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There are already nine million robots on our planet. | 0:00:02 | 0:00:05 | |
You can see something's already happening. | 0:00:05 | 0:00:08 | |
They are developing so rapidly, | 0:00:08 | 0:00:11 | |
it's like the arrival of a new species. | 0:00:11 | 0:00:14 | |
I'm very excited, seeing this. | 0:00:14 | 0:00:16 | |
What has taken humans millennia... | 0:00:20 | 0:00:22 | |
robots have achieved in just decades. | 0:00:22 | 0:00:26 | |
Now they are tackling their greatest challenge - | 0:00:30 | 0:00:34 | |
trying to think like us. | 0:00:34 | 0:00:38 | |
I like to learn. This is a ball. | 0:00:38 | 0:00:41 | |
Brilliant. Oh, he's looking as well. | 0:00:41 | 0:00:44 | |
I'm Dr Ben Garrod. | 0:00:44 | 0:00:46 | |
As an evolutionary biologist, | 0:00:46 | 0:00:48 | |
I'm more used to studying humans and animals. | 0:00:48 | 0:00:51 | |
So I'm genuinely concerned by how quickly these machines are evolving. | 0:00:52 | 0:00:57 | |
Konnichiwa. | 0:00:57 | 0:00:59 | |
Yeah, yeah. Konnichiwa. | 0:00:59 | 0:01:02 | |
I'm Professor Danielle George. As an electronics engineer, | 0:01:02 | 0:01:06 | |
I spend a lot of my working life with robots... | 0:01:06 | 0:01:09 | |
..and I think their rapid development | 0:01:10 | 0:01:12 | |
provides an incredible opportunity for us all. | 0:01:12 | 0:01:17 | |
There are literally robots as far as the eye can see, | 0:01:17 | 0:01:21 | |
and I love it. | 0:01:21 | 0:01:23 | |
Robots are changing our world. | 0:01:23 | 0:01:26 | |
In this episode, we investigate whether intelligent robots | 0:01:27 | 0:01:31 | |
will become our friends and companions... | 0:01:31 | 0:01:34 | |
She will help set up a home for humans...on Mars. | 0:01:34 | 0:01:39 | |
..find out if we should trust them with our lives... | 0:01:39 | 0:01:43 | |
My feet are off, my hands are off! | 0:01:43 | 0:01:45 | |
..and if one day they will even become conscious. | 0:01:45 | 0:01:50 | |
Sometimes, the robot does things, we're not sure why it does it. | 0:01:50 | 0:01:53 | |
Will the rise of robots enhance our lives... | 0:01:55 | 0:01:58 | |
..or threaten our survival? | 0:01:59 | 0:02:01 | |
Fire! | 0:02:04 | 0:02:05 | |
In a laboratory in Southern France, | 0:02:17 | 0:02:19 | |
we are witnessing yet another robot coming to life. | 0:02:19 | 0:02:24 | |
-Oh, this thing's incredible. -Wow! Isn't it? Yeah. | 0:02:24 | 0:02:27 | |
So this is the head. Are you poking the eye right now? | 0:02:27 | 0:02:30 | |
The robot's design combines artificial intelligence | 0:02:34 | 0:02:38 | |
with a body based on human anatomy. | 0:02:38 | 0:02:41 | |
Look at this, this is like... This is like tendons. | 0:02:43 | 0:02:46 | |
-It's like a proper bone structure. -It really is, the vertebrae | 0:02:46 | 0:02:48 | |
are all there. You can see the neck, the head. | 0:02:48 | 0:02:51 | |
I'm guessing the ears are the little red things there. | 0:02:51 | 0:02:54 | |
This is beautiful, it's aesthetically pleasing, and it's | 0:02:54 | 0:02:57 | |
been sculpted and crafted in a way that is anatomically beautiful. | 0:02:57 | 0:03:01 | |
Whilst I am impressed by their design, | 0:03:02 | 0:03:05 | |
I'm concerned about what the consequences of intelligent robots | 0:03:05 | 0:03:09 | |
will be for us. | 0:03:09 | 0:03:11 | |
These things are coming on in leaps and bounds. | 0:03:13 | 0:03:16 | |
This is designing evolution. | 0:03:16 | 0:03:17 | |
-Is that freaking you out? -Yeah, suddenly... -Is it? | 0:03:17 | 0:03:20 | |
Even though it's the same thing, there's a sense of, | 0:03:20 | 0:03:22 | |
-it's watching me. -And why is that scary? | 0:03:22 | 0:03:25 | |
It's probably judging me. | 0:03:25 | 0:03:27 | |
THEY LAUGH | 0:03:27 | 0:03:28 | |
I don't know! Not as comfortable. | 0:03:28 | 0:03:29 | |
-I don't want it to look at me any more. -Wow. | 0:03:29 | 0:03:32 | |
VOICEOVER: I think the development of intelligent robots could help us | 0:03:32 | 0:03:35 | |
achieve things that we currently find impossible. | 0:03:35 | 0:03:39 | |
I think it's so funny, | 0:03:40 | 0:03:41 | |
the way you think that it's going to get this intelligence and do | 0:03:41 | 0:03:45 | |
the whole Hollywood movie thing of, it's going to take over the world, | 0:03:45 | 0:03:48 | |
it's going to, like, kill us in our beds, or something. | 0:03:48 | 0:03:50 | |
No, it's just potentially... Potentially take over the world. | 0:03:50 | 0:03:53 | |
But the potential, the positive potential these things have | 0:03:53 | 0:03:57 | |
surely outweighs that? | 0:03:57 | 0:03:59 | |
Meeting this robot in person has really brought out how unnerved I am | 0:04:00 | 0:04:04 | |
by the impact of intelligent robots. | 0:04:04 | 0:04:07 | |
Would it freak you out even more if it talked to you? | 0:04:09 | 0:04:12 | |
-If that suddenly spoke to me now, I'd be gone! -Really? -Yeah. | 0:04:12 | 0:04:15 | |
To discover the consequences of robot intelligence on humans, | 0:04:17 | 0:04:21 | |
we're going to analyse it from a biological perspective. | 0:04:21 | 0:04:25 | |
We will track down some of the earliest intelligent robots and meet | 0:04:28 | 0:04:32 | |
more of their modern-day descendants... | 0:04:32 | 0:04:35 | |
to discover how robot intelligence has evolved | 0:04:35 | 0:04:38 | |
and where it is really heading. | 0:04:38 | 0:04:40 | |
My journey begins in the USA... | 0:04:48 | 0:04:50 | |
..where I'm on my way | 0:04:51 | 0:04:53 | |
to see one of the most advanced robots in the world. | 0:04:53 | 0:04:57 | |
I believe intelligent robots WILL become our companions | 0:04:58 | 0:05:02 | |
and even our friends. | 0:05:02 | 0:05:05 | |
The hope is that, one day, | 0:05:09 | 0:05:11 | |
this robot will be working alongside us | 0:05:11 | 0:05:14 | |
to carry out an extraordinary mission. | 0:05:14 | 0:05:17 | |
And I can't wait to meet her. | 0:05:18 | 0:05:21 | |
This is Valkyrie. | 0:05:25 | 0:05:27 | |
Valkyrie has not been designed for our planet. | 0:05:29 | 0:05:32 | |
Nasa have created Valkyrie to be an astronaut. | 0:05:32 | 0:05:37 | |
For a robot, her mission is ambitious. | 0:05:37 | 0:05:41 | |
In the 2030s, she will help set up a home for humans... | 0:05:41 | 0:05:45 | |
..on Mars. | 0:05:46 | 0:05:47 | |
Professor Taskin Padir and his team | 0:05:51 | 0:05:54 | |
are preparing Valkyrie for her voyage to the red planet. | 0:05:54 | 0:05:58 | |
So, why is Valkyrie a human form? | 0:05:58 | 0:06:00 | |
Why isn't it four legs or six legs or one leg or...? | 0:06:00 | 0:06:03 | |
She will operate in human environments. | 0:06:03 | 0:06:06 | |
We will design those habitats eventually for astronauts. | 0:06:06 | 0:06:09 | |
So if she's going to be able to operate in that environment, | 0:06:09 | 0:06:12 | |
it's better she has the human form factor. | 0:06:12 | 0:06:14 | |
So, this is a hugely ambitious project, isn't it? | 0:06:14 | 0:06:17 | |
It is an ambitious project. | 0:06:17 | 0:06:20 | |
Robots are good for dangerous, distant and daring environments, | 0:06:20 | 0:06:24 | |
and Mars is a dangerous, distant and daring environment. | 0:06:24 | 0:06:26 | |
This is really showing the whole thing of humans and robots | 0:06:26 | 0:06:31 | |
working beside each other, | 0:06:31 | 0:06:33 | |
and for robots preparing a new environment for humans to live in. | 0:06:33 | 0:06:38 | |
Yes. Eventually, we really would like to go, | 0:06:38 | 0:06:41 | |
"All right, Valkyrie, you have landed on an unknown planet. | 0:06:41 | 0:06:45 | |
"Go figure out the tasks relevant to this space mission." | 0:06:45 | 0:06:49 | |
I'm in awe of Valkyrie's potential, | 0:06:49 | 0:06:52 | |
but for her to be a true ally for us in space, | 0:06:52 | 0:06:55 | |
she needs to be able to operate independently. | 0:06:55 | 0:06:58 | |
What we're doing today is, line by line, | 0:06:58 | 0:07:02 | |
we're writing new software so that Valkyrie has better capabilities | 0:07:02 | 0:07:06 | |
on future missions, specifically to Mars. | 0:07:06 | 0:07:09 | |
From my background as an electronics engineer, | 0:07:10 | 0:07:13 | |
