逻辑模型]] |
| | + | ==学习报告链接== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第十周]] |
| | + | |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第十周笔记]] |
| | + | |
| | + | =第十一周= |
| | + | ==关键词== |
| | + | [[智能家居]] [[本体]] [[metaphor]] |
| | + | ==学习报告链接== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第十一周]] |
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| | + | =第十二周= |
| | + | ==关键词== |
| | + | [[平庸之恶]] 耶路撒冷审判 [[麦克斯韦妖]] |
| | + | |
| | + | ==学习报告链接== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第十二周]] |
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| | + | =第十三周= |
| | + | ==关键词== |
| | + | [[明日之光]] 雾霾 [[暗夜公园]] |
| | + | |
| | + | ==学习报告链接== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第十三周]] |
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| | + | =第十四周= |
| | + | ==关键词== |
| | + | [[超越学科界限的认知基础课程]] |
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| | + | ==学习报告链接== |
| | + | [[《超越学科的认知基础》2015秋刘诗宇学习报告-第十四周]] |
