Despite a controversial history of animal testing, the first human has had a chip implanted by Elon Musk's company Neuralink. After gaining approval for human experiments, the firm has now put its first Neuralink device, called'Telepathy', inside a person's brain. Musk claims Telepathy enables control of your phone or computer, and in turn almost any other device, 'just by thinking'. The billionaire entrepreneur hopes it will allow users with disabilities like Stephen Hawking to'communicate faster than an auctioneer'. Here, MailOnline reveals everything you need to know about the contentious technology, which has seen Musk accused of'playing God'.

Instructional videos provide detailed how-to guides for various tasks, with viewers often posing questions regarding the content. Addressing these questions is vital for comprehending the content, yet receiving immediate answers is difficult. While numerous computational models have been developed for Video Question Answering (Video QA) tasks, they are primarily trained on questions generated based on video content, aiming to produce answers from within the content. However, in real-world situations, users may pose questions that go beyond the video's informational boundaries, highlighting the necessity to determine if a video can provide the answer. Discerning whether a question can be answered by video content is challenging due to the multi-modal nature of videos, where visual and verbal information are intertwined. To bridge this gap, we present the YTCommentQA dataset, which contains naturally-generated questions from YouTube, categorized by their answerability and required modality to answer -- visual, script, or both. Experiments with answerability classification tasks demonstrate the complexity of YTCommentQA and emphasize the need to comprehend the combined role of visual and script information in video reasoning. The dataset is available at https://github.com/lgresearch/YTCommentQA.

Online Judge (OJ) systems are typically considered within programming-related courses as they yield fast and objective assessments of the code developed by the students. Such an evaluation generally provides a single decision based on a rubric, most commonly whether the submission successfully accomplished the assignment. Nevertheless, since in an educational context such information may be deemed insufficient, it would be beneficial for both the student and the instructor to receive additional feedback about the overall development of the task. This work aims to tackle this limitation by considering the further exploitation of the information gathered by the OJ and automatically inferring feedback for both the student and the instructor. More precisely, we consider the use of learning-based schemes -- particularly, multi-instance learning (MIL) and classical machine learning formulations -- to model student behavior. Besides, explainable artificial intelligence (XAI) is contemplated to provide human-understandable feedback. The proposal has been evaluated considering a case of study comprising 2500 submissions from roughly 90 different students from a programming-related course in a computer science degree. The results obtained validate the proposal: The model is capable of significantly predicting the user outcome (either passing or failing the assignment) solely based on the behavioral pattern inferred by the submissions provided to the OJ. Moreover, the proposal is able to identify prone-to-fail student groups and profiles as well as other relevant information, which eventually serves as feedback to both the student and the instructor.

Multi-label learning is a rapidly growing research area that aims to predict multiple labels from a single input data point. In the era of big data, tasks involving multi-label classification (MLC) or ranking present significant and intricate challenges, capturing considerable attention in diverse domains. Inherent difficulties in MLC include dealing with high-dimensional data, addressing label correlations, and handling partial labels, for which conventional methods prove ineffective. Recent years have witnessed a notable increase in adopting deep learning (DL) techniques to address these challenges more effectively in MLC. Notably, there is a burgeoning effort to harness the robust learning capabilities of DL for improved modelling of label dependencies and other challenges in MLC. However, it is noteworthy that comprehensive studies specifically dedicated to DL for multi-label learning are limited. Thus, this survey aims to thoroughly review recent progress in DL for multi-label learning, along with a summary of open research problems in MLC. The review consolidates existing research efforts in DL for MLC,including deep neural networks, transformers, autoencoders, and convolutional and recurrent architectures. Finally, the study presents a comparative analysis of the existing methods to provide insightful observations and stimulate future research directions in this domain.

Machine Learning (ML) techniques are encountered nowadays across disciplines, from social sciences, through natural sciences to engineering. The broad application of ML and the accelerated pace of its evolution lead to an increasing need for dedicated teaching concepts aimed at making the application of this technology more reliable and responsible. However, teaching ML is a daunting task. Aside from the methodological complexity of ML algorithms, both with respect to theory and implementation, the interdisciplinary and empirical nature of the field need to be taken into consideration. This paper introduces the MachineLearnAthon format, an innovative didactic concept designed to be inclusive for students of different disciplines with heterogeneous levels of mathematics, programming and domain expertise. At the heart of the concept lie ML challenges, which make use of industrial data sets to solve real-world problems. These cover the entire ML pipeline, promoting data literacy and practical skills, from data preparation, through deployment, to evaluation.

