The Human Mind and Information

(Gavin Ritz 2010.11.18.10.29NZT)

[From Richard Kennaway (2010.11.17.0829)]

(Gavin Ritz 2010.11.17.13.12NZT)

I think it is a rough guide to the brain Free
Energy but not based on Information Theory constructs. I think it’s based
on Gibb’s Free Energy which has been derived by others.

It seems to me that it is based entirely on
information-theoretic concepts.

Yip I see that in his
formula he’s just using information entropy concepts.

The quantity he calls free energy is defined in
terms of information, and is called “energy” only by analogy to
thermodynamic concepts.

Yes I see that, there is
not one shred of evidence to vaguely suggest that there is such a correlation.
In fact on the contrary.

It is not measured in joules, and converting it by
multiplying by kT would not be relevant to what he is doing.

···

(Gavin Ritz 2010.11.18.10.33NZT)

[From Bill Powers
(2010.11.17.0500 MDT)]

Richard Kennaway (2010.11.16.1805 BST –

I was thinking of things like the number of bits of
information in a

message being transmitted in a given alphabet. Is that
just a

popularization of some much deeper concept? Surely it
takes more than

kT joules to send one bit of that kind.

Actually less energy 0.639kT
joules per bit. But this is the maximum; it is more than likely much less.

And as to destroying bits, I

don’t have any idea of what that means. Receiving
them? Using them up

somehow? Filling in the holes in the zeros with
crumpled-up ones?

I wouldn’t be too
concerned I think Friston is making a grave error by selecting information
energy and entropy as free energy.

How could it be possible
when an organism transduces energy not information?

Where are these so called
information “markers” ?

It’s a blind alley.
PCT is better placed to answer these questions once the HPCT levels are organised
differently and it links with the structure and process of brain-body system at
the higher levels.

···

[From Richard Kennaway (2010.11.18.1044 BST)]

[From Bill Powers (2010.11.17.0500 MDT)]
Now you have me completely bamboozled. When you say "the number of
states available to the system," does this include measurements at
all the levels of abstraction or just the lowest, intensity? For
instance, does the order in which these states are established
matter? Is that another measure of state?

The higher the temperature of a flask of gas, the higher the average velocity of the molecules in it. In addition, the bigger the range of velocities: there are more states (i.e. position and velocity of every molecule) that the gas can be in at a higher temperature. When this is all made precise (e.g. I'm glossing over the continuity of position and velocity and hence the infinitude of states -- the theory predates quantum mechanics), the log of the number of possible states, given the temperature, can be identified with the entropy.

I was thinking of things like the number of bits of information in a
message being transmitted in a given alphabet. Is that just a
popularization of some much deeper concept? Surely it takes more than
kT joules to send one bit of that kind. And as to destroying bits, I
don't have any idea of what that means. Receiving them? Using them up
somehow? Filling in the holes in the zeros with crumpled-up ones?

Forgetting them. For example, an XOR gate takes two bits of input and produces one bit of output. Unless one takes care to preserve the original input bits across the computation (the fact that the input signals are still be there at the inputs isn't enough), there's an irreducible quantity of heat that must be generated in the process. This is known as Landauer's principle (Landauer's principle - Wikipedia). Existing gates generate far more heat by their operation than this theoretical minumum, but people have looked into the possibility of "reversible computing" against the day when the theoretical limit approaches.

···

--
Richard Kennaway, jrk@cmp.uea.ac.uk, Richard Kennaway
School of Computing Sciences,
University of East Anglia, Norwich NR4 7TJ, U.K.

[From Richard Kennaway (2010.11.18.1059 BST)]

(A repost, as this message never made its way back to me.)

[From Richard Kennaway (2010.11.17.1658 BST)]

Chad Green writes:

Let me be a bit more specific. What conceptual framework, logic (dynamic?), lens, filter, theory, principles, worldview, paradigm, ontology, epistemology, etc., do you use, as experts supposedly do according to the NRC's publication How People Learn: Brain, Mind, Experience, and School (Chapter 2), to make sense out of Friston's findings at a high level, and to perhaps out-think and challenge them?

I'm afraid I have no idea what you're talking about, and a glance at the document you mention tells me only that I don't want to read it. I am simply reading Friston's work and asking myself, "what do these concepts mean if I apply them to some control system instead of to a brain?"

