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<Paper uid="P80-1003">
  <Title>ON THE EXISTENCE OF PRIMITIVE MEANING UNITS</Title>
  <Section position="8" start_page="14" end_page="14" type="concl">
    <SectionTitle>
6. CONCLUDING REMARKS
</SectionTitle>
    <Paragraph position="0"> We are currently modifying Moran so that the identified building blocks are used to process subsequent input.</Paragraph>
    <Paragraph position="1"> That is, as new situations are encountered, Moran will try to describe them as much as possible in terms of the building blocks. It will be interesting to see how these descriptions differ from the ones Moran would have constructed if the building blocks had not been available. We shall also investigate how the existence of the building blocks affects processing time.</Paragraph>
    <Paragraph position="2"> As a cognitive model, inferred primitives may account for the effects of &amp;quot;bad teaching,&amp;quot; that is, an unfortunate sequence of examples of a new concept. If examples are so disparate that few building blocks exist, or so unrepresentative that the derived building blocks are useless for future inputs, then the after-the-fact primitives will impede efficient representation. The knowledge organization will not tie together what we have experienced in the past or predict that we will experience in the future. Although the learning program could infer more useful building blocks at a later timeg that process is expensive, time-consuming and may be unable to replace information lost because of poor building blocks chosen earlier. In general, however, we must assume that our world is described at a level appropriate to how we must process it. If that is the case, then inferring a set of primitives is an advantageous strateEy.</Paragraph>
  </Section>
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