The loss function plays an important role in optimizing the performance of a learning system. A crucial aspect of the loss function is the assignment of sample weights within a mini-batch during loss computation. In the context of continual learning (CL), most existing strategies uniformly treat samples when calculating the loss value, thereby assigning equal weights to each sample. While this approach can be effective in certain standard benchmarks, its optimal effectiveness, particularly in more complex scenarios, remains underexplored. This is particularly pertinent in training "in the wild," such as with self-training, where labeling is automated using a reference model. This paper introduces the Online Meta-learning for Sample Importance (OMSI) strategy that approximates sample weights for a mini-batch in an online CL stream using an inner- and meta-update mechanism. This is done by first estimating sample weight parameters for each sample in the mini-batch, then, updating the model with the adapted sample weights. We evaluate OMSI in two distinct experimental settings. First, we show that OMSI enhances both learning and retained accuracy in a controlled noisy-labeled data stream. Then, we test the strategy in three standard benchmarks and compare it with other popular replay-based strategies. This research aims to foster the ongoing exploration in the area of self-adaptive CL.

The increasing use of Artificial Intelligence (AI) by students in learning presents new challenges for assessing their learning outcomes in project-based learning (PBL). This paper introduces a co-design study to explore the potential of students' AI usage data as a novel material for PBL assessment. We conducted workshops with 18 college students, encouraging them to speculate an alternative world where they could freely employ AI in PBL while needing to report this process to assess their skills and contributions. Our workshops yielded various scenarios of students' use of AI in PBL and ways of analyzing these uses grounded by students' vision of education goal transformation. We also found students with different attitudes toward AI exhibited distinct preferences in how to analyze and understand the use of AI. Based on these findings, we discuss future research opportunities on student-AI interactions and understanding AI-enhanced learning.

Learnersourcing offers great potential for scalable education through student content creation. However, predicting student performance on learnersourced questions, which is essential for personalizing the learning experience, is challenging due to the inherent noise in student-generated data. Moreover, while conventional graph-based methods can capture the complex network of student and question interactions, they often fall short under cold start conditions where limited student engagement with questions yields sparse data. To address both challenges, we introduce an innovative strategy that synergizes the potential of integrating Signed Graph Neural Networks (SGNNs) and Large Language Model (LLM) embeddings. Our methodology employs a signed bipartite graph to comprehensively model student answers, complemented by a contrastive learning framework that enhances noise resilience. Furthermore, LLM's contribution lies in generating foundational question embeddings, proving especially advantageous in addressing cold start scenarios characterized by limited graph data. Validation across five real-world datasets sourced from the PeerWise platform underscores our approach's effectiveness. Our method outperforms baselines, showcasing enhanced predictive accuracy and robustness.

Advances in large language models (LLMs) have empowered a variety of applications. However, there is still a significant gap in research when it comes to understanding and enhancing the capabilities of LLMs in the field of mental health. In this work, we present a comprehensive evaluation of multiple LLMs on various mental health prediction tasks via online text data, including Alpaca, Alpaca-LoRA, FLAN-T5, GPT-3.5, and GPT-4. We conduct a broad range of experiments, covering zero-shot prompting, few-shot prompting, and instruction fine-tuning. The results indicate a promising yet limited performance of LLMs with zero-shot and few-shot prompt designs for mental health tasks. More importantly, our experiments show that instruction finetuning can significantly boost the performance of LLMs for all tasks simultaneously. Our best-finetuned models, Mental-Alpaca and Mental-FLAN-T5, outperform the best prompt design of GPT-3.5 (25 and 15 times bigger) by 10.9% on balanced accuracy and the best of GPT-4 (250 and 150 times bigger) by 4.8%. They further perform on par with the state-of-the-art task-specific language model. We also conduct an exploratory case study on LLMs' capability on mental health reasoning tasks, illustrating the promising capability of certain models such as GPT-4. We summarize our findings into a set of action guidelines for potential methods to enhance LLMs' capability for mental health tasks. Meanwhile, we also emphasize the important limitations before achieving deployability in real-world mental health settings, such as known racial and gender bias. We highlight the important ethical risks accompanying this line of research.

The article identified 42 cognitive architectures for creating general artificial intelligence (AGI) and proposed a set of interrelated functional blocks that an agent approaching AGI in its capabilities should possess. Since the required set of blocks is not found in any of the existing architectures, the article proposes a new cognitive architecture for intelligent systems approaching AGI in their capabilities. As one of the key solutions within the framework of the architecture, a universal method of knowledge representation is proposed, which allows combining various non-formalized, partially and fully formalized methods of knowledge representation in a single knowledge base, such as texts in natural languages, images, audio and video recordings, graphs, algorithms, databases, neural networks, knowledge graphs, ontologies, frames, essence-property-relation models, production systems, predicate calculus models, conceptual models, and others. To combine and structure various fragments of knowledge, archigraph models are used, constructed as a development of annotated metagraphs. As components, the cognitive architecture being developed includes machine consciousness, machine subconsciousness, blocks of interaction with the external environment, a goal management block, an emotional control system, a block of social interaction, a block of reflection, an ethics block and a worldview block, a learning block, a monitoring block, blocks of statement and solving problems, self-organization and meta learning block.