Low-rank recurrent neural networks (RNNs) provide a powerful framework for characterizing how neural systems solve complex cognitive tasks. However, fitting and interpreting these networks remains an important open problem. In this paper, we develop new methods for efficiently fitting low-rank RNNs in ''teacher-training'' settings. In particular, we build upon the neural engineering framework (NEF), in which RNNs are viewed as approximating an ordinary differential equation (ODE) of interest using a set of random nonlinear basis functions. This view provides geometric insight into how the choice of neural nonlinearity (e.g.

Adaptive learning, which requires the in-depth understanding of students' learning processes and rational planning of learning resources, plays a crucial role in intelligent education. However, how to effectively model these two processes and seamlessly integrate them poses significant implementation challenges for adaptive learning. As core learning resources, exercises have the potential to diagnose students' knowledge states during the learning processes and provide personalized learning recommendations to strengthen students' knowledge, thereby serving as a bridge to boost student-oriented adaptive learning. Therefore, we introduce a novel task called Knowledge-aware Exercise Generative Recommendation (KEGR). It aims to dynamically infer students' knowledge states from their past exercise responses and customizably generate new exercises. To achieve KEGR, we propose an adaptive multi-agent cooperation framework, called ExeGen, inspired by the excellent reasoning and generative capabilities of LLM-based AI agents. Specifically, ExeGen coordinates four specialized agents for supervision, knowledge state perception, exercise generation, and quality refinement through an adaptive loop workflow pipeline. More importantly, we devise two enhancement mechanisms in ExeGen: 1) A human-simulated knowledge perception mechanism mimics students' cognitive processes and generates interpretable knowledge state descriptions via demonstration-based In-Context Learning (ICL). In this mechanism, a dual-matching strategy is further designed to retrieve highly relevant demonstrations for reliable ICL reasoning.

The ability to continually learn new skills, retain, and flexibly deploy them to accomplish goals is a key feature of intelligent and efficient behavior. However, the neural mechanisms facilitating the continual learning and flexible (re-)composition of skills remain elusive. Here, we study continual learning and the compositional reuse of learned computations in recurrent neural network (RNN) models using a novel two-system approach: one system that infers'what' computation to perform, and one that implements'how' to perform it. We focus on a set of compositional cognitive tasks commonly studied in neuroscience. To construct the'what' system, we first show that a large family of tasks can be systematically described by a probabilistic generative model, where compositionality stems from a shared underlying vocabulary of discrete task-epochs.

The increasing societal integration of Large Language Models (LLMs) and agent-based AI demands a new civic competency: adversarial reasoning. This position paper argues that K-12 AI education must move beyond passive literacy to actively equip students with skills in responsible adversarial prompting and ethical system hacking. Such capabilities are essential for citizens to critically probe AI systems, understand their inherent limitations, identify manipulative patterns, and hold them accountable. We posit that cultivating a generation skilled in red-teaming AI is vital for maintaining transparency, preventing undue influence, and fostering a democratic engagement with these transformative technologies.

Self-play constitutes a fundamental paradigm for autonomous skill acquisition, whereby agents iteratively enhance their capabilities through self-directed environmental exploration. Conventional self-play frameworks exploit agent symmetry within zero-sum competitive settings, yet this approach proves inadequate for open-ended learning scenarios characterized by inherent asymmetry. Human pedagogical systems exemplify asymmetric instructional frameworks wherein educators systematically construct challenges calibrated to individual learners' developmental trajectories. The principal challenge resides in operationalizing these asymmetric, adaptive pedagogical mechanisms within artificial systems capable of autonomously synthesizing appropriate curricula without predetermined task hierarchies. Here we present Heterogeneous Adversarial Play (HAP), an adversarial Automatic Curriculum Learning framework that formalizes teacher-student interactions as a minimax optimization wherein task-generating instructor and problem-solving learner co-evolve through adversarial dynamics. In contrast to prevailing automatic curriculum learning methodologies that employ static curricula or unidirectional task selection mechanisms, HAP establishes a bidirectional feedback system wherein instructors continuously recalibrate task complexity in response to real-time learner performance metrics. Experimental validation across multi-task learning domains demonstrates that our framework achieves performance parity with SOTA baselines while generating curricula that enhance learning efficacy in both artificial agents and human subjects.