The brain, without such an organizing or integrating framework is quite noisy and incoherent otherwise.�

On a related note, I'm currently engaged in an interesting conversation with Jay Forrester on the K-12 System Dynamics listserv. His concern is with the lack of innovation in public education. So how can Friston's findings be applied to this situation in a way that resonates with educators? The metaphor that I provided earlier is one example.

Friston is doing basic research on how the brain works. Any brain, human or animal. For work at that level I really do not see any relevance to education, public or otherwise. I rather doubt if Friston himself would either.

···

--
Richard Kennaway, jrk@cmp.uea.ac.uk, Richard Kennaway
School of Computing Sciences,
University of East Anglia, Norwich NR4 7TJ, U.K.

Richard,

Thank you for your frank response to my question. Please note that I am not targeting you or anyone else to make the point that I am about to make below, but that I was merely waiting for the right moment to pose that question on this list.

Folks, if Richard's response is reflective of the PCT community in general, then I would suggest a much deeper conversation about the importance of Level 7 in HPCT. In fact, I would assert that the probability of an individual mastering Level 7 is tantamount to that of an asteroid passing through a resonance keyhole and colliding with the Earth (Gravitational keyhole - Wikipedia).

Perhaps this assertion will get the ball rolling: I think Level 7 serves as the highest leverage point for HPCT with respect to the notion of control of individuals by the social environment, whether or not they perceive it to be the case. It's called the framing effect: Framing (social sciences) - Wikipedia

The solution that I'd recommend is this: If you want to experience PCT in its truest form (i.e., freedom from social control), you must transcend the boundary conditions of these frames through spontaneous symmetry breaking of psychological tools used for control, namely, our language.

Best,
Chad

Chad Green, PMP
Program Analyst
Loudoun County Public Schools
21000 Education Court
Ashburn, VA 20148
Voice: 571-252-1486
Fax: 571-252-1633

Richard Kennaway <jrk@CMP.UEA.AC.UK> 11/18/2010 5:59 AM >>>

[From Richard Kennaway (2010.11.18.1059 BST)]

(A repost, as this message never made its way back to me.)

[From Richard Kennaway (2010.11.17.1658 BST)]

Chad Green writes:

Let me be a bit more specific. What conceptual framework, logic
(dynamic?), lens, filter, theory, principles, worldview, paradigm,
ontology, epistemology, etc., do you use, as experts supposedly do
according to the NRC's publication How People Learn: Brain, Mind,
Experience, and School (Chapter 2), to make sense out of Friston's
findings at a high level, and to perhaps out-think and challenge
them?

I'm afraid I have no idea what you're talking about, and a glance at
the document you mention tells me only that I don't want to read it.
I am simply reading Friston's work and asking myself, "what do these
concepts mean if I apply them to some control system instead of to a
brain?"

The brain, without such an organizing or integrating framework is
quite noisy and incoherent otherwise.

On a related note, I'm currently engaged in an interesting
conversation with Jay Forrester on the K-12 System Dynamics
listserv. His concern is with the lack of innovation in public
education. So how can Friston's findings be applied to this
situation in a way that resonates with educators? The metaphor that
I provided earlier is one example.

Friston is doing basic research on how the brain works. Any brain,
human or animal. For work at that level I really do not see any
relevance to education, public or otherwise. I rather doubt if
Friston himself would either.

···

--
Richard Kennaway, jrk@cmp.uea.ac.uk, Richard Kennaway
School of Computing Sciences,
University of East Anglia, Norwich NR4 7TJ, U.K.

(Gavin Ritz 2010.11.19.16.13NZT)

Hi there Chad

A very erudite response.

All of the levels of HPCT
reflect the electrical transduction of energy from the PCV. (The ultimate control
of perception)

Mechanical energy
(sound), electromagnetic energy (sight), chemical energy (taste, and smell),
pressure and temperature all transduced to an electrical signal.

The key transduction
being sound (mechanical energy) and sight (electromagnetic energy) is in my opinion
the key to the whole lot, acoustical phonons
and light photons
. In short.

Level 7 in my opinion is
only one small aspect of this reflecting transduction, as the logic connective
or/or and the concept of category. Category theory and Topoi logic.

Friston’s indulgence
in information theory constructs is very interesting but way off the mark. In
my opinion there is no such thing as information in an organism; information is
just a man made mirror of mechanical energy (sound), very useful for sending
messages through wires but as an analogy for the human organism!!!

Regards

Gavin

Richard,

Thank you for your frank response to my
question. Please note that I am not targeting you or anyone else to make
the point that I am about to make below, but that I was merely waiting for the
right moment to pose that question on this list.

