Teaching Intelligence: A Performance Conception

Abstract

For years, scientists studying fish movement were puzzled. Their accumulated knowledge of the flow characteristics of a fish moving through water accounted for only a third of the speed at which scientists knew fish could actually swim. Recently, in broadening their investigation of possible causal factors by creating a robotic fish that swam for long time periods, they learned that a fish creates vortices as it moves and can push off from those vortices. Suddenly the performance of the fish made sense; they understood how the fish and the medium interact to explain how fish swim as fast as they do.