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Moravec’s Paradox: Consideration in the Context of Two Brain Hemisphere Functions

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Vadim Semion Rotenberg at Tel Aviv University
Vadim Semion Rotenberg
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Abstract

According to Moravec's paradox contrary to traditional assumptions, high-level reasoning requires very little computation compared to low-level sensorimotor skills that require enormous computational resources. For example, it is possible to make computers exhibit adult level performance on intelligence tests or playing checkers, but extremely difficult or impossible to give them the skills like perception or mobility. Several findings suggest that explanation of Moravec's paradox is related to the different functions of the human left and right hemispheres.
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Activitas Nervosa Superior 2013, 55, No. 3
108
IDEAS & OPINION
MORAVEC’S PARADOX: CONSIDERATION IN THE
CONTEXT OF TWO BRAIN HEMISPHERE FUNCTIONS
Vadim S. Rotenberg
Tel-Aviv University, Bat-Yam, Israel
Abstract
According to Moravec’s paradox contrary to traditional assumptions, high-level reasoning requires
very little computation compared to low-level sensorimotor skills that require enormous computational
resources. For example, it is possible to make computers exhibit adult level performance on intelligence
tests or playing checkers, but extremely difficult or impossible to give them the skills like perception or
mobility. Several findings suggest that explanation of Moravec’s paradox is related to the different
functions of the human left and right hemispheres.
Key words: Cognitive reasoning; Sensorimotor skills; Brain hemispheres
1. WHAT MEANS “MORAVEC’S PARADOX”
The essence of the so-called Moravec’s paradox (Moravec, 1998) is that high-level reasoning
(abstract thinking, performing Intelligent Test, playing chess and checkers, using
mathematics, engineering etc.), everything that seems to be hard for us and needs special
skills requires much less computation and are more easy for reverse-engineer and
programming, in comparison to low level sensory-motor skills like recognizing faces and
voices, walking, moving around in space, distinguishing between simple objects. All these
low level skills that are available for children actually require enormous computational
resources for finding a relevant algorhythm and creating program, although in a real life this
activity is performed almost automatically.
Moravec proposed the following explanation of this paradox. The intellectual skills that
are available for computerization are the new one, they developed late, and had much less
time for the natural selection in the course of evolution (only around 100000 years) to
preserve design improvement and optimization, in comparison to more old skills.
Due to the long process of evolution that these older sensory-motor skills passed, we are
already well adopted to them. Due to this long-lasting process of improvement, optimization
and adaptation these skills seem to be easy for realization. However, it is only our subjective
illusion: we became very familiar with these skills in the process of evolution but due to the
long process of improvement and optimization they became very complicated for
computerization. The relatively new skills like logical reasoning, solving mathematical tasks
Correspondence to: Vadim Rotenberg, email: vadir@post.tau.ac.il
Received July 19, 2013; accepted August 10, 2013; Act Nerv Super (Praha) 55(3), 108-111.
ACTIVITAS
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Activitas Nervosa Superior 2013, 55, No. 3
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etc. on the first glance look out as more difficult because we are not familiar with them, but
from the objective point of view they are less complicated due to the relatively short story of
development. Moravec emphasized that the most difficult human skills to reverse engineer
are those that are unconscious and it corresponds to the above mentioned explanation
because consciousness represents phylogenetically very new skills. We are more aware of
simple processes that don’t work well than of complex ones that work flaw-less.
2. ANOTHER APPROACH: THE ROLE OF BRAIN LATERALITY
However, this explanation has some restrictions and weak points. The creativity in different
domains belongs to the phylo- and ontogenetically most new skills. Only humans are owners
of creative skills, and the brain area that is most responsible for these skills (right frontal lobe,
Rotenberg, 2007) is the lastly matured brain structure (Saugstad, 1998). However it is very
difficult and up to now even impossible to find an algorhythm of the process of creativity
and to perform its computerization.
At the same time, it is interesting and necessary to take into consideration that for the
creative subjects the process of creation by itself is almost effortless (Martindale, 1975):
according to EEG data brain of creative subject is not physiologically activated while solving
creative tasks, while solving logical tasks requires brain activation.
