Thanks for putting up your favourite shot from the video. It highlights the scope of what an AKIDA technology will involve however it is even greater than this diagram represents.
Brainchip is well out of stealth mode and so it is important to dispel once and for all the myth that AKIDA technology "does not do maths" or at least the way this statement of Peter van der Made has been misinterpreted and used to attack its potential applications.
When Peter van der Made made this statement he was speaking about how the architecture of AKIDA works differently to traditional computing which does maths accumulate. He was not saying that AKIDA technology could not do maths if needed to perform one of its functions in fact AKIDA technology can do maths because maths is simply about patterns that repeat and as we know pure mathematics "is
thestudyof abstract theories, patterns and conceptual relationships underpinning modernscience, technology and our understanding of the universe."
Peter van der Made has always made the point that one of the great strengths of AKIDA technology is its ability to recognise patterns both
known (trained) and
unseen (unknown) and in fact this is the strength which allowed Professor Iliadis and his partner from Democratis University of Thrace to implement their cybersecurity algorithm based upon spiking neural network principles so effectively in AKD1000.
If you look at all of the little boxes in the diagram the potential use cases for AKIDA technology involves patterns (or mathematics) and it is the unprecedented ability of AKIDA technology to recognise and act on these patterns at ridiculously low power and latency that creates the new paradigm.
For those who do not believe and for those who want a greater understanding of the fact that AKIDA technology can and does do maths the following extract from a Stanford University article explains clearly the point that I am making about AKIDA technology, patterns and mathematics.
At the end of the extract I have provided the link so that if interested you can read the complete article:
The Mathematics of Patterns and Algebra
Print resource
Patterns are at theheart of mathematics. This article explains the basic math underlying thepatterns that children encounter in their everyday lives and in preschool.Teachers need to understand these basic math concepts in order to help childrenbuild on their intuitive knowledge of them. One key concept is thegeneralization of patterns: the ability to apply a pattern (e.g., ABAB) tomultiple materials and contexts. Other concepts covered include copying,extending, and creating patterns.
by Linda M. Platas
Where is the mathematics in patterns and algebra?
Mathematics hassometimes been called a science of patterns (Resnik, 1981). We think ofmathematics as having structure, and that structure enables us to solveproblems. The structure is built around looking for and manipulating patterns.For instance, in the real world, we use mathematics to describe actions. Thered car can go 20 mph and the blue car can go 40 mph. The ratio of the topspeed of these two cars is constant, creating a pattern: If they are going inthe same direction in parallel, the blue car will always get to its destinationtwice as fast as the red. Put simply, 2RED = BLUE. If they are traveling at topspeed, no matter where the cars are, that ratio can be used in an equation(with some other numbers) to figure out how far apart they’ll be at any onetime. We could also use the speed of orbiting planets to figure out where theywill be at a particular time. (In reality, planets slow down and speed up inresponse to the pull of gravity, which is influenced by their distance fromother large bodies in space, but even that variation follows a pattern!)
These are excitingpatterns, but let’s get back the mathematics of patterns and algebra in thepreschool classroom. The following section describes ways to think aboutpatterns and pattern activities: recognition, replication, extension, creation,and across all of these, generalization of patterns.
Patterns
Patterns areregularities that we can perceive. We can perceive patterns auditorily (twofast drum beats followed by one slow one; a bird’s call; or our heartbeat),visually (fire truck warning lights, stripes in a sidewalk crossing),somatically, through tactile or action-based sensations (tapping one’s foot tomusic, playing those drumbeats mentioned earlier), or as three-dimensionalobjects (one green block–one red block–two blue blocks–one green block–one redblock–two blue blocks; daffodil–daisy–daffodil–daisy). To discern patterns, wemust identify the pattern unit (in the block example:“green–red–blue–blue”). We need to understand not just the individual elementswithin this pattern unit, but also how the pattern unit is repeated. If you seeonly AB, you don’t have enough evidence to identify the pattern.But if you see the AB unit repeating, as in ABABAB,then you can be confident of your judgment.
All of theseexamples are of repeating patterns. Our world is also full of growingpatterns. Additivepatterns addthe same amount each time the pattern is extended (stairs are additive patternsbecause each step is one unit higher than the previous one). Multiplicativepatterns use scaling (ratios) each time the pattern is extended, suchas in the pattern of total chairs needed for your classroom tables (one tableneeds six chairs, two tables need 12 chairs, three tables need 18 chairs).
Generalization of patterns
Patterns are sortof like numbers in that the quantity of “two” doesn’t specify what thereare two of, and a pattern doesn’t specify what objects, sounds,actions, etc. the pattern is made of. In other words, a pattern describedas ABAB can look like clap–stomp–clap–stomp or red bead–bluebead–red bead–blue bead. Another way of putting it is to say that thesedifferent manifestations of patterns (sounds or letters or clapping) are equivalent toeach other. (Learning to think about patterns in this way may require a lot ofexperience working with patterns in many different manifestations.)
Pattern isconsidered an early building block in algebra. The ability to generalizepatterns contributes to children’s later understanding of algebraic equations.For example, adding one more object to a group [N] will always result in N+ 1 regardless of whether it is a group of bears, dinosaurs, stairs,or pennies (see Pattern Paths toAlgebra). In the real world, this equation can apply to sets of anything, making the ability to generalize with patterns very useful in understanding the utility (and mathematics) of algebra.
https://prek-math-te.stanford.edu/patterns-algebra/mathematics-patterns-and-algebra#:~:text=Patterns%20are%20at%20the%20heart,everyday%20lives%20and%20in%20preschool.
My opinion only DYOR.
(20min delay)