The AAMAS 2026 best paper awards were presented at the 25th International Conference on Autonomous Agents and Multiagent Systems, which took place from 25-29 May 2025 in Paphos, Cyprus. Lucy Smith is Senior Managing Editor for Robohub and AIhub. Lucy Smith is Senior Managing Editor for Robohub and AIhub. In this special live recording at the Great Exhibition Road Festival in London, Claire chatted to George Mylonas (Imperial College London), Antonia Tzemanaki (University of Bristol) and Tom Vercauteren (King's College London) about robotics and AI in medicine and healthcare. Researchers are developing AI models that could one day enable vision prosthetics able to restore meaningful, object-level sight for the blind.

Transformer-based Large Language Models (LLMs) have demonstrated powerful in-context learning capabilities. However, their predictions can be disrupted by factually correct context, a phenomenon known as context hijacking, revealing a significant robustness issue. To understand this phenomenon theoretically, we explore an in-context linear classification problem based on recent advances in linear transformers. In our setup, context tokens are designed as factually correct query-answer pairs, where the queries are similar to the final query but have opposite labels. Then, we develop a general theoretical analysis on the robustness of the linear transformers, which is formulated as a function of the model depth, training context lengths, and number of hijacking context tokens. A key finding is that a well-trained deeper transformer can achieve higher robustness, which aligns with empirical observations. We show that this improvement arises because deeper layers enable more fine-grained optimization steps, effectively mitigating interference from context hijacking. This is also well supported by our numerical and real-world experiments. Our findings provide theoretical insights into the benefits of deeper architectures and contribute to enhancing the understanding of transformer architectures.

In the face of loneliness, many people are turning to AI chatbots for companionship - but research shows it can't replace human connection. Guaranteed compassion, encouragement and validation? A soothing voice available to massage your ego whenever you feel unsure of yourself? If you could find a living being with these qualities, you'd call them your soulmate, and yet it is exactly what many chatbots are offering an increasing number of users. But can those exchanges with AI ever achieve the benefits of real, human connection?

Recent advancements in bionic prosthetic technology offer transformative opportunities to restore mobility and functionality for individuals with missing limbs. Users of bionic limbs, or bionic humans, learn to seamlessly integrate prosthetic extensions into their motor repertoire, regaining critical motor abilities. The remarkable movement generalization and environmental adaptability demonstrated by these individuals highlight motor intelligence capabilities unmatched by current artificial intelligence systems. Addressing these limitations, MyoChallenge '24 at NeurIPS 2024 established a benchmark for human-robot coordination with an emphasis on joint control of both biological and mechanical limbs. The competition featured two distinct tracks: a manipulation task utilizing the myoMPL model, integrating a virtual biological arm and the Modular Prosthetic Limb (MPL) for a passover task; and a locomotion task using the novel myoOSL model, combining a bilateral virtual biological leg with a trans-femoral amputation and the Open Source Leg (OSL) to navigate varied terrains. Marking the third iteration of the MyoChallenge, the event attracted over 50 teams with more than 290 submissions all around the globe, with diverse participants ranging from independent researchers to high school students. The competition facilitated the development of several state-of-the-art control algorithms for bionic musculoskeletal systems, leveraging techniques such as imitation learning, muscle synergy, and model-based reinforcement learning that significantly surpassed our proposed baseline performance by a factor of 10. By providing the open-source simulation framework of MyoSuite, standardized tasks, and physiologically realistic models, MyoChallenge serves as a reproducible testbed and benchmark for bridging ML and biomechanics.

As awareness grows, more Japanese adults are receiving answers to struggles that went unrecognized for years. Social camouflaging can help neurodivergent people navigate social situations, but researchers say the effort often comes with significant emotional and mental strain. The first major crisis in Yosuke's life came when he stood in front of his students. Until then, the 24-year-old had navigated his life with few obstacles. He had done well in school, scored highly on IQ tests and graduated from university without any major issues. But after securing his dream job as a geography and history teacher at a girls' high school two years ago, cracks began to show. "I couldn't read the room," says Yosuke, who recalls struggling to organize course materials and wrap up classes on time.