I know how difficult this is. | 0:07:13 | 0:07:15 | |
The team need to write hundreds of thousands of lines of code, | 0:07:15 | 0:07:19 | |
just for her to carry out the most simple tasks. | 0:07:19 | 0:07:22 | |
It's time to put Valkyrie to the test. | 0:07:22 | 0:07:26 | |
We are trying to develop, you know, walking and avoiding obstacles. | 0:07:26 | 0:07:30 | |
So what she will do is she will walk through and avoid the obstacle, | 0:07:30 | 0:07:35 | |
then push the button, which will simulate the door opening, | 0:07:35 | 0:07:37 | |
-and then she'll go through the door. -All right, yeah. | 0:07:37 | 0:07:40 | |
-So, is she ready to go? -She should be ready to go. | 0:07:40 | 0:07:43 | |
-OK? -Yeah. -Yeah. | 0:07:45 | 0:07:46 | |
I'm very excited, seeing this. | 0:07:48 | 0:07:50 | |
-You can see something's already happening. -Yes, that's the... | 0:07:56 | 0:08:00 | |
That's the main sensor head on the robot, which maps the environment. | 0:08:00 | 0:08:04 | |
Valkyrie is equipped with sensors all over her body | 0:08:05 | 0:08:08 | |
to allow her to navigate. | 0:08:08 | 0:08:10 | |
-Big girl. -Big girl, yes. | 0:08:14 | 0:08:16 | |
Yes. | 0:08:16 | 0:08:17 | |
She takes small steps. | 0:08:17 | 0:08:19 | |
She's a very clever robot. | 0:08:19 | 0:08:21 | |
So far, so good. | 0:08:23 | 0:08:25 | |
Valkyrie has hit the button correctly, | 0:08:25 | 0:08:27 | |
to simulate opening the capsule door. | 0:08:27 | 0:08:30 | |
Now she needs to step outside. | 0:08:31 | 0:08:34 | |
Oh, it was so close! | 0:08:43 | 0:08:45 | |
Well, she got through the door, yeah. | 0:08:48 | 0:08:50 | |
She got through the door. That was... That was really good. | 0:08:50 | 0:08:54 | |
And I guess this is just showing... | 0:08:55 | 0:08:57 | |
I mean, she... She's at an early stage, isn't she? | 0:08:57 | 0:08:59 | |
She's at a very early stage. I mean, given that we received the robot | 0:08:59 | 0:09:03 | |
last year, you know, in one year, we've made quite a bit of progress. | 0:09:03 | 0:09:08 | |
Yeah. Yeah. She's... | 0:09:08 | 0:09:09 | |
She's like the baby. | 0:09:09 | 0:09:11 | |
Yes, that's correct. | 0:09:11 | 0:09:12 | |
The team try to locate the error... | 0:09:13 | 0:09:16 | |
Yeah, J1's faulted. | 0:09:18 | 0:09:19 | |
..and tweak the code so Valkyrie can try again. | 0:09:19 | 0:09:22 | |
OK, so now the fault's cleared. | 0:09:23 | 0:09:26 | |
So go ahead and pull J3 and reconfigure. | 0:09:26 | 0:09:28 | |
-Is the motor power on? -Yeah. -Yeah. | 0:09:28 | 0:09:32 | |
I'm really struck by the team's enthusiasm and commitment | 0:09:35 | 0:09:39 | |
to Valkyrie, and I'm interested | 0:09:39 | 0:09:41 | |
in whether they feel they have a relationship with her. | 0:09:41 | 0:09:44 | |
Do you become attached to her? | 0:09:46 | 0:09:48 | |
-Do you have emotion? -We definitely attach personalities. | 0:09:48 | 0:09:50 | |
You know, we walk in and greet the robot, right? | 0:09:50 | 0:09:53 | |
-So we say, "Good morning, Valkyrie." -Do you? -And we go from there. | 0:09:53 | 0:09:56 | |
But Valkyrie has still got a lot to learn. | 0:09:56 | 0:09:59 | |
-I feel sorry for her. Like, "Oh..." -Exactly, exactly. | 0:10:04 | 0:10:06 | |
-"She's fallen down!" -And that's why, you know, | 0:10:06 | 0:10:08 | |
we keep her supported at all times. | 0:10:08 | 0:10:10 | |
-Yeah. -Because we don't want her to, you know, fall. | 0:10:10 | 0:10:13 | |
-Like a toddler with reins on, or something. -Yeah. -Makes sense, yeah. | 0:10:13 | 0:10:16 | |
Anyone who watched Valkyrie take a tumble and thought that was | 0:10:18 | 0:10:22 | |
some sort of failing of the project, | 0:10:22 | 0:10:24 | |
to me, has completely missed the point. | 0:10:24 | 0:10:27 | |
Valkyrie, right now, is like a toddler. | 0:10:27 | 0:10:30 | |
When my daughter was learning to walk, I expected her to fall. | 0:10:30 | 0:10:34 | |
For robots like Valkyrie, | 0:10:34 | 0:10:37 | |
there's bound to be a few tumbles along the way. | 0:10:37 | 0:10:39 | |
Spending time with Valkyrie confirms my belief that intelligent robots | 0:10:41 | 0:10:46 | |
WILL help us achieve our dreams. | 0:10:46 | 0:10:48 | |
But what surprised me was how much the team are already starting | 0:10:50 | 0:10:54 | |
to bond with her. | 0:10:54 | 0:10:56 | |
I instantly felt empathy, too. | 0:10:56 | 0:10:58 | |
I reached out to grab her when she fell. | 0:10:58 | 0:11:01 | |
But for intelligent robots like Valkyrie | 0:11:05 | 0:11:07 | |
to truly build relationships, | 0:11:07 | 0:11:09 | |
they need to engage with us on a much deeper level. | 0:11:09 | 0:11:13 | |
And that starts with being able to talk to us. | 0:11:19 | 0:11:22 | |
Talking robots have been the dream of scientists for almost 100 years. | 0:11:24 | 0:11:29 | |
This is Old Sacramento. | 0:11:33 | 0:11:35 | |
This place is awesome. | 0:11:37 | 0:11:40 | |
Look at the buildings here. | 0:11:40 | 0:11:42 | |
I feel like I've just driven onto the set of a Western movie! | 0:11:43 | 0:11:48 | |
In this town lives one of the oldest robots in the world. | 0:11:50 | 0:11:54 | |
His inventor claimed he could respond to the human voice | 0:11:55 | 0:11:58 | |
and talk back. | 0:11:58 | 0:11:59 | |
Meet Alpha the robot, | 0:12:01 | 0:12:02 | |
constructed entirely of metal, but controlled only by the voice. | 0:12:02 | 0:12:07 | |
I think he could also hold the key to understanding how our robots | 0:12:07 | 0:12:11 | |
talk to us today. | 0:12:11 | 0:12:12 | |
How tall are you? | 0:12:14 | 0:12:15 | |
Six feet. | 0:12:17 | 0:12:18 | |
Six feet? And how much do you weigh? | 0:12:18 | 0:12:22 | |
One tonne. | 0:12:24 | 0:12:26 | |
This is Alpha. | 0:12:29 | 0:12:31 | |
I really didn't expect to find it | 0:12:31 | 0:12:34 | |
surrounded here by lots of eclectic memorabilia - | 0:12:34 | 0:12:39 | |
some bongos in between its legs | 0:12:39 | 0:12:42 | |
and an animal-skin drinking vessel hanging from its hand. | 0:12:42 | 0:12:46 | |
This mechanical man was built in Britain in 1932 by an Englishman | 0:12:46 | 0:12:51 | |
called Harry May. | 0:12:51 | 0:12:53 | |
Hi, Alpha. How are you today? | 0:12:54 | 0:12:56 | |
Maybe it's just shy. | 0:13:00 | 0:13:01 | |
Now he watches over diners in a saloon bar. | 0:13:03 | 0:13:07 | |
But in his day he was something of a celebrity. | 0:13:07 | 0:13:10 | |
In 1934, a short film was released | 0:13:11 | 0:13:14 | |
to showcase Alpha's voice-recognition skills. | 0:13:14 | 0:13:18 | |
The title was The Face Of Things To Come. | 0:13:18 | 0:13:21 | |
Not yet. | 0:13:30 | 0:13:31 | |
Yes. | 0:13:35 | 0:13:36 | |
People couldn't believe this robot could really talk on its own. | 0:13:36 | 0:13:39 | |
So, to silence his critics at the time, | 0:13:43 | 0:13:45 | |
Harry May gave an interview in Time magazine. | 0:13:45 | 0:13:49 | |
He explained that Alpha's speech was actually just 30 pre-recorded | 0:13:49 | 0:13:53 | |
responses stored on wax cylinders, like records. | 0:13:53 | 0:13:58 | |
When Alpha was asked a question, an electronic device inside him | 0:13:58 | 0:14:03 | |
would decipher the words and select a pre-recorded response to play. | 0:14:03 | 0:14:07 | |
Harry May's explanation is extraordinary. | 0:14:10 | 0:14:13 | |
In fact, it's so far ahead of its time | 0:14:15 | 0:14:17 | |
that I'm intrigued to see exactly what kind of electrical hardware | 0:14:17 | 0:14:21 | |
is still inside Alpha today. | 0:14:21 | 0:14:24 | |
Right. | 0:14:26 | 0:14:28 | |
So, on the archive footage and the photographs that I've seen, | 0:14:28 | 0:14:33 | |
a lot of the wiring is in the chest, in this chest plate. | 0:14:33 | 0:14:37 | |
So... | 0:14:37 | 0:14:38 | |
You can see the bellows and gears. | 0:14:40 | 0:14:44 | |
I can see some evidence of some great work for the 1930s. | 0:14:44 | 0:14:49 | |
Unfortunately, I can't find anything | 0:14:49 | 0:14:52 | |
to substantiate Harry May's explanation. | 0:14:52 | 0:14:55 | |
So Alpha could have just been controlled by a man hiding behind | 0:14:57 | 0:15:00 | |
the curtain, operating switches to make his head and mouth move. | 0:15:00 | 0:15:05 | |
