Training and education in human-centered fields require authentic practice, yet realistic simulations of human behavior have remained limited. We present a multi-agent psychological simulation system that models internal cognitive-affective processes to generate believable human behaviors. In contrast to black-box neural models, this system is grounded in established psychological theories (e.g., self-efficacy, mindset, social constructivism) and explicitly simulates an ``inner parliament'' of agents corresponding to key psychological factors. These agents deliberate and interact to determine the system's output behavior, enabling unprecedented transparency and alignment with human psychology. We describe the system's architecture and theoretical foundations, illustrate its use in teacher training and research, and discuss how it embodies principles of social learning, cognitive apprenticeship, deliberate practice, and meta-cognition.

The research explores error analysis in the performance of translating by Machine Translation from English into Romanian, and it focuses on lexical errors found in texts which include official information, provided by the World Health Organization (WHO), the Gavi Organization, by the patient information leaflet (the information about the active ingredients of the vaccines or the medication, the indications, the dosage instructions, the storage instructions, the side effects and warning, etc.). All of these texts are related to C ovid - 19 and have been translated by Google Translate, a multilingual Machine Translation that was created by Google. In the last decades, Google has actively work ed to develop a more accurate and fluent automatic translation system. This research, specifically focused on improving Google Translate, aims to enhance the overall quality of Machine Translation by achieving better lexical selection and by reducing errors. The investigation involves a comprehensive analysis of 230 texts that have been translated from English into Romanian.

In the aftermath of COVID-19, many universities implemented supplementary "reinforcement" roles to support students in demanding courses. Although the name for such roles may differ between institutions, the underlying idea of providing structured supplementary support is common. However, these roles were often poorly defined, lacking structured materials, pedagogical oversight, and integration with the core teaching team. This paper reports on the redesign of reinforcement sessions in a challenging undergraduate course on formal methods and computational models, using a large language model (LLM) as a reflective planning tool. The LLM was prompted to simulate the perspective of a second-year student, enabling the identification of conceptual bottlenecks, gaps in intuition, and likely reasoning breakdowns before classroom delivery. These insights informed a structured, repeatable session format combining targeted review, collaborative examples, independent student work, and guided walkthroughs. Conducted over a single semester, the intervention received positive student feedback, indicating increased confidence, reduced anxiety, and improved clarity, particularly in abstract topics such as the pumping lemma and formal language expressive power comparisons. The findings suggest that reflective, instructor-facing use of LLMs can enhance pedagogical design in theoretically dense domains and may be adaptable to other cognitively demanding computer science courses.

The path to higher network autonomy in 6G lies beyond the mere optimization of key performance indicators (KPIs). While KPIs have enabled automation gains under TM Forum Levels 1--3, they remain numerical abstractions that act only as proxies for the real essence of communication networks: seamless connectivity, fairness, adaptability, and resilience. True autonomy requires perceiving and reasoning over the network environment as it is. Such progress can be achieved through \emph{agentic AI}, where large language model (LLM)-powered agents perceive multimodal telemetry, reason with memory, negotiate across domains, and act via APIs to achieve multi-objective goals. However, deploying such agents introduces the challenge of cognitive biases inherited from human design, which can distort reasoning, negotiation, tool use, and actuation. Between neuroscience and AI, this paper provides a tutorial on a selection of well-known biases, including their taxonomy, definition, mathematical formulation, emergence in telecom systems and the commonly impacted agentic components. The tutorial also presents various mitigation strategies tailored to each type of bias. The article finally provides two practical use-cases, which tackle the emergence, impact and mitigation gain of some famous biases in 6G inter-slice and cross-domain management. In particular, anchor randomization, temporal decay and inflection bonus techniques are introduced to specifically address anchoring, temporal and confirmation biases. This avoids that agents stick to the initial high resource allocation proposal or decisions that are recent and/or confirming a prior hypothesis. By grounding decisions in a richer and fairer set of past experiences, the quality and bravery of the agentic agreements in the second use-case, for instance, are leading to $\times 5$ lower latency and around $40\%$ higher energy saving.

Cognitive science faces ongoing challenges in knowledge synthesis and conceptual clarity, in part due to its multifaceted and interdisciplinary nature. Recent advances in artificial intelligence, particularly the development of large language models (LLMs), offer tools that may help to address these issues. This review examines how LLMs can support areas where the field has historically struggled, including establishing cross-disciplinary connections, formalizing theories, developing clear measurement taxonomies, achieving generalizability through integrated modeling frameworks, and capturing contextual and individual variation. We outline the current capabilities and limitations of LLMs in these domains, including potential pitfalls. Taken together, we conclude that LLMs can serve as tools for a more integrative and cumulative cognitive science when used judiciously to complement, rather than replace, human expertise.

