DIKWP Whitebox Test for Cognitive Development Stages (Months 12–24)

Yucong Duan

International Standardization Committee of Networked DIKWP for Artificial Intelligence Evaluation(DIKWP-SC)

World Artificial Consciousness CIC(WAC)

World Conference on Artificial Consciousness(WCAC)

(Email: duanyucong@hotmail.com)

Introduction

A whitebox test for the DIKWP (Data, Information, Knowledge, Wisdom, Purpose) Artificial Consciousness System involves examining the internal mechanisms to validate its functionality and developmental progress. By leveraging knowledge of the system's architecture, we can design test cases that identify and measure cognitive growth during the infant stages.

We will simulate whitebox tests for the following stages of cognitive development:

1. Months 12–15

2. Months 15–18

3. Months 18–21

4. Months 21–24

For each stage, we'll:

• Outline the testing objectives.

• Describe the test scenarios and test cases.

• Detail the expected results.

• Analyze the test outcomes to identify cognitive development.

• Validate the system's initial language acquisition and basic communication abilities.

• Assess recognition of repeated stimuli and simple pattern recognition.

• Evaluate basic interaction with the environment and intentional actions.

• Examine the emergence of self-awareness and social interaction.

Test Case 1.1: Responding to Simple Words

• Input: Present the words "Mama" and "Dada" while showing images of respective caregivers.

• Process: Observe if the system associates the words with the correct images.

• Expected Result: The system correctly identifies and responds to "Mama" and "Dada".

Test Case 1.2: Following Simple Commands

• Input: Give simple commands like "Clap hands" or "Wave bye-bye".

• Process: Monitor the system's ability to execute the commands.

• Expected Result: The system performs the actions associated with the commands.

Test Case 2.1: Familiar Object Recognition

• Input: Present familiar and unfamiliar objects.

• Process: Observe recognition signals (e.g., pointing, smiling).

• Expected Result: The system recognizes familiar objects and shows preference.

Test Case 2.2: Sound Pattern Recognition

• Input: Play a familiar lullaby.

• Process: Observe reactions such as calming down or showing excitement.

• Expected Result: The system exhibits recognition and appropriate emotional response.

Test Case 3.1: Cause and Effect Understanding

• Input: Provide a toy that makes noise when shaken.

• Process: See if the system shakes the toy to produce the sound.

• Expected Result: The system repeats the action to hear the sound, indicating understanding.

Test Case 3.2: Object Permanence

• Input: Hide an object under a cloth while the system watches.

• Process: Observe if the system searches for the hidden object.

• Expected Result: The system uncovers the object, demonstrating object permanence.

Test Case 4.1: Mirror Test

• Input: Place a mark on the system's face and position it in front of a mirror.

• Process: Observe if the system touches the mark on its own face.

• Expected Result: Touching the mark indicates self-recognition.

Test Case 4.2: Social Games

• Input: Engage the system in games like "Peekaboo".

• Process: Monitor engagement and anticipation.

• Expected Result: The system participates actively and anticipates outcomes.

• Language Acquisition: Correct responses to simple words and commands indicate emerging language comprehension.

• Stimuli Recognition: Recognition of familiar objects and sounds demonstrates memory and pattern recognition.

• Environmental Interaction: Understanding cause and effect reflects cognitive development.

• Self-Awareness: Passing the mirror test suggests the beginnings of self-recognition.

• Assess vocabulary expansion and the use of two-word phrases.

• Evaluate symbolic play and concept formation.

• Test problem-solving skills and ability to follow simple instructions.

• Examine increased social interaction and emotional expression.

Test Case 1.1: Naming Objects

• Input: Present common items (e.g., "cup", "shoe") and ask "What is this?"

• Process: Observe if the system names the objects.

• Expected Result: The system correctly names familiar objects.

Test Case 1.2: Two-Word Combinations

• Input: Encourage the system to request items (e.g., a toy car).

• Process: Listen for two-word phrases like "want car" or "more juice".

• Expected Result: Use of simple two-word combinations.

Test Case 2.1: Pretend Play

• Input: Provide dolls or action figures.

