And have the distinive features, real and not too many.
Okay, so it's I mean the vocabulary.
So what we do with the first question we ask is, what type of word is it so?
What? Yeah, what is it? So if you have the doc for the for the boat?
That showed that we would ask, What is the what type of thing is it that would be the construction that that Shirley had put there in the beginning?
It's could be the. It's a construction, or is it a type of would?
Or if it's a type of something where you said Shirley, you said it was an enclosure.
You said, Yeah, it's a something that is.
Oh, for the dog! Well, that was the one I chose.
But yeah.
Yeah, that, too, Joe. But yeah, construction. Okay? And then, so you ask for the type you ask for the classifier.
And one, and that is absolute. So that's what we are very strong at saying. The classify.
And then the different specifiers after. And that's how the words are developed or constructed.
All the words, and that's what you want to teach the children, I mean as a teacher.
You want to teach them so also, because then, you see the system very clear list you showed with it, with the nations, the different nations.
What is it will you? Yeah, you heard the classifier but what I am, what I'm thinking of.
Then, if when do you have children in Sweden, for example, we we in England, in English you use 2 words for you.
Yeah.
Say you say golden money, golden coin. Maybe you would say, go a golden coin.
Okay, that. Well, yeah. In Sweden would say that in one word, what?
Less one concept. So we would say, we would pronounce a gold coin, but in bliss that would be.
It's a coin, is a classifier, and gold is the specified.
There are 2 different ways, and that often happens when we develop words that the English-speaking people say, don't just say that in 2 words.
Yeah.
No, it's one concept in Swedish. Okay? So we have one word.
So we need a concept for that. And then the classifier is the second part of our word of our Swedish word.
And that is what we have to teach our children when they, when they learn bliss, is that they need to to think in concepts.
Yeah, I see. I think the point Margaret, is for all the words that are not there.
What the child does when it's not. There's no I mean, there's no question you want them to as you would anything.
Look it up in the dictionary and find it. What's the word?
But if the word isn't there that you need, how that child says what they want to say, it's in their head.
There's no symbol for it. They hear people talking about it in their environment.
How do they express that? So I'm saying what's in the child's hand?
How do you get that out? And I think that different children have at different stages have different strategies, and the big picture is that you would allow for all those strategies?
And then each child would be choosing the one where they're family for them when they're young, the one that's appropriate for them at that point.
They think in a hierarchical system, and it's.
But if?
I don't think I don't think that. Well, well, we can discuss children's development, and that I mean it would do.
Teach. The child is also how you know the the. It's also how how they make their concept concept formation.
Oh, sure!
Yeah, and it's in. We made a A, we have made a study right now, and I have hundreds of expressions.
What children use when they don't have vocabulary, because it's from the ish.
Right.
Well!
Stephen, data. Okay? And the and what is, I think, the most common for the for the list users.
We have 5 list users, then children. Then they were from 7 to 15 years old, and then they use very much the superordinate concept.
So if you have a certain bird, they would use bird, and then at pardon.
Do they? Very well, I say they've been well taught by their teacher.
Yeah.
Yeah, yeah. But that's what that's that's my question.
And point? Will this importance of being teaching being taught? Will that be less important?
No!
If no well, sorry I don't. Well, I can figure out what the what this.
Well, I was maybe taking that for granted. I'm talking about when you don't have it provided, and you don't have a classroom teacher that has you all sitting around, or you're like your group.
I mean what you do in developing vocabulary.
Add our panel meetings, and stuff is similar to what a teacher would do in the classroom.
Absolutely. Yeah, yeah.
We don't have those teachers in any classrooms in North America.
Yeah, of course.
No, but then, if we have a supporting system of some kind, I think that system would.
Should in a way.
Lead into this.
Absolutely. I mean, I was hoping I was making.
I mean I want it to do what a good teacher does.
I was trying to say that.
Oh, I'm sure you! I am sure you and I think.
I mean, that was what I was. I've got this.
