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Romashka comments on Open Thread, January 4-10, 2016 - Less Wrong Discussion
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Lessons from teaching a neural network...
Grandma teaches our baby that a pink toy cat is "meow".
Baby calls the pink cat "meow".
Parents celebrate. (It's her first word!)
Later Barbara notices that the baby also calls another pink toy non-cat "meow".
The celebration stops; the parents are concerned.
Viliam: "We need to teach her that this other pink toy is... uhm... actually, what is this thing? Is that a pig or a pink bear or what? I have no idea. Why do people create such horribly unrealistic toys for the innocent little children?"
Barbara shrugs.
Viliam: "I guess if we don't know, it's okay if the baby doesn't know either. The toys are kinda similar. Let's ignore this, so we neither correct her nor reward her for calling this toy 'meow'."
Barbara: "I noticed that the baby also calls the pink fish 'meow'."
Viliam: "Okay... I think now the problem is obvious... and so is the solution."
Viliam brings a white toy cat and teaches the baby that this toy is also "meow".
Baby initially seems incredulous, but gradually accepts.
A week later, the baby calls every toy and grandma "meow".
Teaching subtraction:
'See, you had five apples, and you ate three. How many apples do you have?' 'Five.' 'No, look here, you only have two left. Okay, you had six apples, and ate four, how many apples do you have now?' 'Five.' 'No, dear, look here... Okay...' Sigh. 'Mom?' 'Yes, dear?' 'And if I have many apples, and I eat many, how many do I have left?..'
Piagets problem: The child tries to guess what the teacher/parent/questioner wants.
I never teach math. At least not in the school way of offering problems and asking questions about them. For example I 'tought' subtraction the following way:
(in the kitchen)
Me: "Please give me six potatoes." Him: "1, 2, 3" Me (putting them in the pot): "How many do we still need?" Him: "4, 5, 6" (thinking) "3 more."
A specific situation avoids guessing the password.