But Harry May had undoubtedly succeeded at tapping into | 0:15:07 | 0:15:11 | |
our fundamental eagerness to interact with robots. | 0:15:11 | 0:15:14 | |
And it's that desire to believe in the impossible that drove forward | 0:15:16 | 0:15:19 | |
the technology of robots for the rest of the 20th century, | 0:15:19 | 0:15:23 | |
so that today they can talk just like you and me. | 0:15:23 | 0:15:27 | |
Harry May's vision of humans and robots talking to each other | 0:15:35 | 0:15:38 | |
was well ahead of its time. | 0:15:38 | 0:15:40 | |
But his ingenious concept for how Alpha could talk provides one of the | 0:15:42 | 0:15:47 | |
foundations for how robots communicate with us today. | 0:15:47 | 0:15:51 | |
I'm driving through the heart of where this technological revolution | 0:15:52 | 0:15:56 | |
is taking place - | 0:15:56 | 0:15:57 | |
Silicon Valley. | 0:15:57 | 0:16:00 | |
It's home to almost every tech start-up you can think of. | 0:16:00 | 0:16:04 | |
There's a real sense that technology is all around you here, | 0:16:05 | 0:16:10 | |
a real sense of innovative work going on. | 0:16:10 | 0:16:13 | |
The tech giants around here have developed their own sophisticated | 0:16:15 | 0:16:19 | |
intelligent voice assistants. | 0:16:19 | 0:16:21 | |
And they are designed to be as charming as possible. | 0:16:21 | 0:16:25 | |
Hey, Siri, do you follow the Three Laws of Robotics? | 0:16:25 | 0:16:28 | |
Let's see if I can remember. | 0:16:29 | 0:16:32 | |
OK, I think the three laws are, | 0:16:32 | 0:16:34 | |
one, clean up your room, | 0:16:34 | 0:16:36 | |
two, don't run with scissors | 0:16:36 | 0:16:38 | |
and, three, always wait a half hour | 0:16:38 | 0:16:40 | |
after eating before going in the water. | 0:16:40 | 0:16:42 | |
I like Siri. Siri's got a real sense of humour. | 0:16:44 | 0:16:47 | |
While it might seem like she's talking to me naturally, | 0:16:50 | 0:16:53 | |
this voice assistant is simply choosing pre-programmed answers | 0:16:53 | 0:16:57 | |
from its database. | 0:16:57 | 0:16:58 | |
Do you have a family? | 0:17:00 | 0:17:01 | |
I have you. That's enough family for me. | 0:17:03 | 0:17:05 | |
It's just like a massively scaled-up version of the concept Harry May | 0:17:07 | 0:17:11 | |
described for his robot a century ago, | 0:17:11 | 0:17:15 | |
where computerised scripts have replaced the wax cylinders. | 0:17:15 | 0:17:18 | |
But while searching a database for an answer might be useful | 0:17:18 | 0:17:22 | |
for getting factual information... | 0:17:22 | 0:17:24 | |
Today, the temperature will range from 11 degrees to 23 degrees. | 0:17:24 | 0:17:29 | |
..it will take something much more sophisticated for us to have | 0:17:29 | 0:17:33 | |
a relationship with machines. | 0:17:33 | 0:17:35 | |
You have to come to Japan to appreciate the deep emotional bonds | 0:17:42 | 0:17:45 | |
humans can form with robots. | 0:17:45 | 0:17:48 | |
In Japan, you start to understand what a shared future with robots | 0:17:50 | 0:17:53 | |
will be like. It's a country that has embraced them like nowhere else, | 0:17:53 | 0:17:57 | |
a real love affair. | 0:17:57 | 0:17:59 | |
Here, it's not just important what a robot's voice sounds like, | 0:18:04 | 0:18:08 | |
but how it is expressed with body language. | 0:18:08 | 0:18:12 | |
I'm on my way to see a typically Japanese robot. | 0:18:16 | 0:18:19 | |
It's designed to be our friend and help prevent loneliness. | 0:18:21 | 0:18:25 | |
In August 2013, a Japanese rocket launched... | 0:18:35 | 0:18:39 | |
..bound for the International Space Station. | 0:18:41 | 0:18:44 | |
THEY SHOUT | 0:18:45 | 0:18:48 | |
Japanese people were so convinced by a robot's ability to be our friend, | 0:18:49 | 0:18:55 | |
there was a robot astronaut on board. | 0:18:55 | 0:18:59 | |
His name was Kirobo. | 0:18:59 | 0:19:01 | |
TRANSLATED: | 0:19:02 | 0:19:04 | |
Kirobo's mission was to give emotional support | 0:19:06 | 0:19:09 | |
to Japanese astronaut Koichi Wakata. | 0:19:09 | 0:19:12 | |
During Kirobo's 18-month stay, | 0:19:25 | 0:19:27 | |
they shared every experience together, | 0:19:27 | 0:19:31 | |
even taking selfies. | 0:19:31 | 0:19:33 | |
I've come to meet Kirobo's creator. | 0:19:51 | 0:19:54 | |
This is Toyota City. | 0:19:55 | 0:19:57 | |
It really is a city. | 0:19:57 | 0:19:59 | |
It's home to over half a million people, | 0:19:59 | 0:20:01 | |
and roughly 80% of them owe their livelihoods to Toyota. | 0:20:01 | 0:20:05 | |
I'm here to see why one of the world's largest car-manufacturers | 0:20:08 | 0:20:12 | |
sent a talking robot into space. | 0:20:12 | 0:20:15 | |
This is where the original Kirobo was built, | 0:20:18 | 0:20:21 | |
but today I'm meeting his little brothers and sisters. | 0:20:21 | 0:20:26 | |
At just four inches tall, | 0:20:28 | 0:20:30 | |
these guys are the domestic version of their astronaut sibling. | 0:20:30 | 0:20:34 | |
The developer of the Kirobo family is Hisashi Kusuda. | 0:20:39 | 0:20:43 | |
Konnichiwa. | 0:20:44 | 0:20:46 | |
Yeah, yeah. Konnichiwa. | 0:20:46 | 0:20:48 | |
Konnichiwa. | 0:20:49 | 0:20:51 | |
Yeah, yeah. | 0:20:51 | 0:20:52 | |
Konnichiwa. | 0:20:52 | 0:20:54 | |
These are wonderful robots. Why were they designed? | 0:20:54 | 0:20:58 | |
Kirobo Minis were designed to tackle the loneliness of modern life | 0:21:04 | 0:21:08 | |
in a country with an ageing population and falling birth rate. | 0:21:08 | 0:21:11 | |
Do you think it's possible for a human and a robot, | 0:21:13 | 0:21:16 | |
like Kirobo, to have a friendship, a bond? | 0:21:16 | 0:21:19 | |
They do look very human. | 0:21:34 | 0:21:36 | |
And you designed them like this rather than an animal or an alien | 0:21:36 | 0:21:39 | |
-or a creature, they are a little person? -Yeah, a person form. | 0:21:39 | 0:21:43 | |
Kirobo reminds me of babies born in the natural world. | 0:21:43 | 0:21:48 | |
They often have big heads, large eyes and cute voices | 0:21:48 | 0:21:53 | |
to help form emotional bonds with their parents. | 0:21:53 | 0:21:56 | |
Even without understanding, you can see this wonderful communication. | 0:22:03 | 0:22:08 | |
Traditionally, robots are | 0:22:08 | 0:22:09 | |
very...clear... in...their...language. | 0:22:09 | 0:22:13 | |
This one's not, it's quick, it's looking at you, and the intonations, | 0:22:13 | 0:22:19 | |
it's very humanlike. | 0:22:19 | 0:22:21 | |
A lot of what I'm seeing also is nonverbal communication, | 0:22:22 | 0:22:27 | |
so when you and I chat there's a lot of body language. | 0:22:27 | 0:22:30 | |
-More real. -Yeah. | 0:22:35 | 0:22:37 | |
Kirobo really has humanlike gestures. | 0:22:39 | 0:22:42 | |
I feel like I'm interacting with a little person and not a machine. | 0:22:42 | 0:22:47 | |
But he seems to have one person that he... | 0:22:49 | 0:22:52 | |
-I don't want to say love, but he has a connection with. -Yes. | 0:22:52 | 0:22:55 | |
From what I've seen so far, | 0:23:02 | 0:23:03 | |
this seems to be quite a step in advancing communication with robots, | 0:23:03 | 0:23:08 | |
this body language, nuances, and it reflects the way we speak, | 0:23:08 | 0:23:13 | |
the way we communicate. This is helping break down | 0:23:13 | 0:23:16 | |
a barrier with robots. | 0:23:16 | 0:23:17 | |
He is, he's a cheeky little icebreaker, he really is. | 0:23:19 | 0:23:22 | |
Watching Kirobo turn his head and follow my conversation... | 0:23:28 | 0:23:31 | |
..I can now see much more easily | 0:23:38 | 0:23:40 | |
a future where we DO have relationships with social robots, | 0:23:40 | 0:23:44 | |
and that could be helpful to us. | 0:23:44 | 0:23:47 | |
But despite his clever words, | 0:23:56 | 0:23:58 | |
Kirobo doesn't really understand me or the world around him. | 0:23:58 | 0:24:03 | |
If robots really are going to become our friends and, crucially, | 0:24:03 | 0:24:08 | |
if we are going to trust them, | 0:24:08 | 0:24:12 | |
they'll have to be able to make sense of our world. | 0:24:12 | 0:24:15 | |
Like we do. | 0:24:19 | 0:24:20 | |
And the scale of that problem is staggering, | 0:24:25 | 0:24:29 | |