I there were 2 things I didn't show, because it was going on so long, but if, like, I think I can still share, can I?
For just one. It's one slide.
Sure!
Is that show a big circle with a bunch of spikes going out.
Yeah. Yes.
Yeah, well, that's that's the way I taught.
We.
And teach in training that you get. You get the classifier in the middle, and then you talk with your group about all of the possible, and mother has one is one of the possible things.
But when you're coming up with the AV. Or you're one that you're going to take for that group, then you agree that you can't have 1, 2, 3, 4, 5, 6 different things.
You couldn't in the past. That was another question. I'm just opening up a lot of questions here, but.
We, say be, there can only be 2 or 3 qualifiers, because it's going to fit on a display or in a grid on a device.
But is that still relevant in AI? I don't know.
I mean that I mean, I'm trying to throw things for the AI people to know the symbolics and all of that's possible.
And then say, Okay, we can. Do, you know, having all of that available to us, all those strategies are available in the language of the bliss.
Symbolics. How does AI come as close as it can to a good teacher?
And I think, a central point. There is the question that Clayton raised repeatedly, in our in our previous call.
But the very basic question of How do we even capture bliss, discourse?
And I think it took him some time for people to understand the fundamental nature of what he was asking, that you know if a bliss interaction is going on between a student on a teacher or between any groups of people.
How can we even represent what has been said in a in a structured way?
So that's that's a technical question.
And that seems to me that the crux of this project.
I think there's also sort of some functional questions here about the nature of communication and the the ultimate goal of this.
And I think what Shirley may be, and I'm just one wanted to clarify it.
What the ultimate goal here is to provide supports for the communication of these community members.
The bliss communicators. And so what does that mean? It?
And, as Margarretta said, it's it's it is a developmental process.
Yes.
There isn't. It's not static. It grows with the individual.
One of the ways in which AI has been very helpful is in translation and in enriching possible choices.
That if we can think of ways in which AI has not, done, then the nasty sort of parts of AI.
It has been in translating. And here we're talking about a translating challenge again, and there may be the possibility that it's also translating between different uses of bliss or different ways in which people are using bliss to express themselves.
So is there the the opportunity to perhaps view each speaker or each communicator with bliss.
As to some extent their own version of the language, and assist in the understanding and the communication that happens between lists, communicators, and between bliss communicators and communicators and other languages, and also perhaps the the issue of of the unbalanced fluency where you have people who speak very fast and communicate
very fast, and this takes a lot longer to communicate, so is there some way in which this thing can that we're thinking about can act as the bridge between different senses of meaning.
Different ways of using that language. Different languages, different.
Yeah.
I think Clayton's point was very basic, and more than just a technical issue, because AI cannot translate.
If the content of communication cannot be represented, or all of those things you're describing can't be done.
Right.
If we can't capture, capture what is communicated in a conversation, and it seems that that's that's a quite a profound issue that we need to tackle as as a community.
We've got all these printed resources. We've got these contents of bliss interactions.
And it seems we don't have an effective way of of transmitting what is communicated in those communications in a digital form. Antonio.
I, this so great? Have you been putting these challenges?
I I'm happy to hear, I mean I will push the envelope a bit further, and I think you cannot communicate with any language I mean.
I mean I mean what does what do you actually say or not?
Basin for genetic language, or sign language, or split symbols.
I mean, if you push further, yeah, what is needed for a fully flash communication, you could bring the limitations of written language because you don't see the face, as you can see, my head.
Hmm!
Gestures, my eye contact. And so yes, I mean, I see the technical point about encoding.
What at least representing the input of a language. But but I think there is some more I mean coming from from the philosophy of language, right, and the limitation of any form of written.
I've heard arguments about, for example, the micro blogging that today, so often using Twitter and Whatsapp.
And if that means what you can actually convey in that very short.
So anyway, I'm not saying that. What? What?
