The increasing level of autonomy of robots poses challenges of trust and social acceptance, especially in human-robot interaction scenarios. This requires an interpretable implementation of robotic cognitive capabilities, possibly based on formal methods as logics for the definition of task specifications. However, prior knowledge is often unavailable in complex realistic scenarios. In this paper, we propose an offline algorithm based on inductive logic programming from noisy examples to extract task specifications (i.e., action preconditions, constraints and effects) directly from raw data of few heterogeneous (i.e., not repetitive) robotic executions. Our algorithm leverages on the output of any unsupervised action identification algorithm from video-kinematic recordings. Combining it with the definition of very basic, almost task-agnostic, commonsense concepts about the environment, which contribute to the interpretability of our methodology, we are able to learn logical axioms encoding preconditions of actions, as well as their effects in the event calculus paradigm. Since the quality of learned specifications depends mainly on the accuracy of the action identification algorithm, we also propose an online framework for incremental refinement of task knowledge from user feedback, guaranteeing safe execution. Results in a standard manipulation task and benchmark for user training in the safety-critical surgical robotic scenario, show the robustness, data- and time-efficiency of our methodology, with promising results towards the scalability in more complex domains.

This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an expanded personality, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences.

OpenAI's o3 achieves a high score of 87.5 % on ARC-AGI, a benchmark proposed to measure intelligence. This raises the question whether systems based on Large Language Models (LLMs), particularly o3, demonstrate intelligence and progress towards artificial general intelligence (AGI). Building on the distinction between skills and intelligence made by Fran\c{c}ois Chollet, the creator of ARC-AGI, a new understanding of intelligence is introduced: an agent is the more intelligent, the more efficiently it can achieve the more diverse goals in the more diverse worlds with the less knowledge. An analysis of the ARC-AGI benchmark shows that its tasks represent a very specific type of problem that can be solved by massive trialling of combinations of predefined operations. This method is also applied by o3, achieving its high score through the extensive use of computing power. However, for most problems in the physical world and in the human domain, solutions cannot be tested in advance and predefined operations are not available. Consequently, massive trialling of predefined operations, as o3 does, cannot be a basis for AGI - instead, new approaches are required that can reliably solve a wide variety of problems without existing skills. To support this development, a new benchmark for intelligence is outlined that covers a much higher diversity of unknown tasks to be solved, thus enabling a comprehensive assessment of intelligence and of progress towards AGI.

We describe the development of a one-credit course to promote AI literacy at The University of Texas at Austin. In response to a call for the rapid deployment of class to serve a broad audience in Fall of 2023, we designed a 14-week seminar-style course that incorporated an interdisciplinary group of speakers who lectured on topics ranging from the fundamentals of AI to societal concerns including disinformation and employment. University students, faculty, and staff, and even community members outside of the University, were invited to enroll in this online offering: The Essentials of AI for Life and Society. We collected feedback from course participants through weekly reflections and a final survey. Satisfyingly, we found that attendees reported gains in their AI literacy. We sought critical feedback through quantitative and qualitative analysis, which uncovered challenges in designing a course for this general audience. We utilized the course feedback to design a three-credit version of the course that is being offered in Fall of 2024. The lessons we learned and our plans for this new iteration may serve as a guide to instructors designing AI courses for a broad audience.

Continuously acquiring new knowledge from a dynamic environment is a fundamental capability for animals, facilitating their survival and ability to address various challenges. This capability is referred to as continual learning, which focuses on the ability to learn a sequence of tasks without the detriment of previous knowledge. A prevalent strategy to tackle continual learning involves selecting and storing numerous essential data samples from prior tasks within a fixed-size memory buffer. However, the majority of current memory-based techniques typically utilize a single memory buffer, which poses challenges in concurrently managing newly acquired and previously learned samples. Drawing inspiration from the Complementary Learning Systems (CLS) theory, which defines rapid and gradual learning mechanisms for processing information, we propose an innovative dual memory system called the Information-Theoretic Dual Memory System (ITDMS). This system comprises a fast memory buffer designed to retain temporary and novel samples, alongside a slow memory buffer dedicated to preserving critical and informative samples. The fast memory buffer is optimized employing an efficient reservoir sampling process. Furthermore, we introduce a novel information-theoretic memory optimization strategy that selectively identifies and retains diverse and informative data samples for the slow memory buffer. Additionally, we propose a novel balanced sample selection procedure that automatically identifies and eliminates redundant memorized samples, thus freeing up memory capacity for new data acquisitions, which can deal with a growing array of tasks. Our methodology is rigorously assessed through a series of continual learning experiments, with empirical results underscoring the effectiveness of the proposed system.

