Robots can serve as safety catalysts on construction job sites by taking over hazardous and repetitive tasks while alleviating the risks associated with existing manual workflows. Research on the safety of physical human-robot interaction (pHRI) is traditionally focused on addressing the risks associated with potential collisions. However, it is equally important to ensure that the workflows involving a collaborative robot are inherently safe, even though they may not result in an accident. For example, pHRI may require the human counterpart to use non-ergonomic body postures to conform to the robot hardware and physical configurations. Frequent and long-term exposure to such situations may result in chronic health issues. Safety and ergonomics assessment measures can be understood by robots if they are presented in algorithmic fashions so optimization for body postures is attainable. While frameworks such as Rapid Entire Body Assessment (REBA) have been an industry standard for many decades, they lack a rigorous mathematical structure which poses challenges in using them immediately for pHRI safety optimization purposes. Furthermore, learnable approaches have limited robustness outside of their training data, reducing generalizability. In this paper, we propose a novel framework that approaches optimization through Reinforcement Learning, ensuring precise, online ergonomic scores as compared to approximations, while being able to generalize and tune the regiment to any human and any task. To ensure practicality, the training is done in virtual reality utilizing Inverse Kinematics to simulate human movement mechanics. Experimental findings are compared to ergonomically naive object handover heuristics and indicate promising results where the developed framework can find the optimal object handover coordinates in pHRI contexts for manual material handling exemplary situations.

Feedback is a critical aspect of improvement. Unfortunately, when there is a lot of feedback from multiple sources, it can be difficult to distill the information into actionable insights. Consider student evaluations of teaching (SETs), which are important sources of feedback for educators. They can give instructors insights into what worked during a semester. A collection of SETs can also be useful to administrators as signals for courses or entire programs. However, on a large scale as in high-enrollment courses or administrative records over several years, the volume of SETs can render them difficult to analyze. In this paper, we discuss a novel method for analyzing SETs using natural language processing (NLP) and large language models (LLMs). We demonstrate the method by applying it to a corpus of 5,000 SETs from a large public university. We show that the method can be used to extract, embed, cluster, and summarize the SETs to identify the themes they express. More generally, this work illustrates how to use the combination of NLP techniques and LLMs to generate a codebook for SETs. We conclude by discussing the implications of this method for analyzing SETs and other types of student writing in teaching and research settings.

The existing methods for evaluating the inference abilities of Large Language Models (LLMs) have been results-centric, making it difficult to assess the inference process. We introduce a new approach using the Abstract and Reasoning Corpus (ARC) dataset to evaluate the inference and contextual understanding abilities of large language models in a process-centric manner. ARC demands rigorous logical structures for problem-solving, making it a benchmark that facilitates the comparison of model inference abilities with humans. Experimental results confirm that while large language models possess weak inference abilities, they still lag in terms of logical coherence, compositionality, and productivity. Our experiments highlight the reasoning capabilities of LLMs, proposing development paths for achieving human-level reasoning.

With the recent advancements in the field of robotics and the increased focus on having general-purpose robots widely available to the general public, it has become increasingly necessary to pursue research into Human-robot interaction (HRI). While there have been a lot of works discussing frameworks for teaching HRI in educational institutions with a few institutions already offering courses to students, a consensus on the course content still eludes the field. In this work, we highlight a few challenges and opportunities while designing an HRI course from an Indian perspective. These topics warrant further deliberations as they have a direct impact on the design of HRI courses and wider implications for the entire field.

The first time Conor Gormally got a concussion, he felt as if he were standing on a ship at sea. A high school soccer player, he had decided to try out something new during his off-season: wrestling. His very first opponent caught him off guard, with a headbutt to the temple. "I stood up, then my horizon tilted to a 40-degree angle and I fell to the ground," Gormally told me years later. He felt the room tip and roll. "I was sobbing and saying, 'I don't know why I'm crying. I don't know what's happening here,' " Gormally recalled. After examining Gormally, the school athletic trainer told him to go home and rest. Gormally's primary care provider said the same thing, adding that he shouldn't return to school or practice until his symptoms resolved.

This paper proposes an adaptive behavioral decision-making method for autonomous vehicles (AVs) focusing on complex merging scenarios. Leveraging principles from non-cooperative game theory, we develop a vehicle interaction behavior model that defines key traffic elements and integrates a multifactorial reward function. Maximum entropy inverse reinforcement learning (IRL) is employed for behavior model parameter optimization. Optimal matching parameters can be obtained using the interaction behavior feature vector and the behavior probabilities output by the vehicle interaction model. Further, a behavioral decision-making method adapted to dynamic environments is proposed. By establishing a mapping model between multiple environmental variables and model parameters, it enables parameters online learning and recognition, and achieves to output interactive behavior probabilities of AVs. Quantitative analysis employing naturalistic driving datasets (highD and exiD) and real-vehicle test data validates the model's high consistency with human decision-making. In 188 tested interaction scenarios, the average human-like similarity rate is 81.73%, with a notable 83.12% in the highD dataset. Furthermore, in 145 dynamic interactions, the method matches human decisions at 77.12%, with 6913 consistence instances. Moreover, in real-vehicle tests, a 72.73% similarity with 0% safety violations are obtained. Results demonstrate the effectiveness of our proposed method in enabling AVs to make informed adaptive behavior decisions in interactive environments.

