Any working intelligence defines itself as an act of logic transferring itself from a didactic series of computations based on a set of rules to a rather intuitive act of expression. Decisions are made upon perceiving transformation, not patterns or probabilites. The pattern becomes the observer, and whim becomes a way.
"It is probably wise to include a random element in a learning machine (see p.438). A random element is rather useful when we are searching for a solution of some problem. Suppose for instance we wanted to find a number between 50 and 200 which was equal to the square of the sum of its digits, we might start at 51 then try 52 and go on until we got a number that worked. Alternatively we might choose numbers at random until we got a good one. This method has the advantage that it is unnecessary to keep track of the values that have been tried, but the disadvantage that one may try the same one twice, but this is not very important if there are several solutions. The systematic method has the disadvantage that there may be an enormous block without any solutions in the region which has to be investigated first. Now the learning process may be regarded as a search for a form of behaviour which will satisfy the teacher (or some other criterion). Since there is probably a very large number of satisfactory solutions the random method seems to be better than the systematic. It should be noticed that it is used in the analogous process of evolution. But there the systematic method is not possible. How could one keep track {p.460} of the different genetical combinations that had been tried, so as to avoid trying them again?

We may hope that machines will eventually compete with men in all purely intellectual fields. But which are the best ones to start with? Even this is a difficult decision. Many people think that a very abstract activity, like the playing of chess would be best. It can also be maintained that it is best to provide the machine with the best sense organs that money can buy, and then teach it to understand and speak English. This process could follow the normal teaching of a child. Things would be pointed out and named, etc. Again I do not know what the right answer is, but I think both approaches should be tried.

We can only see a short distance ahead, but we can see plenty there that needs to be done"--Alan Turing "Computing Machinery and Intelligence"