Folks, if Richard’s response is reflective of the PCT community in general, then I
would suggest a much deeper conversation about the importance of Level 7 in
HPCT. In fact, I would assert that the probability of an individual
mastering Level 7 is tantamount to that of an asteroid passing through a
resonance keyhole and colliding with the Earth
(Gravitational keyhole - Wikipedia).

Perhaps this assertion will get the ball rolling: I
think Level 7 serves as the highest leverage point for HPCT with respect to the
notion of control of individuals by the social environment, whether or not they
perceive it to be the case. It’s called the framing effect:

The solution that I’d recommend is this: If you want
to experience PCT in its truest form (i.e., freedom from social control), you
must transcend the boundary conditions of these frames through spontaneous
symmetry breaking of psychological tools used for control, namely, our
language.

Best,

Chad

Chad Green, PMP

Program Analyst

Loudoun County Public Schools

21000 Education Court

Ashburn, VA 20148

Voice: 571-252-1486

Fax: 571-252-1633

Richard Kennaway
jrk@CMP.UEA.AC.UK 11/18/2010 5:59 AM >>>

[From Richard Kennaway
(2010.11.18.1059 BST)]

(A repost, as this message never made its way back to
me.)

[From Richard Kennaway
(2010.11.17.1658 BST)]

Chad Green writes:

Let me be a bit more specific. What
conceptual framework, logic

(dynamic?), lens, filter, theory, principles,
worldview, paradigm,

ontology, epistemology, etc., do you use, as
experts supposedly do

according to the NRC’s publication How People
Learn: Brain, Mind,

Experience, and School (Chapter 2), to make sense
out of Friston’s

findings at a high level, and to perhaps out-think
and challenge

them?

I’m afraid I have no idea what you’re talking about,
and a glance at

the document you mention tells me only that I don’t
want to read it.

I am simply reading Friston’s work and asking myself,
"what do these

concepts mean if I apply them to some control system
instead of to a

brain?"

The brain, without such an organizing or
integrating framework is

quite noisy and incoherent otherwise.

On a related note, I’m currently engaged in an
interesting

conversation with Jay Forrester on the
K-12 System Dynamics

listserv. His concern is with the lack of
innovation in public

education. So how can Friston’s findings be
applied to this

situation in a way that resonates with
educators? The metaphor that

I provided earlier is one example.

Friston is doing basic research on how the brain
works. Any brain,

human or animal. For work at that level I really
do not see any

relevance to education, public or otherwise. I
rather doubt if

Friston himself would either.

···

Richard Kennaway, jrk@cmp.uea.ac.uk,
Richard Kennaway

School of Computing Sciences,

University of East Anglia, Norwich NR4 7TJ, U.K.

[Martin Taylor 2010.11.18/17/35]

  [From Richard Kennaway (2010.11.18.1044 BST)]
    [From Bill Powers (2010.11.17.0500 MDT)]


    Now you have me completely bamboozled. When you say "the number

of

    states available to the system," does this include measurements

at

    all the levels of abstraction or just the lowest, intensity? For


    instance, does the order in which these states are established


    matter? Is that another measure of state?
  The higher the temperature of a flask of gas, the higher the

average velocity of the molecules in it. In addition, the bigger
the range of velocities: there are more states (i.e. position and
velocity of every molecule) that the gas can be in at a higher
temperature. When this is all made precise (e.g. I’m glossing
over the continuity of position and velocity and hence the
infinitude of states – the theory predates quantum mechanics),
the log of the number of possible states, given the temperature,
can be identified with the entropy.

If I can expand on this, the concept of information has been greatly

mauled around since Shannon’s brilliant original exposition. What
follows is a tutorial on how I currently understand the concepts of
entropy, uncertainty, and information, based on the work of
Boltzmann (that’s what Richard’s paragraph refers to) and Shannon. I
think it best to go back to Shannon, and forget most of what has
been written about information since 1947, except for the work of
Garner and McGill in the 50s and 60s (they relabelled the central
concept as “Uncertainty” rather than “entropy”, and they analyzed
the partitioning of uncertainty in a way that paralleled Gaussian
variance analysis (Anova and correlation, for example)).

------Point 1----

The point I want to keep for later is that information analysis is

just that, analysis – a statistical approach to sets of numbers.
There’s nothing magical or mystical about “information” or
“uncertainty” any more than there is about “variance”.

