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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

• 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
• Crossmodal: Integrating information from various senses
– Example task: Identifying an object in a noisy, dim environment via combining visual and auditory information
• 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

• 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.
• 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
• 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

• Declarative: noticing, observing and recalling facts about its environment and experience
– 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)
• 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
• Episodic: remembering significant, potentially useful incidents from life history

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