16.4 Task-Based Assessment in AGI Preschool 297 Spatial-Visual = e@ interpret a painting @ create a room layout @ create a corporate logo e design a building @ pack a suitcase or the trunk of a car Interpersonal ——————==. e demonstrate feelings through body language e affect the feelings of others in a planned way @ coach or counsel another Table 16.5: Prototypical preschool intelligence assessment tasks, Part 2 (acquisition), and asked to explain the new one (variation). And, part of the training behavior might be carried out unobserved by the AGI, thus requiring the AGI to infer the omitted parts of the task it needs to describe. Another popular form of early childhood testing is puzzle block games. These kinds of games can be used to assess a variety of important cognitive skills, and to do so in a fun way that not only examines but also encourages creativity and flexible thinking. Types of games include pattern matching games in which students replicate patterns described visually or verbally, pattern creation games in which students create new patterns guided by visually or verbally described principles, creative interpretation of patterns in which students find meaning in the forms, and free-form creation. Such games may be individual or cooperative. Cross training and assessment of a variety of skills occurs with pattern block games: for example, interpretation of visual or linguistic instructions, logical procedure and pattern fol- lowing, categorizing, sorting, general problem solving, creative interpretation, experimentation, and kinematic acuity. By making the games cooperative, various interpersonal skills involving communication and cooperation are also added to the mix. The puzzle block context bring up some general observations about the role of kinematic and visuospatial intelligence in the AGI Preschool. Outside of robotics and computer vision, AI research has often downplayed these sorts of intelligence (though, admittedly, this is changing