···

http://en.wikipedia.org/wiki/Landauer’s_principle

jrk@cmp.uea.ac.ukhttp://www.cmp.uea.ac.uk/~jrk/

Martin
the Relationship between the human mind and information is '“sight”. It’s a sighting (and recording) of sound wanting to be expressed.

Information otherwise has very little to do with PCT. it’'s like a by-product.
Regards
Gavin

macrostates_4.jpg

···

http://en.wikipedia.org/wiki/Landauer’s_principle

jrk@cmp.uea.ac.ukhttp://www.cmp.uea.ac.uk/~jrk/

[Martin Taylor 2010.11.19.19.05]

Martin

      the Relationship between the human mind and information  is

'“sight”. It’s a sighting (and recording) of sound wanting to
be expressed.

      Information otherwise has very little to do with PCT. it''s

like a by-product.

      Regards

      Gavin
It is indeed an honour to be acquainted, albeit only electronically,

with someone who truly knows which analytic techniques are not now,
and will never be, useful in connection with PCT. Such certainty is
hard to come by among scientists.

Martin

(Gavin Ritz 2010.11.21.14.50NZT)

             [Martin Taylor 2010.11.19.19.05]

Martin
the Relationship between the human mind and information is '“sight”. It’s a sighting (and recording) of sound wanting to be expressed.

       Information otherwise has very little to do with PCT. it''s like a by-product.
       Regards
       Gavin
 It is indeed an honour to be acquainted, albeit only electronically, with someone who truly knows which analytic techniques are not now, and will never be, useful in connection with PCT. Such certainty is hard to come by among scientists.

hey Martin
I assume you’re joking (more likely sarcastic) with that response. When I state something it’'s only declarative, it’s my opinion. You can have other opinions. They don’t offend me at all. In fact I welcome them and enjoy them. But its not pleasant or fun when the responses are as they are. Martin just shift your position a bit.

You seem to be having a hard time with appropriate responses.

Information is not an analytic, the very model of PCT doesn’t allow for the concept of information (as in Information theory). The input function is a transducer (like a microphone) of incoming
energy signals. Every single incoming signal is an energy signal all transduced to an electrical signal that goes to the brain. This is just a fact of PCT.

Regards
Gavin

 Martin

[From Bill Powers (29010.11.21.0850 MDT)]

GR: Information is not an
analytic, the very model of PCT doesn’t allow for the concept of
information (as in Information theory). The input function is a
transducer (like a microphone) of incoming energy signals. Every single
incoming signal is an energy signal all transduced to an electrical
signal that goes to the brain. This is just a fact of PCT.

BP: You’re using the word “energy” in a strange way (not to
mention “analytic”). The response of a sensory neuron to a
stimulus is not to the energy carried by the stimulus, but to the
amplitude of the stimulus. A steady force applied to a touch receptor
produces (after an initial higher peak) a steady stream of neural
inpulses, which are produced and propagated by drawing chemical energy
from the surrounding tissues. After the first compression of the skin, no
energy at all is transmitted into the body from the applied force, since
mechanical energy = force x distance, and the distance through which the
force moves after the initial touch is zero. A slowly decreasing force is
reflected in a slowing of the rate at which impulses are being generated,
and because the distance traveled is now in the outward direction, energy
is being drawn from the body from energy stored in the compressed
skin and underlying tissues. The same happens with “cold
receptors,” which respond to a loss of heat to the environment by
generating neural signals. Energy is traveling from the warm receptor to
the cold environment.

A microphone is indeed a transducer, but in a capacitive microphone it is
a transducer of a displacement (of one plate of a capacitor) to a
voltage, not an energy to a voltage. In a dynamic microphone, it is a
transducer of velocity, not energy, to voltage since it is the motion of
the sensitive

element in a magnetic field that generates the output signal.

It is true that all transductions involve at least a transient flow of
energy, but the direction of the flow doesn’t mean that the transfer of
effects from source to destination goes the same way. And whatever energy
transfer occurs at the sensory interface, the energy is quickly
dissipated and is not the energy that travels through an axon carrying
the sensory signal. That energy comes from ions moving in and out across
the cell membrane and ultimately from metabolism.

I’m being told by Richard Kennaway and others that energy per se has
nothing to do with information transfer. If information can flow one way
while energy flows the other way, it would seem that information is not a
physical variable – it is a flow of something that is neither energy nor
matter or any combination of the two. This makes me wonder, perhaps in
agreement with you, whether information is anything but an intellectual
exercise, a quantity which can be calculated but which has no physical
significance. I once wrote a little piece about another such quantity
which I called “flenishness,” defined (if I remember right) as
the local time of day (0 to 23:59:59.9999…) divided by the Centigrade
temperature. This is clearly a measurable quantity, but its relationship
to other physical variables, while highly significant statistically, is
meaningless.

