http://popups.lib.uliege.be/1373-5411/index.php?id=780 Index terms fr 0 http://popups.lib.uliege.be/1373-5411/index.php?id=1527 One can never identify the basis of the performance of the other self. However, the other selfcan beapproved when one finds out (constitutes) such a basis. The concept of the other self is characterized by this intangibility of the basis of the performance and observer's inevitable understanding of it, and its investigation is to consider how to constitute the model to understand such a contradictory aspect. I considert hat the aspect of appearance of animal autonomy in an observer is the very appropriate model.Then, I have constituted some behavioral experiments and suggested a methodology for ‘the science to understand the other self'. This study deeply correlates with psychology and cognitive science that investigate the origin of the mind and representation. Mon, 15 Jul 2024 10:53:49 +0200 Thu, 10 Oct 2024 16:12:36 +0200 http://popups.lib.uliege.be/1373-5411/index.php?id=1527 http://popups.lib.uliege.be/1373-5411/index.php?id=779 This paper outlines a theory of anticipation in autonomous systems. Our account of autonomous systems is designed to model the basic organisational form of life. Anticipation is an integral feature of the autonomy account, and is an important foundational concept for an interactivist-constructivist (I-C) theory of embodied intelligent agents. We present the basic conceptual framervork of the I-C approach to intelligence, including an account of directed processes, normativity as process closure, and self-directedness as the basis of intelligence and learning. Intelligence is understood as emerging through increasing self-directedness. Self-directed systems anticipate and evaluate their interaction flow, directively modifying the interaction process so as to achieve goals that regenerate or improve the system's autonomous closure conditions. Learning arises out of the drive to improve anticipation, which starts by being contextual, vague, and implicit, and becomes increasingly articulated and explicit as the system constructs anticipative models and goals for managing and evaluating interaction. Cognitive development occurs through self-directed anticipative learning (SDAL), in which a pushme-pullyou effect is generated as increasingly rich anticipation increases the directedness of learning by improving error localisation, context recognition and the construction of improved anticipation. The paper concludes with an introduction to a general anticipatory conception of intentional agency, and a correlative critical appraisal of Rosen's pioneering analysis of anticipation. Mon, 01 Jul 2024 12:42:24 +0200 Thu, 10 Oct 2024 09:56:16 +0200 http://popups.lib.uliege.be/1373-5411/index.php?id=779 http://popups.lib.uliege.be/1373-5411/index.php?id=1068 Typically, we think of both artificial and natural computing devices as following rules that allow them to alter their behaviour (output) according to their environment (input). This approach works well when the environment and goals are well defined and regular. However, 1) the search time for appropriate solutions quickly becomes intractable when the input is not fairly regular, and 2) responses may be required that are not computable, either in principle, or given the computational resources available to the system. It may seem that there is no way to deal with these conditions, but if we think of systems as dynamical nonequilibrium autonomous entities, there are ways to deal with the unexpected and irregular by taking advantage of self-organising and self-preserving capacities of such systems. A generalised force acting on a system far from equilibrium will cause the system to reorganise itself in the direction of the generalised force in such a way as to minimise its effects (Nicolis and Prigogine, 1977), but there can be unpredictable effects in different generalised directions in the system's phase space. In order to preserve system integrity, these effects must be damped or used for further self-reorganisation, possibly starting a cascade effect that leaves the system in a substantially different state in which it can handle further instances of this sort of information. This model is similar to and extends the theoretical model of accommodation and assimilation of Piaget, derived from his observations of the development of intelligence in children. Fri, 05 Jul 2024 11:19:46 +0200 Mon, 07 Oct 2024 15:28:41 +0200 http://popups.lib.uliege.be/1373-5411/index.php?id=1068