2.4 Preschool as a View into Human-like General Intelligence 27 specific goals, will have a tendency to solve other problems in creative ways, thus fulfilling its novelty goal along with its other goals. This can be seen at the level of childlike behaviors, and also at a much more advanced level. Salvador Dali wanted to depict his thoughts and feelings, but he also wanted to do so in a striking and unusual way; this combination of aspirations spurred him to produce his amazing art. A child who is asked to draw a house, but has a goal of novelty, may draw a tower with a swimming pool on the roof rather than a typical Colonial structure. A physical motivated by novelty will seek a non-obvious solution to the equation at hand, rather than just applying tried and true methods, and perhaps discover some new phenomenon. Novelty can be measured formally in terms of information-theoretic surprisingness based upon a given basis of knowledge and experience [Sch06]; something that is novel and creative to a child may be familiar to the adult world, and a solution that seems novel and creative to a brilliant scientist today, may seem like cliche’ elementary school level work 100 years from now. Measuring creativity is even more difficult and subjective than measuring intelligence. Qual- itatively, however, we humans can recognize it; and we suspect that the qualitative emergence of dramatic, multidisciplinary computational creativity will be one of the things that makes the human population feel emotionally that advanced AGI has finally arrived. 2.4 Preschool as a View into Human-like General Intelligence One issue that arises when pursuing the grand goal of human-level general intelligence is how to measure partial progress. The classic Turing Test of imitating human conversation remains too difficult to usefully motivate immediate-term AI research (see [HF 95] [Fre90] for arguments that it has been counterproductive for the AI field). The same holds true for comparable alt