I’m not saying that the word information is meaningless; only that the
word Information (capital I, Shannon Information) is meaningless even
though it can be computed and obeys laws that can be worked out. I will
be quite happy to eat those words (they’re small) if someone can tell me
what Information (or for that matter, information) means outside the
circular definitions by which it is defined.

Ever since I fell under the spell of Korzybski in high school I have been
aware that the word is not the object it is used to indicate. I
discovered not long afterward that many words do not indicate any object
at all, except other words.

This way
to
That way to

the sign that
------>
<--------- The sign that

says that
way
says this
way

Intelligence is the
<-----------------> The score on an I.Q.

score on an I.Q.
test
test is Intelligence

The statement over
<------------------ The statement over

there is false
------------------>
there is true

These statements are not about anything. They aren’t true or false; they
just are. If you start puzzling about that last pair, you’ve trapped
yourself in the same illusion that makes people think that the active
elements in the Crowd demo have intelligent strategies, plan their
movements, or anticipate outcomes. The only active ingredient in
illusions is your own imagination. The only meanings the above words
“have” are the meanings you give them. If you want to imagine
that the last pair is a paradox, it’s a paradox. If you don’t, it’s
not.

Now fill in this one:

Information
is
_______________ is

<------------------->

···

At 03:04 PM 11/21/2010 +1300, Gavin Ritz wrote:


Information

To what does the word information point?

Best,

Bill P.

[Martin Taylor 2010.11.21.13.26]

(Gavin Ritz 2010.11.21.14.50NZT)

        [Martin Taylor 2010.11.19.19.05]

Martin

              the Relationship between the human mind and

information is '“sight”. It’s a sighting (and
recording) of sound wanting to be expressed.

              Information otherwise has very little to do with PCT.

it’'s like a by-product.

              Regards

              Gavin
        It is indeed an honour to be acquainted, albeit only

electronically, with someone who truly knows which analytic
techniques are not now, and will never be, useful in
connection with PCT. Such certainty is hard to come by among
scientists.

        hey Martin

        I assume you're joking (more likely sarcastic) with that

response. When I state something it’'s only declarative,
it’s my opinion. You can have other opinions. They don’t
offend me at all. In fact I welcome them and enjoy them. But
its not pleasant or fun when the responses are as they are.
Martin just shift your position a bit.

        You seem to be having a hard time with appropriate

responses.

        Information is not an analytic,
I take it that you didn't read the message to which your first

response above was directed. Information analysis is a form of
statistics, just as is variance analysis, to which it is quite
intimately related.

        the very model of PCT doesn't allow for

the concept of information (as in Information theory). The
input function is a transducer (like a microphone) of
incoming energy signals. Every single incoming signal is an
energy signal all transduced to an electrical signal that
goes to the brain. This is just a fact of PCT.

And did you ever read Shannon's "The Mathematical Theory of

Communication". I think that what you describe is very similar to
the telephony application for which Information Theory was first
developed. The input function is a transducer (actually a
microphone) of incoming energy signals. Every single incoming signal
is an energy signal all transduced to an electrical signal that goes
to the receiver. This is just a fact of telephony (or was, when all
phones were wired landlines).

I think your comments are irresponsible.

Martin
···
        Regards

        Gavin



        Martin

( Gavin
Ritz 2010.11.22.10.41NZT)

[From Bill Powers
(29010.11.21.0850 MDT)]

···

At 03:04 PM 11/21/2010 +1300, Gavin Ritz wrote:

GR: Information is not an
analytic, the very model of PCT doesn’t allow for the concept of information
(as in Information theory). The input function is a transducer (like a
microphone) of incoming energy signals. Every single incoming signal is an
energy signal all transduced to an electrical signal that goes to the brain.
This is just a fact of PCT.

BP: You’re using the word “energy” in a strange way (not to mention
“analytic”). The response of a sensory neuron to a stimulus is not to
the energy carried by the stimulus, but to the amplitude of the stimulus.

GR: All
incoming forms are energy. Not sure why you say I’m using it in a strange
way. Light coming into the eyes is from electromagnetic waves this is a form of
energy. Sound is another form of mechanical energy. ‘Vibration of a
medium”. The eyes and ears transform this energy into an electrical signal.
The sensing organs transduce these energy forms to an electrical signal. Amplitudes
and frequencies and wavelengths are ways to measure this energy. The electrical
impulses that are moved in the neural system are a transduction of this energy.