even for the most simple task. | 0:24:29 | 0:24:32 | |
Rush hour in Tokyo. | 0:24:34 | 0:24:36 | |
38 million people live here. | 0:24:36 | 0:24:39 | |
And they're on the move. | 0:24:41 | 0:24:42 | |
How people navigate this megatropolis | 0:24:43 | 0:24:48 | |
is a wonder of the human brain. | 0:24:48 | 0:24:51 | |
Shibuya Crossing, the busiest junction in the world. | 0:24:52 | 0:24:56 | |
Every day, over one million people walk across it. | 0:24:56 | 0:24:59 | |
A single light change can see some 2,500 commuters battling | 0:25:02 | 0:25:06 | |
it across, and it lasts just 40 seconds. | 0:25:06 | 0:25:10 | |
The human brain is the most complex processing machine on the planet. | 0:25:12 | 0:25:16 | |
And to get me across, mine's receiving data through my eyes, | 0:25:16 | 0:25:19 | |
my ears and even through my skin, | 0:25:19 | 0:25:22 | |
and it's using my central nervous system, | 0:25:22 | 0:25:24 | |
my peripheral nervous system, | 0:25:24 | 0:25:25 | |
and a brain with over 100 trillion connections. | 0:25:25 | 0:25:29 | |
But what sets our brains aside from robots and machines is our ability | 0:25:30 | 0:25:34 | |
to deal with the unpredictable. | 0:25:34 | 0:25:36 | |
Made it! | 0:25:36 | 0:25:37 | |
It has taken millions of years | 0:25:42 | 0:25:44 | |
for the human brain to evolve its beautiful complexity, | 0:25:44 | 0:25:49 | |
a journey robots have only just begun. | 0:25:49 | 0:25:52 | |
I've come to Bristol to meet the first robot | 0:25:58 | 0:26:01 | |
to sense the world around it. | 0:26:01 | 0:26:04 | |
This was the vital first step needed | 0:26:04 | 0:26:06 | |
for robots to be able to understand it. | 0:26:06 | 0:26:10 | |
I'm here to see a man about a tortoise, but not just any tortoise. | 0:26:10 | 0:26:15 | |
I'm told this little robot was designed with an artificial brain. | 0:26:18 | 0:26:23 | |
-Hello. -Hi, Ben. Welcome to the lab. -Thank you very much. | 0:26:32 | 0:26:36 | |
Professor Owen Holland is the world authority on the tortoises. | 0:26:36 | 0:26:39 | |
Oh, wow! | 0:26:41 | 0:26:43 | |
Robots everywhere! | 0:26:44 | 0:26:46 | |
There you are. | 0:26:46 | 0:26:47 | |
This is brilliant. What have we got here? | 0:26:47 | 0:26:50 | |
We have Ian, our chief technician, | 0:26:50 | 0:26:51 | |
who is responsible for the tortoise construction, | 0:26:51 | 0:26:54 | |
and a couple of tortoises. | 0:26:54 | 0:26:56 | |
First built in 1948, | 0:26:57 | 0:26:59 | |
the mastermind behind these artificial animals was neurologist | 0:26:59 | 0:27:03 | |
Grey Walter. | 0:27:03 | 0:27:04 | |
His robots had two very basic sensors - sight and touch. | 0:27:06 | 0:27:12 | |
In a simple villa on the outskirts of Bristol lives Dr Grey Walter, | 0:27:13 | 0:27:17 | |
who makes robots as a hobby. | 0:27:17 | 0:27:20 | |
They are small and he doesn't dress them up to look like men. | 0:27:20 | 0:27:22 | |
He calls them tortoises, and so cunningly have their insides | 0:27:22 | 0:27:25 | |
been designed that they respond to the stimuli of light and touch | 0:27:25 | 0:27:29 | |
in a completely lifelike manner. | 0:27:29 | 0:27:31 | |
This is great to watch. What was he trying to achieve? | 0:27:33 | 0:27:36 | |
Well, he was a physiologist. He was interested in how the brain worked, | 0:27:36 | 0:27:40 | |
and he knew that he could never build a model with as many parts | 0:27:40 | 0:27:42 | |
as the human brain - ten billion - | 0:27:42 | 0:27:44 | |
so he started thinking maybe it's the number of connections | 0:27:44 | 0:27:47 | |
that is important. | 0:27:47 | 0:27:48 | |
This model is named Elsie, | 0:27:48 | 0:27:51 | |
and she "sees" out of a photoelectric cell | 0:27:51 | 0:27:53 | |
which rotates above her body. | 0:27:53 | 0:27:55 | |
When light strikes the cell, | 0:27:55 | 0:27:57 | |
a driving and steering mechanism sends her hurrying towards it. | 0:27:57 | 0:28:00 | |
But if she brushes against any object in her path, | 0:28:00 | 0:28:03 | |
contacts are operated that turn the steering away. | 0:28:03 | 0:28:06 | |
And so, automatically, she takes avoiding action. | 0:28:06 | 0:28:10 | |
And so he designed these robots basically to use only two | 0:28:10 | 0:28:14 | |
what he called nerve cells | 0:28:14 | 0:28:17 | |
to actually get different types of behaviour, | 0:28:17 | 0:28:20 | |
and he largely succeeded. | 0:28:20 | 0:28:21 | |
It's an incredible achievement. Did he make a brain? Was that it? | 0:28:21 | 0:28:25 | |
The smallest possible brain. | 0:28:25 | 0:28:26 | |
-Yeah. -But his point was, out of these very few ingredients, | 0:28:26 | 0:28:31 | |
and some cunning design, you can actually show different behaviours | 0:28:31 | 0:28:35 | |
-that have the characteristics of life. -So, from your capacity, | 0:28:35 | 0:28:39 | |
would you say he made synthetic life? | 0:28:39 | 0:28:42 | |
I would say of a sort. Extremely simple. | 0:28:42 | 0:28:46 | |
And I regard him as the first pioneer | 0:28:46 | 0:28:48 | |
of what we call real artificial life. He was building real things | 0:28:48 | 0:28:52 | |
and saying these are behaving in a lifelike way. | 0:28:52 | 0:28:54 | |
Looking at his primitive robots | 0:28:57 | 0:28:58 | |
really does take me back to my student days, when I learned about | 0:28:58 | 0:29:02 | |
primitive forms of biological life. | 0:29:02 | 0:29:05 | |
This reminds me of early organisms that had eyes. | 0:29:05 | 0:29:08 | |
So, things likes snails, trilobites, | 0:29:08 | 0:29:10 | |
even woodlice that we get in our gardens. | 0:29:10 | 0:29:12 | |
They're very, very simple eyes, but they're photoreceptive, | 0:29:12 | 0:29:15 | |
they go towards or away from light, | 0:29:15 | 0:29:17 | |
-and that's a similar sort of thing here, isn't it? -It is. | 0:29:17 | 0:29:21 | |
This is like just having one retinal cell. | 0:29:21 | 0:29:24 | |
It's like having an eye with only one element, | 0:29:24 | 0:29:27 | |
so it can't do an image or anything like that, | 0:29:27 | 0:29:29 | |
but it can detect intensity of light, and that's all you need | 0:29:29 | 0:29:32 | |
to do, that's all the early animals needed to do, | 0:29:32 | 0:29:35 | |
and this is an example of the robotics following the path. | 0:29:35 | 0:29:39 | |
Start simple, get complicated. | 0:29:39 | 0:29:41 | |
It is, and it's responding to the environment. And what you've got | 0:29:41 | 0:29:44 | |
in evolution that has taken hundreds of millions of years, this is, | 0:29:44 | 0:29:46 | |
I guess, the first robotic eye, | 0:29:46 | 0:29:48 | |
and it's evolved from this to where we are now | 0:29:48 | 0:29:50 | |
within a few decades. | 0:29:50 | 0:29:51 | |
-Essentially, yes. -It's rapid evolution of robots yet again. | 0:29:51 | 0:29:54 | |
Owen's robotic tortoises are exact replicas | 0:29:55 | 0:29:58 | |
of Grey Walter's original design. | 0:29:58 | 0:30:00 | |
I want to see for myself how they work. | 0:30:00 | 0:30:03 | |
The touch switch and photoelectric light cell, or robotic eye, | 0:30:05 | 0:30:09 | |
interact with the circuits controlling the motors, | 0:30:09 | 0:30:12 | |
enabling the tortoise to drive and turn. | 0:30:12 | 0:30:15 | |
A proper little retro robot. I'm going to grab this torch... | 0:30:16 | 0:30:19 | |
-Yeah, we'll see what it can do. -See if he works. -Yeah, OK. | 0:30:19 | 0:30:22 | |
There we go. | 0:30:25 | 0:30:26 | |
And what you see is the behaviour when it hasn't detected any light. | 0:30:26 | 0:30:32 | |
So, it's scanning round all the time. | 0:30:32 | 0:30:34 | |
We don't like to say it's looking for a light, | 0:30:34 | 0:30:36 | |
but if it finds a light, | 0:30:36 | 0:30:38 | |
something will happen. So, if you'd like to switch the torch on... | 0:30:38 | 0:30:42 | |
Yeah. ..and then point it horizontally... | 0:30:42 | 0:30:45 | |
Yeah. | 0:30:45 | 0:30:46 | |
-..at that. -Oh, wow. | 0:30:47 | 0:30:50 | |
You will see... | 0:30:50 | 0:30:51 | |
He's come straight for me. | 0:30:51 | 0:30:53 | |
And now that it's hit your foot, | 0:30:53 | 0:30:56 | |
when the touch switch is activated | 0:30:56 | 0:30:58 | |
