Why AI has difficulty conceptualizing “time”

🌈 Abstract

The article discusses the challenges in building a concept of time for AI systems, particularly large language models (LLMs) like ChatGPT. It explores how humans develop an understanding of time through a gradual process of problem-solving and experience, in contrast to the more rigid, clock-based approach that may be implemented in AI systems. The article argues that a purely objective, linear conception of time may be overly restrictive, and that the flexibility and subjectivity of human time perception can lead to richer and more nuanced understandings.

🙋 Q&A

[01] Time Perception in Humans vs. AI

1. What are the key differences between how humans and AI systems perceive and understand the concept of time?

• Humans develop an understanding of time through a gradual process of problem-solving and experience, rather than relying on an internal clock or timestamps.
• Humans' perception of time is fluid, flexible, and non-linear, allowing for the development of rich, subjective conceptions of time that go beyond a fixed, linear timekeeper.
• AI systems like ChatGPT currently struggle with questions about the passage of time, as they lack the ongoing memory and self-driven experiences that humans use to gauge the flow of time.

2. How do humans convert their subjective experiences of time into a format they can use to solve problems related to time?

• Humans use circumstantial evidence, memories, and logical reasoning to piece together their perception of time, rather than relying on a standard internal clock.
• This allows for the development of unconventional formulations of time, like time dilation and time reversal, which go beyond the capabilities of a fixed timekeeper.

[02] Abstraction and Concept Formation

1. How do humans develop abstract concepts like time, despite the lack of distinct sensory experiences to associate with them?

• Abstract concepts like time arise not from innate or empirical knowledge, but from the gradual process of solving problems and learning to use words and concepts effectively.
• Early learning is limited to superficial, one-off sensory experiences, which are later refined and generalized through error correction and the need for effective communication.
• The motivation behind learning a concept, such as the desire to get a grandmother's attention, shapes what is learned and how it is applied.

2. What role do relative and relational properties play in the development of abstract concepts?

• Relative properties, such as the fact that "grandma" refers to different people for different children, are important in the development of abstract concepts.
• These relative properties influence learning through the successes and failures of various actions, leading to the recognition of more general principles.

[03] The Gradual Development of Time Perception

1. How does a child's initial understanding of time-related concepts, such as "later" and "tomorrow," evolve over time?

• Infants initially cannot distinguish between "later" and "no," as they lack the understanding of the world to predict future events.
• As the child develops, they learn to associate "later" with a distinct set of solutions, such as waiting, compared to simply being told "no."
• The child then begins to notice and predict changes in clocks and other time-related cues, laying the groundwork for an understanding of duration.

2. How do various motivations and problem-solving experiences contribute to the development of a mature concept of time?

• The child's encounters with problems related to time, such as being late or having to choose between mutually exclusive activities, drive the gradual development of their understanding of time.
• These specific, motivated experiences, rather than a comprehensive, innate concept of time, form the basis for the child's evolving understanding of time and its various properties.