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What is ‘intelligence’ - Human Cognition and Artificial Intelligence
Last Updated: 2026-06-03 00:14:55
Abstract
What are the origins of different ideas of what constitutes ‘intelligence’ in humans and computers? This seminar investigates how Cognitive Science, Psychology, Education Science and Computer Science conceptualize ‘intelligence’ and what similarities and fundamental differences may exist between human cognition and computational Artificial Intelligence.
Objective
Understand the different notions of intelligence developed within and across psychology, cognitive science, computer science and other disciplines. Critically reflect both the history and future implications of human and artificial intelligence.
Content
‘Intelligence’ is a core concept for human cognition, and it has taken on different roles, meanings and implications across the disciplines that constitute Cognitive Science. Our ideas of what ‘intelligence’ is shape how we look at human cognition and what we expect of Artificial Intelligence. A better understanding of human cognition may sharpen a critical understanding of Artificial Intelligence and foster the development of AI systems that better align with human and societal needs. Human cognition – and by extension human intelligence – builds on mental capacities such as perception, learning, thinking, reasoning, planning, reflection, emotional appraisal, motivation, sentience, consciousness and agency. A cognition-centric view on human mental processes (Cognitive Science and Cognitive Psychology) and computational attempts at replicating human intelligence (Artificial Intelligence) have co-evolved from the early 1950s. A scientific notion of intelligence and specifically the systematic measurement of individual differences in intelligence (IQ-testing) already emerged at the turn of the 20th century. While such measured intelligence is a strong predictor of school performance, it comes with biases and contestable implications. Also, monolithic conceptualizations of intelligence have over time given way to more nuanced and multi-dimensional notions of human intelligence. In this seminar we will address a broad range of questions about the relationship between human cognition and artificial intelligence, including the following: - What is the role of perception, learning, thinking, reasoning, planning, reflection, emotional appraisal, motivation, sentience, consciousness and agency for human intelligence? - To what extend is current artificial intelligence based on these components of human cognition / human intelligence? Is it desirable to implement facets of human cognition and intelligence currently missing from AI systems into such systems in the future? - How have ideas of ‘intelligence’ in psychology influenced thinking in computer science / AI? - When Artificial Intelligence researchers talk about ‘intelligence’ to what extent do they adopt viewpoints from cognitive science or from psychometrics (intelligence testing, IQ tests) - What does the "Abstract and Reasoning Corpus" for Artificial General Intelligence (ARC-AGI) developed by Chollet et al. tell us about limitations of AI systems in relation to human intelligence? - Is the focus on logic and symbol processing in early AI systems (from the 1950s onwards) linked to assigning higher value and emphasis to modes of cognition such as abstract reasoning, planning and problem-solving? Is this further related to how standardized measures of intelligence (IQ testing) prioritize mental capabilities? - How does such an emphasis on abstract higher-level cognition (e.g., reasoning and planning) relate to notions of embodiment, 4e cognition (embodied, embedded, enactive, and extended) and social cognition? - How does joint task performance by humans and AI systems relate to distributed cognition, extended cognition and related concepts? - How do contemporary AI systems relate to philosophical concepts in cognitive science such as ‘modularity of mind’ or the ‘language of thought’? - Are AI systems replacing or augmenting human intellect? How do we need to design AI systems to focus on augmentation and making humans smarter? - Is Artificial Intelligence making a fundamental shift if / when it reaches human-level intelligence (AGI)? - Are current LLM-based AI systems less intelligent than humans? Or do they already now represent an ‘alien intelligence’? - What is the basis for creativity and problem solving in human cognition? And how can AI systems show creativity and ingenuity? - How do psychological notions of intelligence relate to futuristic aspirations in AI such as superintelligence (ASI) or ‘the singularity’?
General Information
- Language
- English
- Levels
- DS
- Frequency
- Yearly recurring
Examination
- Type
- graded semester performance
Registration & Places
- Max Places
- 50
Course Components
| Type | Title | Time & Place | Hours |
|---|---|---|---|
| seminar | What is ‘intelligence’ - Human Cognition and Artificial Intelligence |
|
2 h weekly |
Offered In
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Science in Perspective (In “Science in Perspective”-courses students learn to reflect on ETH’s STEM subjects from the perspective of humanities, political and social sciences. Only the courses listed below will be recognized as "Science in Perspective" courses.)
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Type A: Enhancement of Reflection Competence (SiP courses are recommended for bachelor students after their first-year examination and for all master- or doctoral students. All SiP courses are listed in Type A. Courses listed under Type B are only recommendations for enrollment for specific departments.)
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