You. Rate is very important. The codification and I I think we might bring we might need to bring this back to the technical meeting right, which is preserving, as Charlie was saying, preserving the same nature of good language, and we maybe just do that margarita
is here. She was not in the technical meeting. There was the question about yeah, large language models have been you know, all this AI stuff has been done very effectively because they have hundreds of millions of data.
But what would happen if we don't have that many?
So as Antonic was saying, these tools are good by learning patterns, basically by by yeah, learning trends.
And anyway. So that brought a question that I will bring here again.
And if do we need to attempt an appro, that formalizes the construction rules of place in addition to a more.
You know, a lot of data approach where you have patterns and patterns, and eventually it will learn.
It will learn the semantic. It will learn the right order of the words in English, in French and Spanish.
That's an open question. And I think it's one of the most difficult questions.
If we attempt some kind of scroll data, learn on your own.
I mean learning, I'm saying here at the algorithms.
More the machine learning definitely, the machine sends the machine learning sense.
And, on the other hand, can we try to create a generative place, symbol approach by learning the rules?
Okay.
Well, I think the 2 activities can be complementary.
So I guess. Yup!
Yeah, and we'll talk about raising.
I mean, I don't think it's going to be, and either, old thing, I mean, we've got I mean, we got Russell's long term efforts in building a substrate for for bliss, and we should make the maximum value of his experience.
That we can. I mean, he's most of the way to having a unicode standard, and so we should.
You know, represent us as faithfully as possible. The work he's he's done, and the other activity can go along with that.
I mean, we already had this imponderable idea with David.
You know what? What unit are we going to segment bliss to?
Are we going to train our AI Tokenized at the level of bliss?
Carry? Or is, it can be tokenized at the units of bliss?
Symbols. And I think that you know we we have to see these 2 activities going hand in hand.
And we're not trying to create a consumer product right?
We we're in engaging in an activity of raising something together.
So at the part of the capture will be through the interaction.
What we want to do is we want to. We are in essence throwing something into an environment where we will be communicating with it.
So it's not like the the chat bots that have existed before, and that they come prepared with all of this.
Okay, vocabulary there. I think part of the how we capture the communication is fireplace, participating in the communication.
So, getting to the point where and I think that's where the community process becomes very important.
Because what we're we're doing is we are exposing that we're enlivening.
We're adding additional attention and interaction. And a larger community of support community to a group of individuals who have had very few resources before.
So I think the positive externalities are part of what I see coming out of this by virtue of all of the interest in an AI, and all of the interest in additional functionality and language I'm hoping that we increase the resources available to this
community we're not going to. We're not creating a consumer product.
Right, and what I've been trying to I'm not sure I mean. Say, it.
But lists symbolics because it's semantic.
Really is a something that hasn't been explored to the full.
Oh, it's capabilities, we say a spoken word, and it will be interpreted by the person according to their knowledge.
When I go to your technical meeting, you know, I would say at least 50% of the terms you use I don't have any idea what you mean.
Yet they're meaningful to to you. But if you had to take every one of those technical terms and make a bliss symbol out of it, if you had to take that and define it in bliss, I would know where you are coming from.
It's a new way to.
No. Yeah. So for you to know, the symbolic is important.
Is a semantic bridge in in the
And then for you to know how so far it's affected.
People, even though they're speaking English. How it's affected, the way they produce their utterances.
The adults show you how well they were taught, or how little they were taught and we've got ones that had families, members teaching them who were very good.
And we have others that you know they're back at that early stage marker I was talking about because their teacher disappeared and they didn't get the help anymore.
And they've been out in our talking world grabbing what they could from it.
So it's just for you to recognize the value.
And Margarita and I face this and some of the discussions.
Were not everyone in AI. They see anything as a label, and it's going to get a number.
And what difference does it make whether it's meaning or what the meaning, you know?
And that's not it. That isn't using bliss symbolics.
So that tried to do that. Oh, and there is one other thing I did.
Wanna add Britt, Amber, and myself both developed a program or bridge in Swedish, and me and English called, Well, mine was called the Bmw.