Many approaches were explored in recent years to introduce principles of metacognition and meta-learning into cognitive architectures, yet none of them resulted in a scalable human-like learner. This work presents an approach intended to fill the gap between human self-regulated learners and artificial learners by introducing a new spin of the familiar core cognitive architecture paradigm, taking it to a meta-level. The resultant architecture enables in artifacts exclusively human higher cognitive and learning abilities: specifically, deliberative new knowledge construction. Model predictions agree with results of a pilot study with human subjects.

It is still unclear what metacognition is. Two main theories about metacognition are reviewed, each of which claims to provide a better explanation of the phenomenon, while discrediting the other theory as inappropriate. My claim is that in order to do justice to the complex phenomenon of metacognition, we must distinguish two levels of this capacity. It can be shown that each of these theories has been trying to explain only one of the two levels and that, consequently, the conflict between them can be dissolved. Finally, I characterize each level and explain some of their interactions.

Series, held Thursday through Saturday, November 5-7, at he Association for the Advancement of Artificial Intelligence the Westin Arlington Gateway in Arlington, Virginia. The titles of the seven symposia were as follows: (1) Biologically Inspired Cognitive Biologically Inspired Cognitive Architectures Architectures, (2) Cognitive and Metacognitive Cognitive and Metacognitive Educational Systems Educational Systems, (3) Complex Adaptive Complex Adaptive Systems and the Threshold Effect: Views from the Natural Systems and the Threshold Effect: Views and Social Sciences from the Natural and Social Sciences, (4) Manifold Manifold Learning and Its Applications Learning and Its Applications, (5) Multirepresentational Architectures for Human-Level Multirepresentational Architectures for Human-Level Intelligence Intelligence, (6) The Uses of Computational The Uses of Computational Argumentation Argumentation, and (7) Virtual Healthcare Virtual Healthcare Interaction Interaction. An informal reception was held on Thursday, November 5. A general plenary session, in which the highlights of each symposium were presented, was held on Friday, November 6. The challenge of creating a real-life computational equivalent of the human mind requires that we better understand at a computational level how natural intelligent systems develop their cognitive and learning functions. They will behave, variety of disjoined communities and schools of learn, communicate, and "think" as conscious thought that used to speak different languages and beings in general, in addition to being able to perform ignore each other.

This paper reports on the Design Compass, a classroom tool for helping students record and reflect on their design process as they work on and complete a design challenge. The Design Compass software provides an interface where students can identify and record the various design steps they used while performing them, and add digital notes and pictures to document their work. In the Design Log view, students can review steps taken, and print the record of work done, which can be shared and discussed with their instructor or classmates. The paper describes the concepts underlying the creation of the Design Compass, its features as a metacognitive tool and how it works, and provides scenarios of its use as a teaching and assessment tool with eighth-grade technology education students, and in teacher professional development workshops.

Learning about complex and challenging science topics with advanced learning technologies requires students to regulate their learning. The deployment of key cognitive and metacognitive regulatory processes is key to enhancing learning in open-ended learning environments such as hypermedia. In this paper, we propose a metaphor—Computers as MetaCognitive tools—to characterize the complex nature of the learning context, self- regulatory processes, task conditions, and features of advanced learning technologies. We briefly outline the theoretical and conceptual assumptions of self-regulated learning (SRL) underlying MetaTutor, a hypermedia environment designed to train and foster students’ SRL processes in biology. Lastly, we provide preliminary learning outcome and SRL process data on the deployment of SRL processes during learning with MetaTutor.

GLAIR (Grounded Layered Architecture with Integrated Reasoning) is a multi-layered cognitive architecture for embodied agents operating in real,virtual, or simulated environments containing other agents. The highest layer of the GLAIR Architecture, the Knowledge Layer (KL), contains the beliefs of the agent, and is the layer in which conscious reasoning, planning, and act selection is performed. The lowest layer of the GLAIR Architecture, the Sensori-Actuator Layer (SAL), contains the controllers of the sensors and effectors of the hardware or software robot. Between the KL and the SAL is the Perceptuo-Motor Layer (PML), which grounds the KL symbols in perceptual structures and subconscious actions, contains various registers for providing the agent's sense of situatedness in the environment, and handles translation and communication between the KL and the SAL. The motivation for the development of GLAIR has been "Computational Philosophy", the computational understanding and implementation of human-level intelligent behavior without necessarily being bound by the actual implementation of the human mind. Nevertheless, the approach has been inspired by human psychology and biology.

A neural cognitive architecture would be an architecture based on simulated neurons, that provided a set of mechanisms for all cognitive behaviour. Moreover, this would be compatible with biological neural behaviour. As a result, such architectures can both form the basis of a fully-fledged AI and help to explain how cognition emerges from a collection of neurons in the human brain. The development of such a neural cognitive architecture is in its infancy, but a proto-architecture in the form of behaving agents entirely based on simulated neurons is described. These agents take natural language commands, view the environment, plan and act. The development of these agents has led to a series of questions that need to be addressed to advance the development of neural cognitive architectures. These questions include long posed ones where progress has been made, such as the binding and symbol grounding problems; issues about biological architectures including neural models and brain topology; issues of emergent behaviour such as short and long-term Cell Assembly dynamics; and issues of learning such as the stability-plasticity dilemma. These questions can act as a road map for the development of neural cognitive architectures and AIs based on them.

This paper claims for a shift towards "the formal sciences" in the cognitive sciences. In order to explain the phenomenon of cognition, including aspects such as learning and intelligence, it is necessary to explore the concepts and methodologies offered by the formal sciences. In particular, category theory is proposed as the most fitting tool for the building of an unified theory of cognition. This paper proposes a radically new view based in category theory is provided. A cognitive model is informally defined as a mapping between two different structures, while a structure is the set of components of a system and their relationships. Put formally in categorical terms, a model is a functor between categories that reflects the structural invariance between them. In the paper, the theory of categories is presented as the best possible framework to deal with complex system modeling -ie: biologically inspired systems that transcend and offer a much more powerful tool kit to deal with the phenomenon of cognition that other purely verbal tools like the psychological categories that Rosch or Harnad refer.

The challenge of designing a human-level learner is central to creating a computational equivalent of the human mind. It demands the level of robustness and flexibility of learning that is still only available in biological systems. Therefore, it is essential that we better understand at a computational level how biological systems naturally develop their cognitive and learning functions. In recent years, biologically inspired cognitive architectures (BICA) have emerged as a powerful new approach toward gaining this kind of understanding. The impressive success of BICA-2008 was clear evidence of this trend. As the second event in the series, BICA-2009 continues our attack on the challenge, with the overall atmosphere of excitement and promise, brainstorming, and collaboration.

In this position paper we discuss some general properties involved in high-level cognition in situated agents, and sketch an architecture relating sub-symbolic and symbolic information, in which the notion of perceptual inference plays a central role.