Large language models are now integrated into many scientific workflows, accelerating data analysis, hypothesis generation, and design space exploration. In parallel with this growth, there is a growing need to carefully evaluate whether models accurately capture domain-specific knowledge and notation, since general-purpose benchmarks rarely reflect these requirements. This gap is especially clear in quantum science, which features non-intuitive phenomena and requires advanced mathematics. In this study, we introduce QuantumBench, a benchmark for the quantum domain that systematically examine how well LLMs understand and can be applied to this non-intuitive field. Using publicly available materials, we compiled approximately 800 questions with their answers spanning nine areas related to quantum science and organized them into an eight-option multiple-choice dataset. With this benchmark, we evaluate several existing LLMs and analyze their performance in the quantum domain, including sensitivity to changes in question format. QuantumBench is the first LLM evaluation dataset built for the quantum domain, and it is intended to guide the effective use of LLMs in quantum research.

Games and puzzles play important pedagogical roles in STEM learning. New AI algorithms that can solve complex problems offer opportunities for scaffolded instruction in puzzle solving. This paper presents the ALLURE system, which uses an AI algorithm (Deep CubeA) to guide students in solving a common first step of the Rubik's Cube (i.e., the white cross). Using data from a pilot study we present preliminary findings about students' behaviors in the system, how these behaviors are associated with STEM skills - including spatial reasoning, critical thinking and algorithmic thinking. We discuss how data from ALLURE can be used in future educational data mining to understand how students benefit from AI assistance and collaboration when solving complex problems.

This is the accepted manuscript version. The final published version will appear in College & Research Libraries, November 2026. AI Literacy in UAE Libraries: Assessing Competencies, Training Needs, and Ethical Considerations for the Digital Age Zafar Imam Khan, Learning Resources Manager, Hamdan Bin Mohammed Smart University, Dubai, United Arab Emirates, Email: zafarimamkhan@gmail.com, https://orcid.org/0000 - 0003 - 2081 - 0951 Abstract The study explores the current state of artificial intelligence (AI) literacy levels among library professionals employing a quantitative approach consisting of 92 surveys of LIS professionals in the United Arab Emirates (UAE). Findings of the study reveal ed the presence of strong cognitive competencies, while there were gaps observed in behavioral and normative competencies, especially related to AI biases, AI - powered learning, and ethical considerations. There was a disconnect observed between the perceiv ed importance of AI skills and the effectiveness of the current training programs. Introduction Generative AI has created massive disruption in all sectors, such as manufacturing, services, agriculture, medicine, and education, and has transformed a range of operations and services. Libraries are transforming and gearing up to harness the power of AI, which can enhance efficiency, accessibility, and personalization of services; thereby reshaping the traditional library landscape. This transformation has been observed in several of the traditional library services as AI is automating routine tasks such as cataloguing and classification of collections, and enhancing search functionalities and information retrieval, thereby creating a much more accurate and organized library system while librarians have more time to focus on intellectually stimulating act ivities (Preethi, 2024). There is a race to integrate AI into library services at a global level, and this has presented both opportunities and challenges in terms of AI literacy among library professionals. AI literacy involves understanding of AI tools, their applications, and ethical considerations surrounding their use.

We propose a structure to represent the social fabric of a group. We call it the `cohesion network' of the group. It can be seen as a graph whose vertices are strict subgroups and whose edges indicate a prescribed `pro-social behaviour' from one subgroup towards another. In social psychology, pro-social behaviours are building blocks of full-blown cooperation, which we assimilate here with `group cohesiveness'. We then define a formal framework to study cohesive group agency. To do so, we simply instantiate pro-social behaviour with the more specific relation of `successful assistance' between acting entities in a group. The relations of assistance within a group at the moment of agency constitute the social fabric of the cohesive group agency. We build our logical theory upon the logic of agency "bringing-it-about". We obtain a family of logics of cohesive group agency, one for every class of cohesion networks.

Late interaction retrieval methods, pioneered by ColBERT, have emerged as a powerful alternative to single-vector neural IR. By leveraging fine-grained, token-level representations, they have been demonstrated to deliver strong generalisation and robustness, particularly in out-of-domain settings. They have recently been shown to be particularly well-suited for novel use cases, such as reasoning-based or cross-modality retrieval. At the same time, these models pose significant challenges of efficiency, usability, and integrations into fully fledged systems; as well as the natural difficulties encountered while researching novel application domains. Recent years have seen rapid advances across many of these areas, but research efforts remain fragmented across communities and frequently exclude practitioners. The purpose of this workshop is to create an environment where all aspects of late interaction can be discussed, with a focus on early research explorations, real-world outcomes, and negative or puzzling results to be freely shared and discussed. The aim of LIR is to provide a highly-interactive environment for researchers from various backgrounds and practitioners to freely discuss their experience, fostering further collaboration.