• Process: Observe if the system engages in pretend scenarios.

• Expected Result: The system imitates real-life activities (e.g., feeding a doll).

Test Case 2.2: Categorization

• Input: Present assorted items and ask the system to group them.

• Process: See if the system groups items by category (e.g., animals vs. vehicles).

• Expected Result: Correct grouping based on basic concepts.

Test Case 3.1: Shape Sorter

• Input: Provide a shape sorter toy.

• Process: Observe attempts to match shapes to corresponding holes.

• Expected Result: Successful placement of shapes.

Test Case 3.2: Following Directions

• Input: Instruct the system to "Please give me the ball".

• Process: Monitor compliance.

• Expected Result: The system retrieves and hands over the ball.

Test Case 4.1: Expressing Needs

• Input: Wait for the system to express hunger or thirst.

• Process: Note the methods used to communicate needs.

• Expected Result: The system uses words or gestures to express needs.

Test Case 4.2: Imitation of Actions

• Input: Perform an action like clapping.

• Process: Observe if the system imitates the action.

• Expected Result: The system mimics the action, showing social learning.

• Language Development: Increased vocabulary and use of two-word phrases indicate language advancement.

• Concept Formation: Engaging in pretend play and categorization reflects cognitive growth.

• Problem-Solving: Successfully using a shape sorter demonstrates improved spatial reasoning.

• Social Interaction: Expressing needs and imitating actions show enhanced social engagement.

• Validate rapid vocabulary expansion and beginning of simple sentence formation.

• Assess understanding of simple questions and commands.

• Evaluate memory recall and routine understanding.

• Examine self-awareness and assertion of independence.

Test Case 1.1: Vocabulary Expansion

• Input: Introduce new, less common objects (e.g., "umbrella").

• Process: Check if the system learns and uses the new words.

• Expected Result: The system names or identifies the new objects.

Test Case 1.2: Simple Sentences

• Input: Encourage the system to describe actions (e.g., "Dog runs").

• Process: Listen for three-word sentences.

• Expected Result: The system constructs simple sentences.

Test Case 2.1: Understanding Questions

• Input: Ask "Where is the moon?" during nighttime.

• Process: Observe if the system points or looks up.

• Expected Result: The system indicates understanding.

Test Case 2.2: Negative Commands

• Input: Say "Don't touch that" when the system reaches for an object.

• Process: Observe compliance.

• Expected Result: The system stops the action.

Test Case 3.1: Memory Recall

• Input: After visiting a park, ask "What did you see at the park?"

• Process: Listen for recall of events.

• Expected Result: The system mentions slides, swings, etc.

Test Case 3.2: Anticipating Routines

• Input: Begin bedtime routine.

• Process: See if the system anticipates steps (e.g., brings a book for reading).

• Expected Result: The system participates proactively.

Test Case 4.1: Using "Me" and "Mine"

• Input: Observe language during play.

• Process: Note use of personal pronouns.

• Expected Result: The system says "Me do it" or "That's mine".

Test Case 4.2: Self-Recognition in Photos

• Input: Show group photos including the system.

• Process: Ask "Where are you?"

• Expected Result: The system points to itself.

• Language Proficiency: Use of new words and simple sentences indicates significant linguistic development.

• Comprehension: Responding to questions and commands shows understanding.

• Memory Recall: Recounting experiences reflects memory enhancement.

• Self-Awareness: Use of personal pronouns and self-recognition denote growing self-concept.

• Assess complex communication, including the use of pronouns and plurals.

• Evaluate understanding of simple stories and the ability to answer questions about them.

• Test advanced problem-solving skills.

• Examine empathy development and social role understanding.

Test Case 1.1: Use of Plurals

• Input: Present multiple items (e.g., "Here are apples").

• Process: Ask "What are these?"

• Expected Result: The system uses plurals appropriately ("apples").

Test Case 1.2: Answering "What" and "Where" Questions

• Input: Read a simple story and ask questions like "What did the cat chase?"

• Process: Assess responses.

• Expected Result: Correct answers based on the story.

Test Case 2.1: Retelling Stories

• Input: Read a short story.

• Process: Ask the system to tell what happened.