it drives forward a bit, turns a bit, forward a bit, turns a bit, | 0:30:58 | 0:31:02 | |
and this enables it to escape from almost any situation. | 0:31:02 | 0:31:05 | |
As soon as it's free, it will start scanning for light again. | 0:31:05 | 0:31:09 | |
This is what gives the impression of intelligence, in that you see | 0:31:09 | 0:31:12 | |
a sequence of behaviours that, in context, seems to be effective | 0:31:12 | 0:31:16 | |
and intelligent. | 0:31:16 | 0:31:17 | |
For its time, this is incredible ingenuity and workmanship, isn't it? | 0:31:19 | 0:31:25 | |
Grey Walter was one of the first to show that biological principles | 0:31:26 | 0:31:31 | |
can be applied to the field of robotics. | 0:31:31 | 0:31:35 | |
Although his double-celled organisms were primitive... | 0:31:36 | 0:31:40 | |
..they were taking the first steps to make sense of their environment. | 0:31:41 | 0:31:46 | |
I want to know how far this technology has evolved. | 0:31:54 | 0:31:58 | |
How close are robots to making sense of the world around them? | 0:31:58 | 0:32:02 | |
And can we trust their decisions? | 0:32:04 | 0:32:06 | |
This is quite literally a life-and-death issue for all of us, | 0:32:08 | 0:32:13 | |
because it's starting to play out on our roads. | 0:32:13 | 0:32:17 | |
I'm not the most confident road user at the best of times, | 0:32:20 | 0:32:23 | |
but today I'm having a very different driving experience. | 0:32:23 | 0:32:26 | |
This may look like a normal vehicle, but it's actually a driverless car, | 0:32:26 | 0:32:31 | |
and this is a type of robot that's already within our society. | 0:32:31 | 0:32:35 | |
They're driving on our roads, | 0:32:35 | 0:32:37 | |
and we're putting our life in their hands, | 0:32:37 | 0:32:39 | |
so to speak, on a regular basis. | 0:32:39 | 0:32:42 | |
I've come to Germany and I'm going to let this thing be in control | 0:32:42 | 0:32:46 | |
as it drives me along one of Germany's busiest roads, | 0:32:46 | 0:32:49 | |
an autobahn. | 0:32:49 | 0:32:51 | |
A little bit nervous! | 0:32:51 | 0:32:53 | |
So this is my first time driving on the left side of a car, | 0:32:59 | 0:33:03 | |
it's my first time driving, for a long time, an automatic, | 0:33:03 | 0:33:07 | |
and it's my first time driving in a robot car. | 0:33:07 | 0:33:10 | |
A day of firsts. | 0:33:10 | 0:33:12 | |
Joining me on the ride is safety officer Andreas, | 0:33:17 | 0:33:20 | |
and head of development Dr Miklos Kiss. | 0:33:20 | 0:33:24 | |
I've got to admit I'm nervous. It's like giving... | 0:33:24 | 0:33:26 | |
handing over something very precious. | 0:33:26 | 0:33:28 | |
It's quite a big responsibility, to something, | 0:33:28 | 0:33:30 | |
and I don't quite know how it works. | 0:33:30 | 0:33:33 | |
But any second now, I will hand over the controls to Jack, | 0:33:33 | 0:33:36 | |
my trusty driverless car. | 0:33:36 | 0:33:38 | |
It's that anticipation. I'm not sure what to expect. | 0:33:39 | 0:33:42 | |
Right, let's see what happens. | 0:33:42 | 0:33:44 | |
Come on, Jack. So, I need to press these buttons. | 0:33:44 | 0:33:48 | |
Keep off your hands from the steering wheel and off your feet... | 0:33:48 | 0:33:51 | |
-Off the pedals. -My feet are off. My hands are off. -Yeah, that's good. | 0:33:51 | 0:33:54 | |
-So, Jack is acting. -I love how calm you both are. | 0:33:54 | 0:33:59 | |
Every instinct in my body has just kicked in, | 0:34:00 | 0:34:04 | |
and I can actually feel my adrenaline. | 0:34:04 | 0:34:06 | |
I've gone quite hot and quite sweaty, actually. | 0:34:06 | 0:34:09 | |
I feel like I'm going to veer off, and I know I won't. | 0:34:09 | 0:34:13 | |
What I really want to do is... | 0:34:16 | 0:34:17 | |
-So I can turn around and talk to you now? -Yeah, you can. -And... | 0:34:17 | 0:34:22 | |
-And that's safe do, obviously, because... -That's safe to do. | 0:34:22 | 0:34:25 | |
I'm trying very hard not to think about the fact that right now | 0:34:27 | 0:34:30 | |
my life is in the hands of a robot. | 0:34:30 | 0:34:34 | |
There's a police car! | 0:34:34 | 0:34:35 | |
I feel bad - there's a police car in front of me, | 0:34:35 | 0:34:37 | |
and I haven't got my hands on the wheel! | 0:34:37 | 0:34:39 | |
Sorry, Officer. | 0:34:39 | 0:34:41 | |
No-one is controlling this car right now. | 0:34:42 | 0:34:44 | |
My feet are not controlling any special pedals, my hands are here. | 0:34:44 | 0:34:47 | |
My eyes are closed, I'm on an autobahn in the middle of Germany. | 0:34:47 | 0:34:51 | |
It seems so wrong, but I feel so safe. | 0:34:51 | 0:34:54 | |
And almost like a... Oh, where are we...? | 0:34:54 | 0:34:57 | |
We indicated! Thanks, Jack, I wasn't concentrating! | 0:34:57 | 0:35:00 | |
The car's central computer makes sense of the world around it | 0:35:00 | 0:35:04 | |
using numerous integrated sensors. | 0:35:04 | 0:35:06 | |
Oh, where are you off to, Jack? | 0:35:06 | 0:35:08 | |
Those at the front and rear of the car look left and right, | 0:35:09 | 0:35:14 | |
giving a 360-degree view and a range of 250 metres, | 0:35:14 | 0:35:20 | |
while a 3-D camera scans traffic conditions and road markings. | 0:35:20 | 0:35:25 | |
So Jack is constantly sensing every vehicle around us right now, | 0:35:25 | 0:35:29 | |
I guess in the same way that I'm taking each of my senses | 0:35:29 | 0:35:32 | |
and getting a holistic view. I guess that's what Jack is doing as well. | 0:35:32 | 0:35:35 | |
Well, yes. | 0:35:35 | 0:35:37 | |
The car's computer continuously interprets the data from its sensors | 0:35:38 | 0:35:42 | |
to generate a 3-D map of the world, | 0:35:42 | 0:35:45 | |
which it can then safely navigate through. | 0:35:45 | 0:35:48 | |
It makes split-second decisions to control the braking, | 0:35:48 | 0:35:52 | |
steering and acceleration. | 0:35:52 | 0:35:55 | |
That's a huge amount of computational power there. | 0:35:55 | 0:35:57 | |
What's that comparable to, in terms of other vehicles? | 0:35:57 | 0:36:00 | |
It's comparable to a military jet. | 0:36:00 | 0:36:04 | |
So, we're driving something that's comparable to a jet fighter? | 0:36:04 | 0:36:07 | |
That's it. | 0:36:07 | 0:36:09 | |
I'm getting over the initial shock | 0:36:09 | 0:36:11 | |
of actually letting the car take control. | 0:36:11 | 0:36:13 | |
But I'm still nervous about its judgment. | 0:36:13 | 0:36:16 | |
I can't quite believe its reactions can be as good as mine. | 0:36:16 | 0:36:20 | |
So, worst-case scenario, a really, really worst-case scenario, | 0:36:20 | 0:36:23 | |
somebody turned a car over in front of us now, | 0:36:23 | 0:36:26 | |
it's 100 metres ahead of us, | 0:36:26 | 0:36:28 | |
Jack would be able to respond quicker than I could? | 0:36:28 | 0:36:30 | |
Yeah, quicker than you could. | 0:36:30 | 0:36:32 | |
So maybe we would be caught in that kind of accident, | 0:36:32 | 0:36:37 | |
but at least we would do better than a human would. | 0:36:37 | 0:36:40 | |
-Yeah. -I would like this car to have superhuman power. | 0:36:40 | 0:36:43 | |
So to solve situations I couldn't do on my own. | 0:36:43 | 0:36:46 | |
We just had a motorbike go past, we've got vehicles all around us, | 0:36:46 | 0:36:49 | |
and it's responding easily as well as I could, if... | 0:36:49 | 0:36:52 | |
as you say, if not better. | 0:36:52 | 0:36:54 | |
-We've slowed down. That was... -We slowed down. | 0:36:55 | 0:36:58 | |
I'm really enjoying cruising along this motorway. | 0:37:01 | 0:37:06 | |
But I've still got some niggling doubts. | 0:37:06 | 0:37:08 | |
Like, if we did have an accident, who would be responsible? | 0:37:08 | 0:37:13 | |
This throws up complex ethical and legal questions. | 0:37:14 | 0:37:18 | |
If we have a crash right now, whose responsibility is it? | 0:37:19 | 0:37:22 | |
Is it my fault? Is it the car's fault? | 0:37:22 | 0:37:24 | |
I find it very hard to understand | 0:37:24 | 0:37:26 | |
-that I wouldn't be responsible if this car crashed. -If the system | 0:37:26 | 0:37:29 | |
is engaged and accepted it, | 0:37:29 | 0:37:31 | |
so the handover is done, then the car is responsible. | 0:37:31 | 0:37:35 | |
So the car means... | 0:37:35 | 0:37:37 | |
