From John Crocker
No one expects a young child to pass a Turing test against an adult (21 August, p 22). Instead we have a series of tests and exams that are used to assess the child’s progress against a set of standards, culminating in a trade or professional qualification or university degree.
Why cannot similarly gradated tests and standards be applied to robots? For example, the robot team could be pitted against sides of under-7s, 9s, 11s, 13s, 15s, and so on, rather than having to go straight in at the top level.
Bristol, UK
