Chinese Room Scenario by John R. Searle

John R. Searle's Chinese room scenario John R. Searle tried to prove that artificial intelligence can not exist even with the scene of his famous Chinese room. This means that the machine has no idea. Discussions among people who support strong artificial intelligence (AI) are directly related to spiritual philosophy. Weak AI's assertion is that you can run the program on the machine as if it were thoughtful. A powerful AI believer says not only that it acts as if it is thinking, but also it is possible to create a program to be executed on a machine that you actually think.

In 1980, John Searle published a paper entitled "Thinking, Brain and Procedure" in "Behavioral Science and Brain Science" and introduced a famous thought experiment "Room in China". Through this thought experiment, Searle caused 1000 discussions and discussions on artificial intelligence, consciousness, semantics, functionalism, and computation. Imagine a native English speaker who does not know that Chinese is trapped in a room full of commands (programs) that manipulate symbols boxes (databases) and symbols in Chinese. People outside the room send other Chinese symbols, but people in the room do not know, these symbols are Chinese questions (input)

John R. Searle announced a special discussion based on artificial intelligence and cognitive science at the Chinese Room Demonstration (Searle 1980) in 1980. Please choose it as an example and introduce the philosophy of your heart. No background knowledge is necessary to read this presentation. But for Finnish readers there is a small primer on physical and mental problems. You can also read Stevan Harnad 's comments (1989, 1990, 1992, 1995) and Searle' s answers to them for Searle 's discussion and related questions. Selmer Bringsjord explained about the philosophy of Searle (1994) defending cognitive science.

This is a little decoration of thought experiment named John Searl's "Chinese Room". Searle is exploring the nature of machine intelligence. His experiments show that intelligence can only be achieved by the formal calculation of symbols (why machine manufacture). Therefore, the famous computer Turing test has the disadvantage of making intelligence purely syntactic. Most fifth grade students can do long-term division of labor, are implemented by the curriculum standard, studied by the teacher, and added to the textbook page. Long division is represented as a fixed calculation sequence. This is undisputable; you need to learn a few things, but you do not need to understand, and they are remembered under the name of fluency. Students will play a role of a symbolic promoter to address long-term fragmentation issues of particular concern, using "bus stop method" and other similar methods. But they can not figure out why their method is effective