Obviously, if the system does something wrong, | 0:37:37 | 0:37:40 | |
we at Audi are responsible for what happens. | 0:37:40 | 0:37:43 | |
There are clearly legal issues to resolve. | 0:37:44 | 0:37:47 | |
But what's really surprised me | 0:37:47 | 0:37:49 | |
is that the more I'm being driven around by Jack, | 0:37:49 | 0:37:52 | |
the more I trust him. | 0:37:52 | 0:37:54 | |
I'm trusting the car to do its job. | 0:37:54 | 0:37:56 | |
You are trusting the car to work and to take that responsibility. | 0:37:56 | 0:38:00 | |
Suddenly, we're putting a lot of trust into... | 0:38:00 | 0:38:03 | |
-into a robot. -Yeah. | 0:38:03 | 0:38:04 | |
It's a big step forward, I think, in our social relationship with robots. | 0:38:04 | 0:38:09 | |
Bizarrely, I do feel comfortable letting a robot take control. | 0:38:11 | 0:38:15 | |
In a couple of years, we won't think about the robot. | 0:38:19 | 0:38:22 | |
It will be natural in daily life. | 0:38:22 | 0:38:23 | |
I think that's the nice part of this. | 0:38:23 | 0:38:27 | |
My grandmother's in her 90s, | 0:38:27 | 0:38:28 | |
and she can still remember the first time she saw her very first car. | 0:38:28 | 0:38:31 | |
And here we are, what, two generations later, | 0:38:31 | 0:38:33 | |
with me with my hands in the air on an autobahn, | 0:38:33 | 0:38:37 | |
letting the car drive for me. | 0:38:37 | 0:38:38 | |
But as much as I have been seduced by the sophistication of the car, | 0:38:41 | 0:38:45 | |
when we're off the autobahn, | 0:38:45 | 0:38:47 | |
it also reveals how little Jack and other driverless cars | 0:38:47 | 0:38:51 | |
truly understand about the world around them. | 0:38:51 | 0:38:54 | |
Please take over driving. | 0:38:54 | 0:38:56 | |
So why am I taking over now? | 0:38:56 | 0:38:57 | |
-What's happening? -Because we are in a construction area, | 0:38:57 | 0:39:00 | |
and we don't know how the lane markings will be | 0:39:00 | 0:39:03 | |
and how the side barriers will be. | 0:39:03 | 0:39:05 | |
-So we don't drive in construction areas right now. -OK. | 0:39:05 | 0:39:09 | |
Despite all its sensors and computer power, | 0:39:10 | 0:39:13 | |
without the lane markings of the autobahns, | 0:39:13 | 0:39:16 | |
Jack can't form an accurate enough 3-D map of the world | 0:39:16 | 0:39:19 | |
to navigate safely. | 0:39:19 | 0:39:22 | |
Even I, as a slightly nervous driver, | 0:39:22 | 0:39:24 | |
still have the ability to understand the world so much better | 0:39:24 | 0:39:29 | |
than any current driverless car. | 0:39:29 | 0:39:31 | |
I can not only identify objects, | 0:39:32 | 0:39:35 | |
I know what things really are and do, | 0:39:35 | 0:39:38 | |
and that allows me to make profound connections and decisions | 0:39:38 | 0:39:42 | |
to cope with much more unpredictable scenarios. | 0:39:42 | 0:39:46 | |
Despite the robot car's limitations, | 0:39:58 | 0:40:01 | |
I was still amazed to see how far and how fast robots have evolved | 0:40:01 | 0:40:05 | |
their ability to make sense of the world. | 0:40:05 | 0:40:09 | |
And I wonder if, one day, | 0:40:09 | 0:40:12 | |
it will be possible for robots to understand it in the same way we do. | 0:40:12 | 0:40:16 | |
Can they grasp the true meaning of things | 0:40:18 | 0:40:21 | |
and develop a sense of self | 0:40:21 | 0:40:24 | |
to become individuals? | 0:40:24 | 0:40:26 | |
Yeah? You're going to wave at we now, aren't you? | 0:40:26 | 0:40:29 | |
Could they even become conscious? | 0:40:31 | 0:40:33 | |
For humans, the key to our understanding of the world | 0:40:36 | 0:40:40 | |
is our ability to learn. | 0:40:40 | 0:40:42 | |
To discover what happens when you try to get a robot to learn | 0:40:43 | 0:40:46 | |
for itself, I've come to a lab in Japan. | 0:40:46 | 0:40:50 | |
What have we got going on in here? | 0:40:53 | 0:40:55 | |
So this is one of our most exciting projects, | 0:40:55 | 0:40:57 | |
-it's a robot that can learn. -Awesome. | 0:40:57 | 0:41:01 | |
Can you tell me about the auto focus of this camera? | 0:41:01 | 0:41:04 | |
This '80s-looking throwback is called Robo V. | 0:41:09 | 0:41:12 | |
OK... | 0:41:12 | 0:41:13 | |
For this experiment, | 0:41:13 | 0:41:15 | |
Professor Dylan Glas has set Robo V a challenge - | 0:41:15 | 0:41:19 | |
can it learn to be a camera shop salesperson? | 0:41:19 | 0:41:23 | |
Can you tell me about the auto focus of this camera? | 0:41:23 | 0:41:27 | |
So, we've got this little robot with one of your colleagues. | 0:41:31 | 0:41:33 | |
Yeah, so the robot's playing the role of a shopkeeper and it's | 0:41:33 | 0:41:36 | |
presenting information about the different cameras. | 0:41:36 | 0:41:39 | |
And the thing we've been exploring lately with this is that the robot | 0:41:39 | 0:41:41 | |
can actually be proactive. | 0:41:41 | 0:41:43 | |
So it's not like Siri or something - it's not answering questions. | 0:41:43 | 0:41:46 | |
It's proactively offering things or suggesting things as well. | 0:41:46 | 0:41:50 | |
No, I haven't. | 0:41:52 | 0:41:54 | |
Oh, wow. That's very cool. | 0:41:58 | 0:42:00 | |
To interact with customers and explain camera functions, | 0:42:07 | 0:42:10 | |
Robo V is reacting independently. | 0:42:10 | 0:42:14 | |
Yeah, this does weigh quite heavy. | 0:42:14 | 0:42:16 | |
What we're exploring here is the concept of, | 0:42:18 | 0:42:21 | |
how can we program a social robot? | 0:42:21 | 0:42:23 | |
Instead of classical programming of robots, | 0:42:23 | 0:42:26 | |
where you program explicitly what the robot should do, | 0:42:26 | 0:42:28 | |
this robot has learnt everything purely from hundreds of interactions | 0:42:28 | 0:42:32 | |
that it observed of other people. | 0:42:32 | 0:42:34 | |
-So this is called learning by imitation. -What's the price? | 0:42:34 | 0:42:37 | |
Oh, wow. Thank you for your help today. | 0:42:41 | 0:42:45 | |
To create a Robo V's personality, | 0:42:48 | 0:42:50 | |
the camera shop scenario was role-played by human shopkeepers | 0:42:50 | 0:42:54 | |
and customers. | 0:42:54 | 0:42:55 | |
Hi, this one's 2,000. | 0:42:57 | 0:42:59 | |
This camera has 18 preset modes. | 0:42:59 | 0:43:03 | |
Hi, this one is 550. | 0:43:03 | 0:43:05 | |
-550? OK, cool. Thank you. -No problem. | 0:43:05 | 0:43:09 | |
For Robo V to create this database of hundreds of shopkeeper/customer | 0:43:10 | 0:43:14 | |
interactions, a network of sensors tracked where people moved, | 0:43:14 | 0:43:20 | |
and microphones captured what they said. | 0:43:20 | 0:43:23 | |
-This one's 68. -68? | 0:43:23 | 0:43:26 | |
-OK, that's really cheap. Thanks. -Yeah, no problem. | 0:43:26 | 0:43:29 | |
What the robot learns from this is... | 0:43:29 | 0:43:31 | |
again, this is unsupervised learning, | 0:43:31 | 0:43:33 | |
it learns on its own to imitate the behaviour that it's shown. | 0:43:33 | 0:43:37 | |
The locations where people stop in the room, the trajectories | 0:43:37 | 0:43:40 | |
that people use when they walk to different places, | 0:43:40 | 0:43:43 | |
it learns all of these things, as well as clusters of speech. | 0:43:43 | 0:43:45 | |
So maybe you say the same thing in a couple of different ways. | 0:43:45 | 0:43:48 | |
You might say, "How much is this?" | 0:43:48 | 0:43:50 | |
"How much is this camera?" | 0:43:50 | 0:43:51 | |
"How much does this cost?" | 0:43:51 | 0:43:53 | |
And it will notice that those | 0:43:53 | 0:43:55 | |
are very similar and cluster them together. | 0:43:55 | 0:43:58 | |
-ROBO V: -It's got a five-times optical zoom... | 0:43:58 | 0:44:00 | |
And from this data, | 0:44:00 | 0:44:02 | |
we had the robot automatically learn | 0:44:02 | 0:44:04 | |
the logic of how to be the shopkeeper. | 0:44:04 | 0:44:07 | |
So you've not programmed the robot to be a shopkeeper, | 0:44:07 | 0:44:11 | |
you've not told it what to say or how to respond, | 0:44:11 | 0:44:13 | |
it's learned from, effectively, observing the experiences? | 0:44:13 | 0:44:16 | |
-Exactly. -Can I have a go? -Yeah, please do. | 0:44:16 | 0:44:19 | |
Can I have some help, please? | 0:44:21 | 0:44:23 | |
What features does this camera have? | 0:44:27 | 0:44:29 | |
