Beauty and Mathematical Information Theory
In the 1970s, Abraham Moles and Frieder Nake analyzed links between beauty, information processing, and information theory. In the 1990s, Jürgen Schmidhuber formulated a mathematical theory of observer-dependent subjective beauty based on algorithmic information theory: the most beautiful objects among subjectively comparable objects have short algorithmic descriptions (i.e., Kolmogorov complexity) relative to what the observer already knows. Schmidhuber explicitly distinguishes between beautiful and interesting. The latter corresponds to the first derivative of subjectively perceived beauty: the observer continually tries to improve the predictability and compressibility of the observations by discovering regularities such as repetitions and symmetries and fractal self-similarity. Whenever the observer's learning process (possibly a predictive artificial neural network) leads to improved data compression such that the observation sequence can be described by fewer bits than before, the temporary interestingness of the data corresponds to the compression progress, and is proportional to the observer's internal curiosity reward
Read more about this topic: Mathematical Beauty
Famous quotes containing the words beauty, mathematical, information and/or theory:
“A new beauty has been added to the splendor of the world—the beauty of speed.”
—Tommaso Marinetti (1876–1944)
“As we speak of poetical beauty, so ought we to speak of mathematical beauty and medical beauty. But we do not do so; and that reason is that we know well what is the object of mathematics, and that it consists in proofs, and what is the object of medicine, and that it consists in healing. But we do not know in what grace consists, which is the object of poetry.”
—Blaise Pascal (1623–1662)
“So while it is true that children are exposed to more information and a greater variety of experiences than were children of the past, it does not follow that they automatically become more sophisticated. We always know much more than we understand, and with the torrent of information to which young people are exposed, the gap between knowing and understanding, between experience and learning, has become even greater than it was in the past.”
—David Elkind (20th century)
“No one thinks anything silly is suitable when they are an adolescent. Such an enormous share of their own behavior is silly that they lose all proper perspective on silliness, like a baker who is nauseated by the sight of his own eclairs. This provides another good argument for the emerging theory that the best use of cryogenics is to freeze all human beings when they are between the ages of twelve and nineteen.”
—Anna Quindlen (20th century)