 So before we even jump into our foray of the a in artificial intelligence Obviously, you can see from the slides. I do want to jump into a little bit of the concept and history of intelligence again We're trying to learn about artificial intelligence creating intelligence. And so well, guess what? You know, it might be a good idea to understand what intelligence is So at least to start off What is intelligence? You're all on YouTube watching this So do the thing and leave a comment down below and subscribe, you know, like it whatever Be reasonable here. Again, when we're thinking about intelligence, we're not saying I'm not looking at, you know Joe Schmoe across the street and saying you're not intelligent. We're trying to quantify What intelligence means? What does it mean that you know, we consider humans more intelligent than dogs Or if you're a dog person and you disagree with my statement I'm more intelligent than this back scratcher Why? Right, that's what we're trying to do when we ask this question And so to at least take an attempt at defining an intelligence I'm going to take a quote from the mainstream science on intelligence from 1994 They said that intelligence was the ability to reason, plan, solve problems, think abstractly Comprehend complex ideas, learn quickly and learn from experience Okay. Well, if I look at this and I, you know, I'm breezing it right now as I think about it You know, I had a plan all the lighting to make me look this good Solving problems, you know, configuring where the lighting sources are I got to think abstractly when I'm designing your assignments You know AI is a pretty complex idea and I hopefully can comprehend it learning quickly hopefully, you know, I Wonder what quickly means in this sort and learning from experience and you know, again if we think about my last video I was a huge proponent of the idea of practice Okay, so, you know, if I look at this quote All right, I can agree with it But interestingly enough when, you know, they handed this definition to cognitive psychologists, you know, the professionals who actually You know quantify and define what intelligence is Less than half of the researchers that were asked to kind of, you know, evaluate this agreed They actually said no, there's still something quite You know, there's still something quite different between me and my back scratcher that you didn't quite define quite yet I don't know Okay. Well, that doesn't mean that intelligence is gone and forever, you know, obviously We've found different values to measure intelligence and in fact, that's where we get into the first Value or the first metric of measuring intelligence coming from Charles Spearman Trying to look at something known as general intelligence and that's actually what created something known as the The G just to make that a lower case the G factor the entire idea is well You can take all of intelligence and boil it down to a single variable that all intelligent beings have and this is a number and Hire that number the more intelligent someone is All right. Well, you know, you can kind of think about that and go I disagree with that Oh a lot, you know, a lot of people do you know one single Variable to rule them all and no and in fact, that's actually what LL Thurston Sort of did is said no, it can't be just a single variable We have multiple types of intelligence and you don't have to be good at one thing to be good at another And so that's actually where sort of the the Thurston's kind of Tests came from of you know measuring things like spatial ability word fluency memory inductive reasoning, etc. Across all of these different categories, but here's actually one of the interesting things because you know, all right Well, you define it and we built tests around it Go replicate those tests and that's actually sort of an interesting point because when we've replicated those we the royal We have academia when we've replicated those tests Guess what they all still have a positive correlation Supporting the idea of a g-factor. They all still go back that yeah, you know, if you're good at if you score high here You're also gonna sky here score high here. There is positive correlations. So is there a single variable? I don't know. I'm a computer scientist not a cognitive psychology You know world-renowned professor go Become a doctorate in cognitive psychology and figure this out for me So I can stop making these slides Okay, all right moving forward because again, all right the g-factor If you may not have known about that one, but you are very well known hopefully of what is known as the IQ tests So a little bit of a history lesson for a moment Let's go back in time. I believe it was 19. I don't remember top my head but Alfred Benet and Theodore Simon were building out this Metric or known as the IQ intelligent quotient and the reason was because France had Mandated that all children need to go to school that used to not be the case You know again think just back in time You didn't have to go to school and so again, you've got multiple children of multiple age ranges Obviously with different kind of maturity levels, but more specifically because They didn't all come from you know a single Educational source might have