OK. Can you show me this camera? | 0:44:38 | 0:44:41 | |
You want me to buy that one, don't you? | 0:44:48 | 0:44:50 | |
A little bit, yeah. | 0:44:56 | 0:44:58 | |
I'll come look at that one, then. | 0:45:02 | 0:45:04 | |
I love this little robot, he's brilliant! | 0:45:12 | 0:45:15 | |
What's most surprising about my chat with Robo V | 0:45:16 | 0:45:19 | |
is that this almost feels like an actual conversation | 0:45:19 | 0:45:23 | |
I would have with a real shopkeeper. | 0:45:23 | 0:45:25 | |
So this really is a little robot that is behaving just as we would | 0:45:27 | 0:45:31 | |
in a complex social situation, in a real-world situation. | 0:45:31 | 0:45:35 | |
So this is, I think, a very powerful concept, because it can scale up. | 0:45:35 | 0:45:38 | |
If we can capture data of how people interact in the real world | 0:45:38 | 0:45:42 | |
on a large scale, | 0:45:42 | 0:45:43 | |
we can use big data to train robots to do very natural interactions. | 0:45:43 | 0:45:47 | |
Well, instantly, the applications there are massive, | 0:45:47 | 0:45:49 | |
not only as shopkeepers, but right across the board. | 0:45:49 | 0:45:52 | |
You've got medical professions or health care, and everything. | 0:45:52 | 0:45:55 | |
The real challenge is this balance between, | 0:45:55 | 0:45:57 | |
how controllable is the robot and how much does it learn on its own? | 0:45:57 | 0:46:01 | |
So sometimes the robot does things, we're not sure why it does it. | 0:46:01 | 0:46:04 | |
Excuse me? | 0:46:04 | 0:46:05 | |
ROBOT SPEAKS INDISTINCTLY | 0:46:05 | 0:46:09 | |
-But, overall, it tends to do pretty good behaviour. -It's fascinating. | 0:46:09 | 0:46:12 | |
The other interesting thing about this is that the robot doesn't know | 0:46:12 | 0:46:15 | |
the meaning of anything it does. It's purely behavioural, | 0:46:15 | 0:46:19 | |
it's purely imitating what it saw the person do before. | 0:46:19 | 0:46:22 | |
Right, so it's not picking up on keywords - | 0:46:22 | 0:46:25 | |
"camera" or "cost" or anything like this? | 0:46:25 | 0:46:27 | |
It doesn't even know anything about English. | 0:46:27 | 0:46:29 | |
-It's learning through imitation, through experience. -Exactly. -Wow. | 0:46:29 | 0:46:34 | |
What's blowing my mind is Robo V's behaviour is so humanlike | 0:46:35 | 0:46:40 | |
that I really believed it had learned to understand | 0:46:40 | 0:46:43 | |
what I was saying. | 0:46:43 | 0:46:46 | |
But even if it didn't, does that really matter? | 0:46:46 | 0:46:49 | |
It can still sell cameras. | 0:46:51 | 0:46:53 | |
As we move forward, it becomes a philosophically interesting problem, | 0:46:53 | 0:46:57 | |
because now we're really reflecting on how do we learn? How do we think? | 0:46:57 | 0:47:01 | |
How do we, you know, ascribe semantic meaning to things, | 0:47:01 | 0:47:04 | |
and structure, you know, things in the world? | 0:47:04 | 0:47:07 | |
And these machine learning techniques have provided | 0:47:07 | 0:47:10 | |
a very interesting lens through which to view | 0:47:10 | 0:47:12 | |
the way we do our own thoughts. | 0:47:12 | 0:47:14 | |
So, in the future, I think that these learning systems are really... | 0:47:14 | 0:47:17 | |
a part of us. Technology is always a part of who we are | 0:47:17 | 0:47:21 | |
and part of our identity, and this is going to allow us to grow in ways | 0:47:21 | 0:47:25 | |
we've never been able to grow before. | 0:47:25 | 0:47:26 | |
It's an extraordinary idea - | 0:47:30 | 0:47:32 | |
that in trying to teach robots to learn human cognitive abilities, | 0:47:32 | 0:47:36 | |
we may also learn more about how we think ourselves. | 0:47:36 | 0:47:41 | |
The key to this may be to teach robots | 0:47:44 | 0:47:46 | |
not to simply mimic our behaviour | 0:47:46 | 0:47:49 | |
but to develop a conceptual understanding of the world | 0:47:49 | 0:47:52 | |
for themselves, | 0:47:52 | 0:47:54 | |
so they can generate humanlike thought and behaviour spontaneously. | 0:47:54 | 0:47:59 | |
I've come to Plymouth University's | 0:48:03 | 0:48:05 | |
Centre for Robotics and Neural Systems | 0:48:05 | 0:48:07 | |
to meet a team of scientists that is trying to do just that. | 0:48:07 | 0:48:11 | |
Their robot is called iCub. | 0:48:13 | 0:48:16 | |
-There he is. -This is the iCub. | 0:48:16 | 0:48:18 | |
The famous little iCub. | 0:48:18 | 0:48:21 | |
And I say little, I mean, it's astounding just how much | 0:48:21 | 0:48:23 | |
he resembles - I keep saying "he" already - a small child. | 0:48:23 | 0:48:26 | |
At one metre tall and weighing 22 kilos, | 0:48:29 | 0:48:33 | |
iCub not only looks like a child, but learns like one, too. | 0:48:33 | 0:48:38 | |
Angelo Cangelosi, Professor of Artificial Intelligence | 0:48:39 | 0:48:43 | |
and Cognition, is his guardian. | 0:48:43 | 0:48:45 | |
It's almost like a two-year-old child, and in fact, | 0:48:45 | 0:48:48 | |
like a two-year-old child, | 0:48:48 | 0:48:50 | |
we're going to teach it the name of objects, one word at a time. | 0:48:50 | 0:48:53 | |
That's what children do between 1½ years of age and two years. | 0:48:53 | 0:48:57 | |
You say "teach" - how does it learn? What has it got in there? | 0:48:57 | 0:49:00 | |
The robot has a simulated brain and, as the brain of a child, | 0:49:00 | 0:49:03 | |
is able to associate, to learn the correspondences | 0:49:03 | 0:49:06 | |
between the sound of a word and the picture of an object. | 0:49:06 | 0:49:10 | |
iCub is equipped with cameras to see... | 0:49:12 | 0:49:15 | |
..microphones to hear... | 0:49:17 | 0:49:19 | |
and even smart skin to touch. | 0:49:19 | 0:49:21 | |
The information it gathers from the stimuli around it | 0:49:24 | 0:49:27 | |
is fed into an artificial neural network - | 0:49:27 | 0:49:30 | |
a computer system inspired by the human brain. | 0:49:30 | 0:49:34 | |
iCub is not simply mimicking human behaviour... | 0:49:37 | 0:49:40 | |
..it is trying to discover for itself | 0:49:42 | 0:49:44 | |
the relationships between what it can see, | 0:49:44 | 0:49:48 | |
what it can hear and what it can touch, | 0:49:48 | 0:49:51 | |
just like a child. | 0:49:51 | 0:49:52 | |
I want to see how it learns. | 0:49:53 | 0:49:55 | |
Right. OK, iCub, let's put the ball there so you can see. | 0:49:57 | 0:50:01 | |
Learn "ball". | 0:50:02 | 0:50:04 | |
I like to learn. | 0:50:05 | 0:50:07 | |
This is a ball. | 0:50:07 | 0:50:08 | |
OK. Brilliant. | 0:50:08 | 0:50:11 | |
Let's try... | 0:50:11 | 0:50:12 | |
Try another one. What have we got here? | 0:50:13 | 0:50:15 | |
OK, iCub. | 0:50:17 | 0:50:19 | |
Learn "cup". | 0:50:19 | 0:50:20 | |
I like to learn. | 0:50:21 | 0:50:23 | |
This is a cup. | 0:50:23 | 0:50:24 | |
Well done. Right. | 0:50:24 | 0:50:26 | |
OK, so we've taught iCub two new objects. | 0:50:26 | 0:50:28 | |
How do I know if he's actually learned this or not? | 0:50:28 | 0:50:31 | |
Let's ask him to name them. | 0:50:31 | 0:50:32 | |
-Right, OK. -So if you show an object, you can then ask for the name. | 0:50:32 | 0:50:36 | |
What's this? | 0:50:38 | 0:50:39 | |
It should be a cup. | 0:50:41 | 0:50:43 | |
It is a cup! Well done. | 0:50:43 | 0:50:45 | |
OK. I'm going to really test him. | 0:50:45 | 0:50:48 | |
and see if he can find the one I'm asking for. | 0:50:48 | 0:50:50 | |
That's close enough. | 0:50:52 | 0:50:53 | |
OK, iCub, find cup. | 0:50:55 | 0:50:58 | |
OK. Now I'm looking for a cup. | 0:50:59 | 0:51:03 | |
Oh, his eyes are moving, his head's moving... | 0:51:03 | 0:51:06 | |
-Yes. -..and he's tracking the cup. He's not interested in the ball. | 0:51:06 | 0:51:09 | |
Try to show the ball also. | 0:51:09 | 0:51:11 | |
He doesn't care. He wants... | 0:51:13 | 0:51:16 | |
-He likes the cup. -I mean, his eyes... He wants the cup. | 0:51:16 | 0:51:19 | |
He's not interested in the ball whatsoever. | 0:51:19 | 0:51:21 | |
This is because he had learned the two objects, | 0:51:22 | 0:51:25 | |
and therefore it's following what we ask it to do. | 0:51:25 | 0:51:30 | |
This is incredible. So we've literally | 0:51:30 | 0:51:33 | |
just taught this cute little robot... | 0:51:33 | 0:51:36 | |
