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I feel the term "domain" is doing a lot of work in these replies. Define domain, what is the size limit of a domain? Might all of reality be a domain and thus a domain-specific algorithm be sufficient for anything of interest?

Has a dog that learns to open a box to get access to a food item not created knowledge according to this definition? What about a human child that has learned the same?

Have you written up somewhere how you stay organized, what software you use, especially with regards to reference management, text editors and works in progress?

A brain, rational or not, can produce the "terminal value" state (or output, or qualia?) when presented with the habitat or biodiversity concepts. This can be independent of their instrumental value, which, on average, probably diminishes with technological progress. But it's also easy to imagine cases where the instrumental value of nature increases as our ability to understand and manipulate it grows.

Do we know how to reason about that other information?

I really like this sieve approach. I feel a big improvement would be to show the output of the sieve as two boxes (red and blue) as well to help emphasize visually just how many false+ pass through and the relative size of false+ to all that pass through.

There are lots of things I feel others ought to know (because after I knew them I felt I understood the world a lot better than before) but not many fall under procedural knowledge. Computer programming is one thing I really value having learned, mostly for non-procedural reasons (clarifies thinking, adds a large useful set of analogies etc.) which has also proved practically useful (e.g. writing scripts for repetitive things and understanding computer errors).

Another thing I've just recalled: If you run out of gas somewhere you can call a cab and ask the driver to bring a can of gas with him/her (this applies in Iceland at least, YMMV).

Reading the part about breathing reducing attention during reading caused me to pay attention to my breathing while reading which reduced my attention, suggesting that breathing during reading reduces attention. Very clever, Mr. Wenger! As JoshuaZ points out, breathing seems unnoticed when one isn't actively thinking about it.

One also has to take into account the probability that this training has negative consequences, which, knowing the effects of hypoxia on neurons, is not negligible.

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