<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cameron Marlow</style></author><author><style face="normal" font="default" size="100%">Jonah Peretti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Modeling social intelligence through attachment-based learning</style></title><secondary-title><style face="normal" font="default" size="100%">Proceedings of the Japanese Society for Artificial Intelligence Workshop on Social Intelligence Design</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial intelligence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2001</style></year></dates><publisher><style face="normal" font="default" size="100%">JSAI Press</style></publisher><pub-location><style face="normal" font="default" size="100%">Matsue, Shimane, Japan</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Augmenting social intelligence is particularly challenging because it requires a nuanced, multidisciplinary understanding of human social dynamics. Unfortunately, building a comprehensive model of human interaction is an &quot;AI complete&quot; problem. Nevertheless, it is possible to develop representations of particular types of interaction that can serve as a theoretical foundation for a broad range of social intelligence systems.

This paper focuses on one class of interactions: social learning. Social activity is central to learning (see Vygotski, 1980). We develop and expand a theory of social learning based on a series of seminars given by professor Marvin Minsky at MIT. Professor Minsky argues that human attachments are essential to learning, a theory he will present in his forthcoming book, The Emotion Machine. We position his theory here with the goal of providing social intelligence researchers with a theoretical model on which to base new system designs.

A model of attachment-based learning is particularly germane to this task because it illuminates the social interactions that promote learning. Often models of mind (see Minsky, 1985, Piaget, 1990) focus on the self-organization of the mind, and do not provide a theory of how people (teachers, parents, role-models, etc.) can influence and enhance the mental restructuring of others. Minsky's theory of attachment-based learning begins to address this problem.</style></abstract></record></records></xml>
