This paper proposes a novel agenda for cognitive systems research focused on the "social agency" problem, which concerns acting to produce mental states in other agents in addition to physical states of the world. The capacity for social agency will enable agents to perform a wide array of tasks in close association with people and is a valuable first step towards broader social cognition. We argue that existing cognitive systems have not addressed social agency because they lack a number of the required mechanisms. We describe an initial approach set in a toy scenario based on capabilities native to the ICARUS cognitive architecture. We utilize an analysis of this approach to highlight the open issues required for social agency and to encourage other researchers to address this important problem.

The Betty’s Brain computer-based learning system provides an open-ended and choice-rich environment for science learning. Using the learning-by-teaching paradigm paired with feedback and support provided by two pedagogical agents, the system also promotes the development of self-regulated learning strategies to support preparation for future learning. We apply metacognitive learning theories and experiential analysis to interpret the results from previous classroom studies. We propose an integrated cognitive and metacognitive model for effective, self-regulated student learning in the Betty’s Brain environment, and then apply this model to interpret and analyze common suboptimal learning strategies students apply during their learning. This comparison is used to derive feedback for helping learners overcome these difficulties and adopt more effective strategies for regulating their learning. Preliminary results demonstrate that students who were responsive to the feedback had better learning performance.

This article proposes a suite of design decisions for the overall design of an Artificial Intelligence, i.e., a software system that exhibits intelligence in the spirit of the early days of A.I. research. The key aspects of the proposal are: (1) The identification of the A.I. system as a software individual that has the properties of integrity and persistence; (2) The construction of a software platform that integrates aspects of incremental programming languages and systems as well as of operating systems, with aspects that are intrinsic to knowledge-based artificial intelligence; (3) The use of a representation language that builds on essential aspects of S-expressions, Lisp, logic and extended set theory, but which is used both as a vehicle for software and as a publication language e.g. in lecture notes; (4) The identification of actions and aggregates of actions as first-class citizens in the representation language and as an important type of data object in the software system. The article also describes the Leonardo software platform, its representation language, its educational resources and its knowledgebase library which is one implementation of these proposed design decisions. Finally it makes a proposal concerning the research paradigm for this research area.

This paper discusses the challenge of designing instructable agents that can learn through interaction with a human expert. Learning through instruction is a powerful paradigm for acquiring knowledge because it limits the complexity of the learning task in a variety of ways. To support learning through instruction, the agent must be able to effectively communicate its lack of knowledge to the human, comprehend instructions, and apply them to the ongoing task. Weidentify some problems of concern when designing instructable agents. We propose an agent design that addresses some of these problems. We instantiate this design in the Soar cognitive architecture and analyze its capabilities on a learning task.

This paper argues the position that an essential approach to the advancement of the state of the art in cognitive systems is to focus on systems that deeply integrate knowledge representations, cognitive capabilities, and knowledge content. Integration is the path to aggregating constraints in ways that improve the science of cognitive systems. However, evaluating the role of knowledge among these constraints has largely been ignored, in part because it is difficult to build and evaluate systems that incorporate large amounts of knowledge. We provide suggestions for evaluating such systems and argue that such evaluations will become easier as we come closer to applying usefully new, integrated learning mechanisms that are capable of acquiring large and effective knowledge bases.

Reasoning with commonsense science knowledge is an important challenge for Artificial Intelligence. This paper presents a system that revises its knowledge in a commonsense science domain by constructing and evaluating explanations. Domain knowledge is represented using qualitative model fragments, which are used to explain phenomena via model formulation. Metareasoning is used to (1) score competing explanations numerically along several dimensions and (2) evaluate preferred explanations for global consistency. Inconsistencies cause the system to favor alternative explanations and thereby change its beliefs. We simulate the belief changes of several students during clinical interviews about how the seasons change. We show that qualitative models accurately represent student knowledge and that our system produces and revises a sequence of explanations similar those of the students.

Researchers have studied problems in metacognition both in computers and in humans. In response some have implemented models of cognition and metacognitive activity in various architectures to test and better define specific theories of metacognition. However, current theories and implementations suffer from numerous problems and lack of detail. Here we illustrate the problems with two different computational approaches. The Meta-Cognitive Loop and Meta-AQUA both examine the metacognitive reasoning involved in monitoring and reasoning about failures of expectations, and they both learn from such experiences. But neither system presents a full accounting of the variety of known metacognitive phenomena, and, as far as we know, no extant system does. The problem is that no existing cognitive architecture directly addresses metacognition. Instead, current architectures were initially developed to study more narrow cognitive functions and only later were they modified to include higher level attributes. We claim that the solution is to develop a metacognitive architecture outright, and we begin to outline the structure that such a foundation might have.

The titles of the eight symposia were Artificial Intelligence and Health Communication, Artificial Intelligence and Sustainable Design, Artificial Intelligence for Business Agility, Computational Physiology, Help Me Help You: Bridging the Gaps in Human-Agent Collaboration, Logical Formalizations of Commonsense Reasoning, Multirobot Systems and Physical Data Structures, and Modeling Complex Adaptive Systems As If They Were Voting Processes. The goal of the Artificial Intelligence and Health Communication symposium was to advance the conceptual design of automated systems that provide health services to patients and consumers through interdisciplinary insight from artificial intelligence, health communication and related areas of communication studies, discourse studies, public health, and psychology. There is a large and growing interest in the development of automated systems to provide health services to patients and consumers. In the last two decades, applications informed by research in health communication have been developed, for example, for promoting healthy behavior and for managing chronic diseases. While the value that these types of applications can offer to the community in terms of cost, access, and convenience is clear, there are still major challenges facing design of effective health communication systems. Overall, the participants found the format of the symposium engaging and constructive, and they The symposium was organized around five main expressed the desire to continue this initiative in concepts: (1) Patient empowerment and education further events.

This year, the Robotics Exhibition included two such robotics challenge problems: manipulation and learning by demonstration. In the Small-Scale Manipulation Challenge four teams demonstrated systems playing robotic chess. This exhibit was organized by David Touretzky and Monica D. Anderson. In the Learning by Demonstration Challenge, three teams demonstrated systems learning a block-sorting task. This exhibit was organized by Sonia Chernova. Additionally, this year marked another successful turnout for the Robotics Education Track, organized by Zachary Dodds, which highlights student-and educator-led robotics projects. In this article we give a summary of these three components of the exhibition.

Most methods for decision-theoretic online learning are based on the Hedge algorithm, which takes a parameter called the learning rate. In most previous analyses the learning rate was carefully tuned to obtain optimal worst-case performance, leading to suboptimal performance on easy instances, for example when there exists an action that is significantly better than all others. We propose a new way of setting the learning rate, which adapts to the difficulty of the learning problem: in the worst case our procedure still guarantees optimal performance, but on easy instances it achieves much smaller regret. In particular, our adaptive method achieves constant regret in a probabilistic setting, when there exists an action that on average obtains strictly smaller loss than all other actions. We also provide a simulation study comparing our approach to existing methods.