Brain-Computer interfaces (BCIs) are typically designed to be lightweight and responsive in real-time to provide users timely feedback. Classical feature engineering is computationally efficient but has low accuracy, whereas the recent neural networks (DNNs) improve accuracy but are computationally expensive and incur high latency. As a promising alternative, the low-dimensional computing (LDC) classifier based on vector symbolic architecture (VSA), achieves small model size yet higher accuracy than classical feature engineering methods. However, its accuracy still lags behind that of modern DNNs, making it challenging to process complex brain signals. To improve the accuracy of a small model, knowledge distillation is a popular method. However, maintaining a constant level of distillation between the teacher and student models may not be the best way for a growing student during its progressive learning stages. In this work, we propose a simple scheduled knowledge distillation method based on curriculum data order to enable the student to gradually build knowledge from the teacher model, controlled by an $\alpha$ scheduler. Meanwhile, we employ the LDC/VSA as the student model to enhance the on-device inference efficiency for tiny BCI devices that demand low latency. The empirical results have demonstrated that our approach achieves better tradeoff between accuracy and hardware efficiency compared to other methods.

Instruction tuning effectively optimizes Large Language Models (LLMs) for downstream tasks. Due to the changing environment in real-life applications, LLMs necessitate continual task-specific adaptation without catastrophic forgetting. Considering the heavy computational cost, replay-based Continual Learning (CL) methods are the simplest and most widely used for LLMs to address the forgetting issue. However, traditional replay-based methods do not fully utilize instructions to customize the replay strategy. In this work, we propose a novel paradigm called Instruction-based Continual Learning (InsCL). InsCL dynamically replays previous data based on task similarity, calculated by Wasserstein Distance with instructions. Moreover, we further introduce an Instruction Information Metric (InsInfo) to quantify the complexity and diversity of instructions. According to InsInfo, InsCL guides the replay process more inclined to high-quality data. We conduct extensive experiments over 16 tasks with different training orders, observing consistent performance improvements of InsCL. When all tasks have been trained, InsCL achieves performance gains of 3.0 Relative Gain compared with Random Replay, and 27.96 Relative Gain compared with No Replay.

Leveraging the synergy between causal knowledge graphs and a large language model (LLM), our study introduces a groundbreaking approach for computational hypothesis generation in psychology. We analyzed 43,312 psychology articles using a LLM to extract causal relation pairs. This analysis produced a specialized causal graph for psychology. Applying link prediction algorithms, we generated 130 potential psychological hypotheses focusing on `well-being', then compared them against research ideas conceived by doctoral scholars and those produced solely by the LLM. Interestingly, our combined approach of a LLM and causal graphs mirrored the expert-level insights in terms of novelty, clearly surpassing the LLM-only hypotheses (t(59) = 3.34, p=0.007 and t(59) = 4.32, p<0.001, respectively). This alignment was further corroborated using deep semantic analysis. Our results show that combining LLM with machine learning techniques such as causal knowledge graphs can revolutionize automated discovery in psychology, extracting novel insights from the extensive literature. This work stands at the crossroads of psychology and artificial intelligence, championing a new enriched paradigm for data-driven hypothesis generation in psychological research.

Due to privacy or patent concerns, a growing number of large models are released without granting access to their training data, making transferring their knowledge inefficient and problematic. In response, Data-Free Knowledge Distillation (DFKD) methods have emerged as direct solutions. However, simply adopting models derived from DFKD for real-world applications suffers significant performance degradation, due to the discrepancy between teachers' training data and real-world scenarios (student domain). The degradation stems from the portions of teachers' knowledge that are not applicable to the student domain. They are specific to the teacher domain and would undermine students' performance. Hence, selectively transferring teachers' appropriate knowledge becomes the primary challenge in DFKD. In this work, we propose a simple but effective method AuG-KD. It utilizes an uncertainty-guided and sample-specific anchor to align student-domain data with the teacher domain and leverages a generative method to progressively trade off the learning process between OOD knowledge distillation and domain-specific information learning via mixup learning. Extensive experiments in 3 datasets and 8 settings demonstrate the stability and superiority of our approach. Code available at https://github.com/IshiKura-a/AuG-KD .