I suppose that explanation of these contradictions as well as the explanation of Moravec’s
paradox is related to the different functions of the humans left and right hemispheres in my
interpretation (see Rotenberg, 1979; 1993; 2007). According to my concept, in the most general
form the difference between the two strategies of thinking related to the left and right
hemisphere is determined by the opposite modes of organizing the contextual relationships
between objects and events, elements of information. Left-hemispheric formal logical
thinking organizes any sign material (symbolic and iconic) as to create a strictly ordered and
unambiguously understood monosemantic context. Its formation requires an active choice
from the numerous real and potential connections between the multiform objects and
phenomena of a few definite and restricted connections that would not cause internal
contradictions and would facilitate an ordered analysis. Such a strategy of thinking makes it
possible to build a pragmatically convenient but simplified model of reality. It is strong
related to the function of speech because in the process of communication and collaboration
it is very important to be able to present and accept the unambiguous and definitely
understood monosemantic message.
In contrast, the function of the right hemisphere is a simultaneous capture of an infinite
number of real connections and the formation of an integral but ambiguous polysemantic
context due to this capture. In such a context the whole is not determined by its single
components. All specific feature of the whole are determined by interconnections between
these parts.
On the contrary, any concrete element of such a context bears a determining stamp of the
whole. Every new experience became incorporated in this natural and holistic picture of the
world. It is the function of the right frontal lobe. Due to this holistic view and this ability to
integrate all interrelationships presented by the real world the right frontal lobe plays a key
role in creativity.
At the same time, on the more low level, other right hemisphere structures are responsible
for the sensory-motor integration in the world and this process also requires holistic grasping
of all sensory information and the managing of the holistic motor behavior that corresponds
to this information. Right hemisphere is also especially close related to the limbic system
(Rotenberg, Weinberg, 1999) that controls body functions.
Thus, the right hemisphere displays on the one hand a system that determines a natural
integration of the subject in the polydimensional world, and on the other hand is responsible
for the creativity that also requires an integrative view on the world. It is easy for humans to
Activitas Nervosa Superior 2013, 55, No. 3
110
adopt their right-hemispheric skills and to perform functions controlled by the right
hemisphere just because these skills and functions are very native. However, their natural
essence does not make them easy and available for analysis and reproduction. Quite
opposite, just due to its simplicity for our natural every-day life they are very complicated for
the computerization that is based on the quite opposite principles and requires left
hemispheric skills. Science and intellectual games are more relevant for computerization.
3. THE ARTIFICIAL ESSENCE OF MONOSEMANTIC SCIENTIFIC MODELS
In comparison to the right hemisphere functions, the functions of the left hemisphere are in
some way artificial. In order to build a monosemantic context, it is necessary to perform a
disintegration of the holistic world, to select it in pieces and to choose definite and single
relationships between them. Of course, it is obligate and unavoidable for analysis and its
fixation as well as for communication but this obligation does not make it less artificial, from
the natural direct point of view. Let us say, it is an obligated artifact. And the process of
computation and of building algorhythms and systems like artificial intelligence is based on
this function of the left hemisphere, on its ability to form a monosemantic context.
The formation of the monosemantic context and of the speech on the modern step of
evolution modulates the real l world and makes it more structuralized and that’s why these
computative models correspond to the left hemisphere functions as a key to the lock.
The real world with all its natural polydimensional interrelationships we are integrated in
by mean of our right hemisphere does not correspond to these artificial systems and its
computation is not available.
4. TWO TYPES OF CIVILIZATIONS
The representatives of the Eastern civilization (India, China, Japan) are characterized by the
domination of the right hemisphere skills while the representatives of the Western
civilization are in general characterized by the domination of the left hemisphere due to the
direction of education (Rotenberg & Arshavsky, 1997). And it is not an occasion that for the
representatives of the Eastern culture it is more easy to adopt themselves to the Western
culture (Verma, 2013) than for the representatives of the Western civilization to be integrated
in the Eastern society. I suppose that it has the same roots as Moravec’s paradox. To find a
key to the left hemispheric definite rules is more easy than to accept the right hemispheric
skills if they are not developed enough or even suppressed in the process of maturation and
education.
