Why are LLMs so alien?

Is it because they lack goal-oriented behavior?

Or because they are designed to please humans, which can be unsettling?

Join me and Laura in this new episode where we discuss her paper "Active inference goes to school", AI and 4E cognitive science, active inference and child development, and AI in the classroom.

My notes on Laura's paper: https://balazskegl.substack.com/p/active-inference-goes-to-school

00:00:00 Intro

00:05:44 4E cognitive science. Embodied, enacted, embedded, extended. Mirror neurons and meaning. Scaffolding.

00:20:03 LLMs and extendedness. Confabulations.

00:29:53 LLM vs social media AI. The role of embodiment and the scariness of disembodied LLM. Loopholes.

00:37:20 Active inference. LLMs are trained like kids in a classical school. Building artifacts to align reality with internal model. Pragmatic vs objective truth.

00:56:45 Child development and active inference. Cognitive and physical are intertwined. The role of history and culture.

01:07:02 Montessori. Flow and the speed of learning. Prepared environment.

01:13:46 AI in school and work.

01:19:40 Laura's journey. Marx, cinema, history of science, biology, running a bar, having a child, second PhD.

01:22:43 The role of artifacts in forming the mind. Memorabilia.

01:29:37 Having a child. Starting school during Covid. The role of imitation in learning and its lack in school. Aspiration. Copying. Learning and sense.

01:40:47 Embodied AI, when can I read it? Laura's question to me. Martial arts. Meditation.

I, scientist blog: https://balazskegl.substack.com

Twitter: https://twitter.com/balazskegl

Artwork: DALL-E

Music: Bea Palya https://www.youtube.com/channel/UCBDp3qcFZdU1yoWIRpMSaZw

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