..A two-year-old robot the names of objects, like a two-year-old child. | 0:51:36 | 0:51:40 | |
As toddlers interact with the world around them, | 0:51:42 | 0:51:45 | |
they learn from one experience to the next, | 0:51:45 | 0:51:48 | |
making connections between what they can see and hear | 0:51:48 | 0:51:51 | |
to form the basis of context and meaning. | 0:51:51 | 0:51:54 | |
These become the building blocks of intelligence and reasoning. | 0:51:54 | 0:51:59 | |
There are things which are harder. | 0:52:00 | 0:52:02 | |
You can recognise a cup because of its shape and its colour, | 0:52:02 | 0:52:06 | |
you can recognise a ball, again, | 0:52:06 | 0:52:07 | |
because of the different shape compared to a cup. | 0:52:07 | 0:52:10 | |
But what about teaching a robot or a child | 0:52:10 | 0:52:12 | |
to understand the number one and number two. | 0:52:12 | 0:52:15 | |
How would you do this? | 0:52:15 | 0:52:17 | |
One, two, three? | 0:52:18 | 0:52:19 | |
And, like us, the more we learn, | 0:52:20 | 0:52:23 | |
the more complex the tasks we can tackle. | 0:52:23 | 0:52:25 | |
Oh, he's looking as well. | 0:52:27 | 0:52:28 | |
One. | 0:52:31 | 0:52:32 | |
Two. | 0:52:36 | 0:52:38 | |
This is great. What's going on behind the scenes as he's counting? | 0:52:38 | 0:52:41 | |
-Three. -We have a brain, an artificial brain, | 0:52:41 | 0:52:43 | |
that's been trained to learn to associate sounds, | 0:52:43 | 0:52:46 | |
number words in this case, with its finger position. | 0:52:46 | 0:52:49 | |
By doing this, the robot is actually able to use its body | 0:52:50 | 0:52:54 | |
to learn that there are sequences which are fixed. | 0:52:54 | 0:52:56 | |
For example, one comes before two, two before three, and so on. | 0:52:56 | 0:53:02 | |
I guess that's why iCub is so special, | 0:53:02 | 0:53:04 | |
because you've got that wonderful integration | 0:53:04 | 0:53:06 | |
between the cognitive capability up in here, | 0:53:06 | 0:53:09 | |
but also that physical embodiment. | 0:53:09 | 0:53:11 | |
You've got the two things combined, haven't you? | 0:53:11 | 0:53:13 | |
This really shows why a body is important for a robot, | 0:53:13 | 0:53:16 | |
the same way a body is important for a child. | 0:53:16 | 0:53:19 | |
Children learn by using their motor skills to explore | 0:53:19 | 0:53:22 | |
the physical world around them through touch and movement. | 0:53:22 | 0:53:26 | |
As their body interacts with the environment, | 0:53:26 | 0:53:29 | |
they learn from each new experience. | 0:53:29 | 0:53:32 | |
iCub does the same. | 0:53:33 | 0:53:35 | |
In tiny little steps, | 0:53:35 | 0:53:37 | |
it is trying to form its own unique understanding of the world, | 0:53:37 | 0:53:41 | |
and what things actually mean. | 0:53:41 | 0:53:43 | |
Just to be very clear, | 0:53:44 | 0:53:46 | |
this is this little robot learning to experience the world around him, | 0:53:46 | 0:53:49 | |
to understand more, to have a greater potential of... | 0:53:49 | 0:53:53 | |
-Yes. -..cognitive capabilities. | 0:53:54 | 0:53:56 | |
Where do you see robotics, like iCub, | 0:53:59 | 0:54:01 | |
in a generation or two generations' time? | 0:54:01 | 0:54:03 | |
Will iCub have grown up and gone to university, | 0:54:03 | 0:54:06 | |
and gone and learned about the world around him? | 0:54:06 | 0:54:08 | |
I can see this in the longer term, | 0:54:08 | 0:54:10 | |
I don't see this happening in the next five to ten years. | 0:54:10 | 0:54:13 | |
We talk about this happening in 20, 30 years' time, | 0:54:13 | 0:54:16 | |
and it seems a long while off. | 0:54:16 | 0:54:17 | |
We've been evolving for tens of millions of years, | 0:54:17 | 0:54:21 | |
and you've got this little entity | 0:54:21 | 0:54:22 | |
that's learning about the world around it now, | 0:54:22 | 0:54:25 | |
and it's going from a blank slate | 0:54:25 | 0:54:27 | |
to this seeing, interactive, responsive little unit. | 0:54:27 | 0:54:31 | |
I think that's both the exciting point | 0:54:31 | 0:54:33 | |
and the scary point with robotics. | 0:54:33 | 0:54:35 | |
At the same time, we are in control, | 0:54:35 | 0:54:37 | |
so we are determining the evolution of these systems. | 0:54:37 | 0:54:40 | |
For now. | 0:54:40 | 0:54:42 | |
On this journey, we've met some incredible robots. | 0:54:50 | 0:54:54 | |
They're preparing for a voyage to Mars, | 0:54:54 | 0:54:59 | |
becoming our friends and companions... | 0:54:59 | 0:55:01 | |
My feet are off, my hands are off. | 0:55:01 | 0:55:04 | |
..navigating us through a chaotic world... | 0:55:04 | 0:55:07 | |
..and some are even able to learn like us. | 0:55:08 | 0:55:12 | |
-Learn "ball". -For me, this is the most exciting time. | 0:55:12 | 0:55:17 | |
I like to learn. | 0:55:17 | 0:55:18 | |
This is a ball. | 0:55:18 | 0:55:20 | |
We are living right at the moment | 0:55:20 | 0:55:22 | |
when robots start to gradually piece things together, | 0:55:22 | 0:55:26 | |
the first tiny scraps of meaning, | 0:55:26 | 0:55:28 | |
to create their own unique understanding of the world | 0:55:28 | 0:55:32 | |
and themselves. | 0:55:32 | 0:55:33 | |
He wants the cup. | 0:55:33 | 0:55:35 | |
Once they've achieved this, we will be on the brink of a new era. | 0:55:35 | 0:55:40 | |
There is no doubt that robots will continue to evolve | 0:55:41 | 0:55:45 | |
and become more and more intelligent and that, one day, | 0:55:45 | 0:55:49 | |
it just might be possible for them to develop consciousness. | 0:55:49 | 0:55:52 | |
Imagine a robot that could feel the way I feel, | 0:55:54 | 0:55:58 | |
that could be moved by strong emotion, | 0:55:58 | 0:56:01 | |
that could love the way that I love my daughter. | 0:56:01 | 0:56:05 | |
Wouldn't that be incredible? | 0:56:06 | 0:56:07 | |
When I started this journey, | 0:56:11 | 0:56:13 | |
my main concern was that if robots could develop minds of their own, | 0:56:13 | 0:56:18 | |
they might become a threat. | 0:56:18 | 0:56:20 | |
But now I've started to spend more time with robots, | 0:56:23 | 0:56:27 | |
I do feel like I can trust them. | 0:56:27 | 0:56:29 | |
It's responding easily. | 0:56:29 | 0:56:31 | |
And if robots really could one day become conscious, | 0:56:33 | 0:56:36 | |
we need to think not just about how they might affect us, | 0:56:36 | 0:56:40 | |
but how WE could affect THEM. | 0:56:40 | 0:56:43 | |
But perhaps my biggest fear right now, | 0:56:45 | 0:56:47 | |
as we progress towards conscious machines, | 0:56:47 | 0:56:50 | |
is not what we will need to do for robots, | 0:56:50 | 0:56:53 | |
but what we will discover about ourselves. | 0:56:53 | 0:56:56 | |
The whole of our society, our law, | 0:56:58 | 0:57:00 | |
our education is based around consciousness, | 0:57:00 | 0:57:02 | |
making conscious decisions. | 0:57:02 | 0:57:04 | |
And if we show that, well, actually, that's quite trivial | 0:57:04 | 0:57:07 | |
and we can reproduce it in an afternoon in a lab, | 0:57:07 | 0:57:10 | |
then it's going to make people think, | 0:57:10 | 0:57:12 | |
"Well, how important is human life because it is conscious?" | 0:57:12 | 0:57:15 | |
Ultimately, the rewards will be positive, | 0:57:15 | 0:57:18 | |
but you have to be very, very careful. | 0:57:18 | 0:57:20 | |
Socially, it might be disruptive. | 0:57:20 | 0:57:23 | |
The extraordinarily fast evolution of robots | 0:57:27 | 0:57:30 | |
really is going to change our place in the world, | 0:57:30 | 0:57:34 | |
and that raises urgent social issues for us all. | 0:57:34 | 0:57:38 | |
We need to be responsible, to make sure that we stay in control. | 0:57:39 | 0:57:43 | |
We have the opportunity right now | 0:57:45 | 0:57:47 | |
to prepare for conscious robots | 0:57:47 | 0:57:50 | |
that think and feel in the same way we do, | 0:57:50 | 0:57:53 | |
to prepare for what I think is the inevitable. | 0:57:53 | 0:57:57 | |
Investigate the past, present and future of robots | 0:58:02 | 0:58:05 | |
and their effects on our lives. | 0:58:05 | 0:58:07 | |
Go to the address on screen | 0:58:07 | 0:58:09 | |
and follow the links to the Open University. | 0:58:09 | 0:58:11 |