REFERENCES
Adam, W., Kazakov, D.V., & Kazakov, Martindale C. (1975). What makes creative people different?
Psychology Today, July, 44-48
Moravec, H. (1998). When will computer hardware match the human brain. Journal of Evolution and
Technology, 1.
Rotenberg, V.S. (1979). Word and image: the problem of context. Dynamische Psychiatrie/ Dynamic
Psychiatry, 59, 494-498.
Rotenberg V.S. (1993) Richness against freedom: two hemisphere functions and the problem of
creativity. Europ. J. High Ability, 4, pp.11-19
Rotenberg, V.S. (2004) The ontogeny and asymmetry of the highest brain skills and the pathogenesis of
schizophrenia. Behavioral and Brain Sciences, 27, 863-864.
Rotenberg, V.S. (2007) The asymmetry of the frontal lobe functions and the fundamental problems of
mental health and psychotherapy. Dynamische Psychiatrie/Dynamic Psychiatry, 1-2, 51-68.
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Rotenberg, V.S., & Arshavsky V.V. (1997) Right and left brain hemisphere activation in the
representatives of two different cultures. Homeostasis in Health and Disease, 38, 49-57.
Rotenberg, V.S., & Weinberg I. (1999) Human memory, cerebral hemispheres, and the limbic system: A
new approach. Genetic, Social and General Psychology Monographs, 125, 45-70.
Saugstad L.F. (1998) Cerebral lateralization and rate of maturation. International Journal of
Psychophysiology, 28, 37-62.
Verma J. (2013) An effort towards understanding the global Indian mind set. Dynamische Psychiatrie/
Dynamic Psychiatry, 1-2, 37-62.
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  • Jan 1998
  • INT J PSYCHOPHYSIOL
Multifactorial inheritance applied to brain development implies a large continuum of normal variation with deviation from the norm at the extremes of maturational rate. The greater population of neurons, greater arborization of neural networks and excessive synaptic density in early maturation imply that adaptability (plasticity) is a main advantage, as opposed to a deficit in adaptability associated with the reduced number of neurons, reduced connectivity and reduced synaptic density in late slow maturation. It is hypothesised that Planum Temporale (PT) asymmetry and hand-preference predict the rate of CNS maturation as does the cognitive profile on the Wechsler Adult Intelligence Scale (WAIS): PT leftward asymmetry, right-handedness and a left-hemisphere cognitive advantage signifies early fast maturation: PT rightward asymmetry, left-handedness and a right-hemisphere cognitive advantage signify late maturation, while PT symmetry and ambilaterality represent rates of maturation in between. The slower development of males implies a male predominance in disorders affecting late maturers: Developmental Dyslexia (DD) with a predominance of rightward PT asymmetry/symmetry, left-handedness and multiple functional deficits, as well as excessive regressive events confirmed on PT/MRI. Schizophrenia, hypothesised to be a disorder in late maturers, is distinguished by rightward asymmetry/symmetry. Left-handedness and DD are common as is prior delayed development supporting excessive regressive events as do the findings on PT/MRI. To reduce the risk of DD and schizophrenia requires a reduction in late maturation through the enhancement of maturational rate by optimal nutrition before and during pregnancy and later.
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Human Memory, Cerebral Hemispheres, and the Limbic System: A New Approach
Article
  • Mar 1999
An integrative approach to human memory is presented in the context of brain asymmetry. The results of psychophysiological investigations suggest that right-hemisphere functioning is closely associated with the limbic system; that association leads to the formation of a polysemantic context. Polysemantic context is determined by multiple interconnections among its elements; each element bears the stamp of the whole context. That context sustains episodic, personal, and emotionally laden memories. Left-hemisphere functioning leads to the formation of a monosemantic context, which is responsible for the maintenance of semantic memories. That distinction--in terms of general organization of material by hemispheres--explains such phenomena as memory disturbances among the very old, the influence of emotions on memory, and confabulations.
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