different levels of an education Someone may be 10 years old, but hadn't learned to read yet or someone may be six and Can already quote Shakespeare My entire point is the entire focus and reason we have IQ is because we were attempting to identify children Based on their educational needs someone who is older needed to play catch-up because they're not like the other 10 year Olds etc. And so one of the ways they did this is by defining out something known as the mental age Let's say for example that someone is eight years old All right. Well, we give the the eight-year-old a bunch of tests and we then look at their scores Well, we're actually seeing that they act are performing very much like an average 10 year old So they're actually performing higher than their current age Demographic and so what the mental age is saying is oh well based on that We're going to say that your mental age is nine. You're you're performing better Than your actual what we call chronological age But that's actually where we've sort of expanded on that idea And this is now where we get to the really the the true idea to the IQ score the entire idea of William Stern and Louis Turman what they did is they took sort of that test and that idea of mental age and they turned it into a ratio and that ratio is What we do is we take that mental age So say for example the mental age of someone who is eight and their chronological age Let's say they're eight again. Well eight divided by eight. That's one times it by a hundred congratulations You have an IQ of 100, but If you had a mental age of nine, oh well, you know that I'm Not gonna do the math. I'm going to hopefully my slides did for me But the entire idea here is oh well, you're very clearly higher than 100 and so again If we again looked at it at if we had a mental age of nine in a chronological age of eight That's gonna put you at roughly speaking one point twelve one two five times that by a hundred Times that by a hundred and Congratulations your IQ is One hundred twelve point five That's it. There you go. That is what IQ is meant to be nothing You know if you have like a IQ of a hundred and fifty Okay, that just means you're performing at a higher mental age than your chronological age but that actually introduces a harsh reality to the idea of IQ because as we get older, right as we get older IQ becomes less reliable You're all college students or you know the ones of you who are in NC State. What is the difference? between a 20 year old and a 22 year old I mean that Is there a difference? You know, does that mean if you are you behave? You're a little immature You know, you're you're 22 but you act like a 20 year old, you know, you have a less than a hundred IQ Right or vice versa if you know, what does it mean to be a mature? 20 year old same kind of concepts are going on there and this gets worse, you know, again, I'm the super old So let's say I'm 35 But I'm a child at heart. So I behave. I'm sorry. I'm 35 35 but I'm a child at heart and I act like a 25 year old. Oh Well, I'm dumb, right? There's there's my very low IQ score So clearly I'm not intelligent all of a sudden so again This is where we do run into some major issues of what intelligence was used for and then what we as Humans have taken it to do and in fact that actually leads into some of the controversial, you know ugly parts of human society Because we think about IQ or the metrics of IQ and suddenly it shifts and suddenly it's your worth And that's actually, you know, not really good. In fact, you know, that's where some of the I don't know the people who are interested or supportive of eugenics come into play because again Oh, well, you know, there are certain races that are more intelligent. They score higher. So Breathe only them breathe. Oh my goodness More interesting, you know, if we again start to dig into the ugly parts of the IQ is intelligence is again Henry Goddard in New York Actually forced segregation and sterilization to 15,000 Children because again, they were not intelligent not intelligent. They scored low on these tests Robert Yerkes Yerkes, I hope that I'm saying that right that was actually The metric for deciding who goes to the front lines in battle Because if they're dumber, they're more expendable And then there's the entire concept of literally German doctors the final solution and what ultimately led to World War two where again, they One major decision was made based on a newly born child's sort of Intelligence and I don't think they were newly born but based on a child's intelligence and disabilities You know again the German government decided whether or not it was okay to euthanize someone and as a result that Turned once again back to this idea of using IQ for worth and suddenly hey We can use IQ to euthanize a lot of people but again It's not that I'm trying to dismay any of you from you know looking into intelligence and trying to study intelligence But it is kind of important to understand where our history comes from because again when we start to think about things like Ethics in artificial intelligence. It's kind of important to know how we messed up in the past or How it's been done in the past so that we don't sort of replicate those problems in the future