A steady force applied to
a touch receptor produces (after an initial higher peak) a steady stream of
neural inpulses, which are produced and propagated by drawing chemical energy
from the surrounding tissues.

Okay so it’s
still a transduction no matter what ay you look at it.

After
the first compression of the skin, no energy at all is transmitted

It’s
not transmitted its sensed and transduced.

into
the body from the applied force, since mechanical energy = force x distance,
and the distance through which the force moves after the initial touch is zero.
A slowly decreasing force is reflected in a slowing of the rate at which
impulses are being generated, and because the distance traveled is now in the
outward direction, energy is being drawn from
the body from energy stored in the compressed skin and underlying tissues. The
same happens with “cold receptors,” which respond to a loss of heat
to the environment by generating neural signals. Energy is traveling from the
warm receptor to the cold environment.

I would
say we are saying almost exactly the same thing.

A microphone is indeed a transducer, but in a capacitive microphone it is a
transducer of a displacement (of one plate of a capacitor) to a voltage, not an
energy to a voltage.

Of
course it’s an energy. Sound waves are a form of mechanical energy.

In
a dynamic microphone, it is a transducer of velocity, not energy, to voltage
since it is the motion of the sensitive

element in a magnetic field that generates the output signal.

Not sure
how you can say this. It’s not only the velocity.

Sound is
a wave propagation. The wave (alternation in pressure and particle displacement
or particle velocity propagated in an elastic medium).

In fact
photons and phonons (long wavelengths gives rise to sound) can be calculated using
the same formulas.

It is true that all transductions involve at least a transient flow of energy,
but the direction of the flow doesn’t mean that the transfer of effects from
source to destination goes the same way. And whatever energy transfer occurs at
the sensory interface, the energy is quickly dissipated and is not the energy
that travels through an axon carrying the sensory signal.

But if
there is no incoming energy forms (no Perceptual controlled variable) no selection
no action, nothing happens.

That
energy comes from ions moving in and out across the cell membrane and ultimately
from metabolism.

Of course
it does. But there is also energy coming in from the environment which is
transduced by the organism.

I’m being told by Richard Kennaway and others that energy per se
has nothing to do with information transfer.

This is
not entirely true because it does take a certain amount of energy to send one
bit. 0.693kT joules.

If
information can flow one way while energy flows the other way, it would seem
that information is not a physical variable – it is a flow of something that
is neither energy nor matter or any combination of the two. This makes me wonder,
perhaps in agreement with you, whether information is anything but an
intellectual exercise, a quantity which can be calculated but which has no
physical significance. I once wrote a little piece about another such quantity
which I called “flenishness,” defined (if I remember right) as the
local time of day (0 to 23:59:59.9999…) divided by the
Centigrade temperature. This is clearly a measurable quantity, but its
relationship to other physical variables, while highly significant
statistically, is meaningless.

I think
we are saying exactly the same thing.

I’m not saying that the word information is meaningless; only that the word
Information (capital I, Shannon Information) is meaningless even though it can
be computed and obeys laws that can be worked out. I will be quite happy to eat
those words (they’re small) if someone can tell me what Information (or for
that matter, information) means outside the circular definitions by which it is
defined.

Ever since I fell under the spell of Korzybski in high school I have been aware
that the word is not the object it is used to indicate. I discovered not long
afterward that many words do not indicate any object at all, except other
words.

This way
to
That way to

the sign that
------>
<--------- The sign that

says that
way
says this way

Intelligence is the
<-----------------> The score on an I.Q.

score on an I.Q.
test
test is Intelligence

The statement over
<------------------ The statement over

there is false
------------------>
there is true

These statements are not about anything. They aren’t true or false; they just
are. If you start puzzling about that last pair, you’ve trapped yourself in the
same illusion that makes people think that the active elements in the Crowd
demo have intelligent strategies, plan their movements, or anticipate outcomes.
The only active ingredient in illusions is your own imagination. The only
meanings the above words “have” are the meanings you give them. If
you want to imagine that the last pair is a paradox, it’s a paradox. If you
don’t, it’s not.

Now fill in this one:

Information
is
_______________ is

<------------------->


Information

Those are imperative logic statements as you are
asking me to do something, so they can’t be true or false you are
correct. As I have said many times imperative logic is the key to mathematical circumscribing PCT.

Regards

Gavin