Since the reinvigoration of emotions research, many computationalmodels of emotion have been developed. None ofthese models, however, fully address the integration of emotiongeneration and emotional effect in the context of cognitiveprocesses. This paper seeks to unify various modelsof computational emotions while fully integrating with workdone in cognitive architectures. We propose a perspective onhow this integration would occur and EmoCog, a cognitivearchitecture with mechanisms for emotion generation and effects.

In order to understand the role of metacognition and self-regulation in student learning, 35 college students were asked to solve problems in college linear algebra and in remedial math using Cognitive Constructor. Results reveal the predominance of forward chaining in problem solving.

We present an instance-based, online method for learning action models in unanticipated, relational domains. Our algorithm memorizes pre- and post-states of transitions an agent encounters while experiencing the environment, and makes predictions by using analogy to map the recorded transitions to novel situations. Our algorithm is implemented in the Soar cognitive architecture, integrating its task-independent episodic memory module and analogical reasoning implemented in procedural memory. We evaluate this algorithm’s prediction performance in a modified version of the blocks world domain and the taxi domain. We also present a reinforcement learning agent that uses our model learning algorithm to significantly speed up its convergence to an optimal policy in the modified blocks world domain.

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.

A distributed non-hierarchical metacognitive architec- ture is one in which all meta-level reasoning compo- nents are subject to meta-level monitoring and manage- ment by other components. Such metacognitive distri- bution can support the robustness of distributed IT sys- tems in which humans and artificial agents are partic- ipants. However, robust metacognition also needs to be context-aware and use diversity in its reasoning and analysis methods. Both these requirements mean that an agent evaluates its reasoning within a “bigger picture” and that it can monitor this global picture from multi- ple perspectives. In particular, social context-awareness involves understanding the goals and concerns of users and organisations. In this paper, we first present a conceptual architecture for distributed metacognition with context-awareness and diversity. We then consider the challenges of apply- ing this architecture to autonomic management systems in scenarios where agents must collectively diagnose and respond to errors and intrusions. Such autonomic systems need rich semantic knowledge and diverse data sources in order to provide the necessary context for their metacognitive evaluations and decisions.

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.

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.

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.