One issue facing agents that accumulate large bodies of knowledge is determining whether they have knowl- edge that is relevant to its current goals. Performing comprehensive searches of long-term memory in every situation can be computationally expensive and disrup- tive to task reasoning. In this paper, we demonstrate that the recognition judgment — a heuristic for whether memory structures have been previously perceived — can serve as a low-cost indicator of the existence of potentially relevant knowledge. We present an approach for computing both context-dependent and context- independent recognition judgments using processes and data shared with declarative memories. We then de- scribe an initial, efficient implementation in the Soar cognitive architecture and evaluate our system in a word sense disambiguation task, showing that it reduces the number of memory searches without degrading agent performance.

Intelligent tutoring systems (ITS) is a multidisciplinary field of study that draws upon artificial intelligence, computer science, and cognitive science to create computerized tutoring systems that offer immediate feedback and individualized instruction. Broadly construed, most intelligent tutoring systems can be characterized as having two loops: an outer loop and an inner loop. In general, the goal of the track is to bring together an international group of scientists to present current research, design, and empirical evaluations of their tutoring systems. is track is meant to inform researchers on the recent developments in both the design of tutoring systems, as well as their evaluation. Topics included game-based, narrative-based and virtual learning environments; NLP and dialogue in tutoring systems; modeling and shaping affective state; metacognition; gaming the system; ill-defined domains; educational data mining; authoring tools for nonexperts; adaptive educational hypermedia; collaborative and group learning; open learner modeling; ontology engineering for educational purposes; novel interfaces; human computer interaction in educational settings; design decisions to increase engagement; and assistive technologies for learners with special needs.

In this article, an enactive architecture is described that allows a humanoid robot to learn to compose simple actions into turn-taking behaviors while playing interaction games with a human partner. The robot's action choices are reinforced by social feedback from the human in the form of visual attention and measures of behavioral synchronization. We demonstrate that the system can acquire and switch between behaviors learned through interaction based on social feedback from the human partner. The role of reinforcement based on a short term memory of the interaction is experimentally investigated. Results indicate that feedback based only on the immediate state is insufficient to learn certain turn-taking behaviors. Therefore some history of the interaction must be considered in the acquisition of turn-taking, which can be efficiently handled through the use of short term memory.

People acquire new knowledge in various ways and this helps them to adapt to changing environment properly. In this paper, we investigatethe interoperation of multiple learning mechanisms within a single system. We extend a cognitive architecture, ICARUS, to have three different modes of learning. Through experiments in a modified Blocks World and a route generation domain, we test and demonstrate the system's ability to get synergistic effects from these learning mechanisms.

Desiderata for cognitive architectures that are to support the extent of human-level intelligence required in virtual humans imply the need to bridge a range of dichotomies faced by such architectures. The focus here is first on two general approaches to building such bridges — addition and reduction — and then on a pair of general tools – graphical models and piecewise continuous functions — that exploit the second approach towards developing such an architecture. Evaluation is in terms of the architecture’s demonstrated ability and future potential for bridging the dichotomies.

In most cognitive architectures, episodic memory is either not implemented, or plays a secondary role. In contrast, in the Xapagy architecture episodic memory is the primary means of acquiring and using knowledge. Shadowing, the main reasoning method of the system, relies on unprocessed historical recordings of concrete events to determine the agent's behavior. This paper outlines the use of episodic memory in Xapagy, and investigates whether episodic memory might play a wider role in cognitive architectures at large.

One approach to bridging the historic divide between "symbolic" and "subsymbolic" AI is to incorporate a subsymbolic system and a symbolic system into a synergetic integrative cognitive architecture. Here we consider various issues related to incorporating (subsymbolic) compositional spatiotemporal deep learning networks (CSDLNs, a term introduced to denote the category including HTM, DeSTIN and other similar systems) into an integrative cognitive architecture including symbolic aspects. The core conclusion is that for such integration to be meaningful, it must involve dynamic and adaptive linkage and conversion between CSDLN attractors spanning sensory, motor and goal hierarchies, and analogous representations in the remainder of the integrative architecture. We suggest the mechanism of "semantic CSDLNs", which maintain the general structure of CSDLNs but contain more abstract patterns, similar to those represented in more explicitly symbolic AI systems. This notion is made concrete by describing a planned integration of the DeSTIN CSDLN into the OpenCog integrative cognitive system (which includes a probabilistic-logical symbolic component).

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.

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.

In the context of cognitive architectures, memory is typically considered as a passive storage device with the sole purpose of maintaining and retrieving information relevant to ongoing cognitive processing. If memory is instead considered to be a fundamentally active aspect of cognition, as increasingly suggested by empirically-derived neurophysiological theory, this passive role must be reinterpreted. In this perspective, memory is the distributed substrate of cognition, forming the foundation for cross-modal priming, and hence soft cross-modal coordination. This paper seeks to describe what a cognitive architecture based on this perspective must involve, and initiates an exploration into how human-level cognitive competencies (namely episodic memory, word label conjunction learning, and social behaviour) can be accounted for in such a low-level framework. This proposal of a memory-centred cognitive architecture presents new insights into the nature of cognition, with benefits for computational implementations such as generality and robustness that have only begun to be exploited.