Process Reward Models (PRMs) emerge as a promising approach for process supervision in mathematical reasoning of Large Language Models (LLMs), which aim to identify and mitigate intermediate errors in the reasoning processes. However, the development of effective PRMs faces significant challenges, particularly in data annotation and evaluation methodologies. In this paper, through extensive experiments, we demonstrate that commonly used Monte Carlo (MC) estimation-based data synthesis for PRMs typically yields inferior performance and generalization compared to LLM-as-a-judge and human annotation methods. MC estimation relies on completion models to evaluate current-step correctness, leading to inaccurate step verification. Furthermore, we identify potential biases in conventional Best-of-N (BoN) evaluation strategies for PRMs: (1) The unreliable policy models generate responses with correct answers but flawed processes, leading to a misalignment between the evaluation criteria of BoN and the PRM objectives of process verification. (2) The tolerance of PRMs of such responses leads to inflated BoN scores. (3) Existing PRMs have a significant proportion of minimum scores concentrated on the final answer steps, revealing the shift from process to outcome-based assessment in BoN Optimized PRMs. To address these challenges, we develop a consensus filtering mechanism that effectively integrates MC estimation with LLM-as-a-judge and advocates a more comprehensive evaluation framework that combines response-level and step-level metrics. Based on the mechanisms, we significantly improve both model performance and data efficiency in the BoN evaluation and the step-wise error identification task. Finally, we release a new state-of-the-art PRM that outperforms existing open-source alternatives and provides practical guidelines for future research in building process supervision models.

Lifelong learning, also known as continual or incremental learning, is a crucial component for advancing Artificial General Intelligence (AGI) by enabling systems to continuously adapt in dynamic environments. While large language models (LLMs) have demonstrated impressive capabilities in natural language processing, existing LLM agents are typically designed for static systems and lack the ability to adapt over time in response to new challenges. This survey is the first to systematically summarize the potential techniques for incorporating lifelong learning into LLM-based agents. We categorize the core components of these agents into three modules: the perception module for multimodal input integration, the memory module for storing and retrieving evolving knowledge, and the action module for grounded interactions with the dynamic environment. We highlight how these pillars collectively enable continuous adaptation, mitigate catastrophic forgetting, and improve long-term performance. This survey provides a roadmap for researchers and practitioners working to develop lifelong learning capabilities in LLM agents, offering insights into emerging trends, evaluation metrics, and application scenarios. Relevant literature and resources are available at \href{this url}{https://github.com/qianlima-lab/awesome-lifelong-llm-agent}.

Recent advancements in Vision-Language Models (VLMs) have opened new possibilities in automatic grading of handwritten student responses, particularly in mathematics. However, a comprehensive study to test the ability of VLMs to evaluate and reason over handwritten content remains absent. To address this gap, we introduce FERMAT, a benchmark designed to assess the ability of VLMs to detect, localize and correct errors in handwritten mathematical content. FERMAT spans four key error dimensions - computational, conceptual, notational, and presentation - and comprises over 2,200 handwritten math solutions derived from 609 manually curated problems from grades 7-12 with intentionally introduced perturbations. Using FERMAT we benchmark nine VLMs across three tasks: error detection, localization, and correction. Our results reveal significant shortcomings in current VLMs in reasoning over handwritten text, with Gemini-1.5-Pro achieving the highest error correction rate (77%). We also observed that some models struggle with processing handwritten content, as their accuracy improves when handwritten inputs are replaced with printed text or images. These findings highlight the limitations of current VLMs and reveal new avenues for improvement. We release FERMAT and all the associated resources in the open-source to drive further research.

Bearing fault diagnosis under varying working conditions faces challenges, including a lack of labeled data, distribution discrepancies, and resource constraints. To address these issues, we propose a progressive knowledge distillation framework that transfers knowledge from a complex teacher model, utilizing a Graph Convolutional Network (GCN) with Autoregressive moving average (ARMA) filters, to a compact and efficient student model. To mitigate distribution discrepancies and labeling uncertainty, we introduce Enhanced Local Maximum Mean Squared Discrepancy (ELMMSD), which leverages mean and variance statistics in the Reproducing Kernel Hilbert Space (RKHS) and incorporates a priori probability distributions between labels. This approach increases the distance between clustering centers, bridges subdomain gaps, and enhances subdomain alignment reliability. Experimental results on benchmark datasets (CWRU and JNU) demonstrate that the proposed method achieves superior diagnostic accuracy while significantly reducing computational costs. Comprehensive ablation studies validate the effectiveness of each component, highlighting the robustness and adaptability of the approach across diverse working conditions.

It is crucial for large language models (LLMs) to follow instructions that involve multiple constraints. However, soft constraints are semantically related and difficult to verify through automated methods. These constraints remain a significant challenge for LLMs. To enhance the ability of LLMs to follow soft constraints, we initially design a pipeline to obtain high-quality outputs automatically. Additionally, to fully utilize the acquired data, we introduce a training paradigm based on curriculum learning. We experimentally evaluate the effectiveness of our methods in improving LLMs' soft constraint following ability and analyze the factors driving the improvements. The datasets and code are publicly available at https://github.com/Rainier-rq/FollowSoftConstraints.