16.6 Issues with Virtual Preschool Engineering 305 that important from the point of view of humanlike cognitive development. We suggest that the key features of naive physics and folk psychology enumerated above can be mastered by an AGI in BlocksNBeadsWorld in spite of its imitations, and that — together with an appropriate AGI design — this probably suffices for creating an AGI with the inductive biases constituting humanlike intelligence. To drive this point home more thoroughly, consider three potential virtual world scenarios: 1. A world containing realistic fluid dynamics, where a child can pour water back and forth between two cups of different shapes and sizes, to understand issues such as conservation of volume 2. A world more like today’s Second Life, where fluids don’t really exist, and things like lakes are simulated via very simple rules, and pouring stuff back and forth between cups doesn’t happen unless it’s programmed into the cups in a very specialized way 3. A BlocksNBeadsWorld type world, where a child can pour masses of beads back and forth between cups, but not masses of liquid Our qualitative judgment is that Scenario 3 is going to allow a young AI to gain the same es- sential insights as Scenario 1, whereas Scenario 2 is just too impoverished. I have explored dozens of similar scenarios regarding different preschool tasks or cognitive development experiments, and come to similar conclusions across the board. Thus, our current view is that something like BlocksN Beads World can serve as an adequate infrastructure for an AGI Preschool, supporting the development of human-level, roughly human-like AGI. And, if this view turns out to be incorrect, and BlocksNBeads World is revealed as inadequate, then we will very likely still advocate the conceptual approach enunciated above as a guide for designing virtual worlds for AGI. That is, we would suggest to explore the hypothetical failure of BlocksNBeadsWorld via asking two questions: 1. Are th