Having a direct link to several ordinary software tools like MS Excel would make us a lot more intelligent. We would also gain a lot of ability by being able to directly control machinery.
This seems right, but nevertheless the gains are relatively small compared to bread-and-butter improvements in the design of tools like spreadsheets.
Just having the equivalent of the Notepad application in there would permit me to ace many tests, remember people's names and stop forgetting where I parked my car and how many calories I've eaten today.
The overhead for doing any of these is rather small at the moment (perhaps 30s a day each?) and you only don't it because respectively (1) it's disallowed because that's the point of tests, (2) it's bad signaling, which largely defeats the point of remembering names, (3) the benefits are very small and/or you are unaware of how cheap it is for normal use cases (4) the benefits are very small and the main difficulties are measurement issues.
I think it's not a coincidence that none of these are very important to your economic productivity (though I understand that this may in part just be because you wanted to choose generalizable examples).
Sorry, Paul, but Excel gives the ability to able to remember millions of arbitrary facts and make vast arbitrary calculations without putting pen to paper.
It's clearly economically beneficial and, if used properly, is probably enough to ace any standardized test.
This is part of a weekly reading group on Nick Bostrom's book, Superintelligence. For more information about the group, and an index of posts so far see the announcement post. For the schedule of future topics, see MIRI's reading guide.
Welcome. This week we finish chapter 2 with three more routes to superintelligence: enhancement of biological cognition, brain-computer interfaces, and well-organized networks of intelligent agents. This corresponds to the fourth section in the reading guide, Biological Cognition, BCIs, Organizations.
This post summarizes the section, and offers a few relevant notes, and ideas for further investigation. My own thoughts and questions for discussion are in the comments.
There is no need to proceed in order through this post, or to look at everything. Feel free to jump straight to the discussion. Where applicable and I remember, page numbers indicate the rough part of the chapter that is most related (not necessarily that the chapter is being cited for the specific claim).
Reading: “Biological Cognition” and the rest of Chapter 2 (p36-51)
Summary
Biological intelligence
Brain-computer interfaces
Networks and organizations
Summary
The book so far
Here's a recap of what we have seen so far, now at the end of Chapter 2:
Do you disagree with any of these points? Tell us about it in the comments.
Notes
Snake Oil Supplements? is a nice illustration of scientific evidence for different supplements, here filtered for those with purported mental effects, many of which relate to intelligence. I don't know how accurate it is, or where to find a summary of apparent effect sizes rather than evidence, which I think would be more interesting.
Ryan Carey and I talked to Gwern Branwen - an independent researcher with an interest in nootropics - about prospects for substantial intelligence amplification. I was most surprised that Gwern would not be surprised if creatine gave normal people an extra 3 IQ points.
And some more health-specific ones.
People have apparently been getting smarter by about 3 points per decade for much of the twentieth century, though this trend may be ending. Several explanations have been proposed. Namesake James Flynn has a TED talk on the phenomenon. It is strangely hard to find a good summary picture of these changes, but here's a table from Flynn's classic 1978 paper of measured increases at that point:
Here are changes in IQ test scores over time in a set of Polish teenagers, and a set of Norwegian military conscripts respectively:
This study uses 'Genome-wide Complex Trait Analysis' (GCTA) to estimate that about half of variation in fluid intelligence in adults is explained by common genetic variation (childhood intelligence may be less heritable). These studies use genetic data to predict 1% of variation in intelligence. This genome-wide association study (GWAS) allowed prediction of 2% of education and IQ. This study finds several common genetic variants associated with cognitive performance. Stephen Hsu very roughly estimates that you would need a million samples in order to characterize the relationship between intelligence and genetics. According to Robertson et al, even among students in the top 1% of quantitative ability, cognitive performance predicts differences in occupational outcomes later in life. The Social Science Genetics Association Consortium (SSGAC) lead research efforts on genetics of education and intelligence, and are also investigating the genetics of other 'social science traits' such as self-employment, happiness and fertility. Carl Shulman and Nick Bostrom provide some estimates for the feasibility and impact of genetic selection for intelligence, along with a discussion of reproductive technologies that might facilitate more extreme selection. Robert Sparrow writes about 'in vitro eugenics'. Stephen Hsu also had an interesting interview with Luke Muehlhauser about several of these topics, and summarizes research on genetics and intelligence in a Google Tech Talk.
For Parkinson's disease relief, allowing locked in patients to communicate, handwriting, and controlling robot arms.
Big ones I can think of include innovations in using text (writing, printing, digital text editing), communicating better in other ways (faster, further, more reliably), increasing population size (population growth, or connection between disjoint populations), systems for trade (e.g. currency, finance, different kinds of marketplace), innovations in business organization, improvements in governance, and forces leading to reduced conflict.
In-depth investigations
If you are particularly interested in these topics, and want to do further research, these are a few plausible directions, some inspired by Luke Muehlhauser's list, which contains many suggestions related to parts of Superintelligence. These projects could be attempted at various levels of depth.
How to proceed
This has been a collection of notes on the chapter. The most important part of the reading group though is discussion, which is in the comments section. I pose some questions for you there, and I invite you to add your own. Please remember that this group contains a variety of levels of expertise: if a line of discussion seems too basic or too incomprehensible, look around for one that suits you better!
Next week, we will talk about 'forms of superintelligence', in the sense of different dimensions in which general intelligence might be scaled up. To prepare, read Chapter 3, Forms of Superintelligence (p52-61). The discussion will go live at 6pm Pacific time next Monday 13 October. Sign up to be notified here.