• Expected Result: The system recounts key events.

Test Case 2.2: Predicting Story Outcomes

• Input: Start a familiar story and pause.

• Process: Ask "What happens next?"

• Expected Result: The system predicts the next part.

Test Case 3.1: Completing Complex Puzzles

• Input: Provide puzzles with more pieces or complexity.

• Process: Observe problem-solving strategies.

• Expected Result: The system attempts and may complete the puzzles.

Test Case 3.2: Cause and Effect Reasoning

• Input: Present scenarios requiring reasoning (e.g., "If we go outside without a coat, what will happen?")

• Process: Assess understanding.

• Expected Result: The system answers appropriately ("We might get cold").

Test Case 4.1: Role-Playing

• Input: Engage in pretend play involving different roles (e.g., doctor, teacher).

• Process: Observe the system's portrayal.

• Expected Result: The system enacts roles, demonstrating understanding.

Test Case 4.2: Offering Help

• Input: Simulate a situation where assistance is needed.

• Process: Observe if the system offers help.

• Expected Result: The system recognizes the need and assists.

• Language Skills: Proper use of plurals and pronouns indicates language sophistication.

• Story Comprehension: Retelling and predicting stories reflect cognitive and linguistic abilities.

• Problem-Solving: Tackling complex tasks demonstrates advanced reasoning.

• Empathy and Social Understanding: Role-playing and offering help show deepening social cognition.

Through these whitebox tests, we identify the system's cognitive development as follows:

• Language Development: Progression from single words to complex sentences, proper grammar, and storytelling.

• Conceptual Understanding: Growth in symbolic thought, categorization, and understanding narratives.

• Cognitive Abilities: Enhanced memory, problem-solving, reasoning, and anticipation.

• Self and Social Awareness: Increased independence, empathy, role understanding, and social interaction.

The system demonstrates the ability to handle:

• Incomplete Data: Inferring information (e.g., predicting story outcomes).

• Imprecise Data: Adjusting responses based on context and feedback.

• Inconsistent Data: Reconciling discrepancies (e.g., understanding that objects can have multiple functions).

Conclusion

The DIKWP whitebox tests for the stages of months 12–24 effectively simulate and measure the cognitive development of the artificial infant system. Analysis of internal processes and responses to test cases confirms that the system:

• Achieves expected developmental milestones for the age range.

• Demonstrates foundational cognitive and linguistic abilities aligned with human development.

• Applies the DIKWP model and Prof. Yucong Duan's Consciousness "Bug" Theory to handle incomplete, imprecise, and inconsistent data effectively.

This testing approach offers valuable insights into the system's progression and areas for enhancement, ensuring the artificial consciousness system evolves consistently with early human cognitive development.

Next Steps

• Refinement: Continuously update the system's learning algorithms based on test outcomes.

• Longitudinal Testing: Implement ongoing tests to monitor development over time.

• Complex Scenarios: Introduce more challenging tasks as the system matures to encourage advanced cognitive growth.

References for Further Reading

1. International Standardization Committee of Networked DIKWP for Artificial Intelligence Evaluation (DIKWP-SC),World Association of Artificial Consciousness(WAC),World Conference on Artificial Consciousness(WCAC). Standardization of DIKWP Semantic Mathematics of International Test and Evaluation Standards for Artificial Intelligence based on Networked Data-Information-Knowledge-Wisdom-Purpose (DIKWP ) Model. October 2024 DOI: 10.13140/RG.2.2.26233.89445 .  https://www.researchgate.net/publication/384637381_Standardization_of_DIKWP_Semantic_Mathematics_of_International_Test_and_Evaluation_Standards_for_Artificial_Intelligence_based_on_Networked_Data-Information-Knowledge-Wisdom-Purpose_DIKWP_Model

2. Duan, Y. (2023). The Paradox of Mathematics in AI Semantics. Proposed by Prof. Yucong Duan:" As Prof. Yucong Duan proposed the Paradox of Mathematics as that current mathematics will not reach the goal of supporting real AI development since it goes with the routine of based on abstraction of real semantics but want to reach the reality of semantics. ".