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0: EMERGENCE boundaries, feedbacks and jumps/leaps.

Posted on May 29, 2021 by Kenneth Udut Leave a comment

0: EMERGENCE boundaries, feedbacks and jumps/leaps.

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« 0: EMERGENCE Reading a nice Emergency Taxonomy 3.2 Taxonomies for Particles Yaneer Bar-Yam [BarYam04] distinguishes between four types of emergence. He gives the following short description, which is based on “particles” and “ensembles” rather than agents and groups: Type A Emergent Behavior (Micro to macro) Type 0 (Parts in isolation without positions to whole) Type 1 (Parts with positions to whole – weak emergence) Type 2 (Ensemble with collective constraint – strong emergence) Type 3 (System to environment relational property – strong emergence) Type B Dynamic emergence of new types of systems “new emergent forms” Type 0 is simply the “parts isolated vs. parts joined” emergence, similar to benign and nominal forms. Type 1 and Type 2 correspond roughly to the weak and strong emergence, although his notion of strong emergence is a bit idiosyncratic (“A strong emergent property is a property of the system that cannot be found in the properties of the system’s parts or in the interactions between the parts”). For strong emergence, he emphasizes correctly the existence of intermediate components or ensembles between the global level of the system and the local level of the agents. Type 3 classifies the emergent behavior of systems which arise out of the interaction with the environment https://arxiv.org/ftp/nlin/papers/0506/0506028.pdf

all of these descriptions are for and applicable to humans only, possibly some animals or other creatures that are similar. Other beings, if any, of different scales, sizes, abilities, needs, might have entirely different ways of describing things – if they do or have the need at all. Our brains are too limited to handle the uniqueness of everything so we sorta have to do things this way »

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2 of 12 wrong on: Simple Reading Problems related to computation objectives
80: New Jersey starts standardized testing. Mar 81. 3rd Grade. Section 1: 1 of 3 wrong on: Make inferences about causes. 2 of 12 wrong on: Simple Reading Problems, computation objectives Apr 85. 7th Grade. Listening Comprehension: 45% (between 30-60) Math Computation: 92% (when other math parts were higher) “Listening comprehension” involves inferring. “When we listen, we need to grasp information as we hear it; we can’t often have the information repeated. We don’t usually have visual aids, but we can infer a speaker’s meaning from the spoken words, the way they are spoken, and nonverbal factors (e.g., posture, intonation, speed, volume, facial expression).”
structured environments with clear goals and tasks, focused work, room to assist others or be assisted – i always did well in those environments. trusted assistant where my goal was to bring up the capabilities of others.
i’ll rephrase more coherently (hopefully) : Given the physical foundation, without being beholden to create a correspondence with that physical foundation, is it possible to create a reasonable explanation for language that effectively uses concepts from physics to describe human narrative?
Zee Mista it’s funny. i took a test on alexithymia – emotional blindness – and while it says “high” i don’t think it is. coincidence feels like a surprise. synchronicity you can kind of see coming if you want.

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