Wearable AI systems aim to provide timely assistance in daily life, but existing approaches often rely on user initiation or predefined task knowledge, neglecting users' current mental states. We introduce ProMemAssist, a smart glasses system that models a user's working memory (WM) in real-time using multi-modal sensor signals. Grounded in cognitive theories of WM, our system represents perceived information as memory items and episodes with encoding mechanisms, such as displacement and interference. This WM model informs a timing predictor that balances the value of assistance with the cost of interruption. In a user study with 12 participants completing cognitively demanding tasks, ProMemAssist delivered more selective assistance and received higher engagement compared to an LLM baseline system. Qualitative feedback highlights the benefits of WM modeling for nuanced, context-sensitive support, offering design implications for more attentive and user-aware proactive agents.

Why do we give the explanations we do? Recent work has suggested that we should think of explanation as a kind of cooperative social interaction, between a why-question-asker and an explainer. Here, we apply this perspective to consider the role that emotion plays in this social interaction. We develop a computational framework for modeling explainers who consider the emotional impact an explanation might have on a listener. We test our framework by using it to model human intuitions about how a doctor might explain to a patient why they have a disease, taking into account the patient's propensity for regret. Our model predicts human intuitions well, better than emotion-agnostic ablations, suggesting that people do indeed reason about emotion when giving explanations.

Artificial intelligence (AI) has sparked immense interest in drug discovery, but most current approaches only digitize existing high-throughput experiments. They remain constrained by conventional pipelines. As a result, they do not address the fundamental challenges of predicting drug effects in humans. Similarly, biomedical digital twins, largely grounded in real-world data and mechanistic models, are tailored for late-phase drug development and lack the resolution to model molecular interactions or their systemic consequences, limiting their impact in early-stage discovery. This disconnect between early discovery and late development is one of the main drivers of high failure rates in drug discovery. The true promise of AI lies not in augmenting current experiments but in enabling virtual experiments that are impossible in the real world: testing novel compounds directly in silico in the human body. Recent advances in AI, high-throughput perturbation assays, and single-cell and spatial omics across species now make it possible to construct programmable virtual humans: dynamic, multiscale models that simulate drug actions from molecular to phenotypic levels. By bridging the translational gap, programmable virtual humans offer a transformative path to optimize therapeutic efficacy and safety earlier than ever before. This perspective introduces the concept of programmable virtual humans, explores their roles in a new paradigm of drug discovery centered on human physiology, and outlines key opportunities, challenges, and roadmaps for their realization.

Generative agents have made significant progress in simulating human behavior, but existing frameworks often simplify emotional modeling and focus primarily on specific tasks, limiting the authenticity of the simulation. Our work proposes the Psychological-mechanism Agent (PSYA) framework, based on the Cognitive Triangle (Feeling-Thought-Action), designed to more accurately simulate human behavior. The PSYA consists of three core modules: the Feeling module (using a layer model of affect to simulate changes in short-term, medium-term, and long-term emotions), the Thought module (based on the Triple Network Model to support goal-directed and spontaneous thinking), and the Action module (optimizing agent behavior through the integration of emotions, needs and plans). To evaluate the framework's effectiveness, we conducted daily life simulations and extended the evaluation metrics to self-influence, one-influence, and group-influence, selection five classic psychological experiments for simulation. The results show that the PSYA framework generates more natural, consistent, diverse, and credible behaviors, successfully replicating human experimental outcomes. Our work provides a richer and more accurate emotional and cognitive modeling approach for generative agents and offers an alternative to human participants in psychological experiments.

Though humans seem to be remarkable learners, arguments in cognitive science and philosophy of mind have long maintained that learning something fundamentally new is impossible. Specifically, Jerry Fodor's arguments for radical concept nativism hold that most, if not all, concepts are innate and that what many call concept learning never actually leads to the acquisition of new concepts. These arguments have deeply affected cognitive science, and many believe that the counterarguments to radical concept nativism have been either unsuccessful or only apply to a narrow class of concepts. This paper first reviews the features and limitations of prior arguments. We then identify three critical points - related to issues of expressive power, conceptual structure, and concept possession - at which the arguments in favor of radical concept nativism diverge from describing actual human cognition. We use ideas from computer science and information theory to formalize the relevant ideas in ways that are arguably more scientifically productive. We conclude that, as a result, there is an important sense in which people do indeed learn new concepts.

Despite growing interest in Learning-by-Teaching (LbT), few studies have explored how this paradigm can be implemented with autonomous, peer-like social robots in real classrooms. Most prior work has relied on scripted or Wizard-of-Oz behaviors, limiting our understanding of how real-time, interactive learning can be supported by artificial agents. This study addresses this gap by introducing Interactive Reinforcement Learning (RL) as a cognitive model for teachable social robots. We conducted two between-subject experiments with 58 primary school children, who either taught a robot or practiced independently on a tablet while learning French vocabulary (memorization) and grammatical rules (inference). The robot, powered by Interactive RL, learned from the child's evaluative feedback. Children in the LbT condition achieved significantly higher retention gains compared to those in the self-practice condition, especially on the grammar task. Learners with lower prior knowledge benefited most from teaching the robot. Behavioural metrics revealed that children adapted their teaching strategies over time and engaged more deeply during inference tasks. This work makes two contributions: (1) it introduces Interactive RL as a pedagogically effective and scalable model for peer-robot learning, and (2) it demonstrates, for the first time, the feasibility of deploying multiple autonomous robots simultaneously in real classrooms. These findings extend theoretical understanding of LbT by showing that social robots can function not only as passive tutees but as adaptive partners that enhance meta-cognitive engagement and long-term learning outcomes.

Human planning is efficient -- it frugally deploys limited cognitive resources to accomplish difficult tasks -- and flexible -- adapting to novel problems and environments. Computational approaches suggest that people construct simplified mental representations of their environment, balancing the complexity of a task representation with its utility. These models imply a nested optimisation in which planning shapes perception, and perception shapes planning -- but the perceptual and attentional mechanisms governing how this interaction unfolds remain unknown. Here, we harness virtual maze navigation to characterise how spatial attention controls which aspects of a task representation enter subjective awareness and are available for planning. We find that spatial proximity governs which aspects of a maze are available for planning, and that when task-relevant information follows natural (lateralised) contours of attention, people can more easily construct simplified and useful maze representations. This influence of attention varies considerably across individuals, explaining differences in people's task representations and behaviour. Inspired by the 'spotlight of attention' analogy, we incorporate the effects of visuospatial attention into existing computational accounts of value-guided construal. Together, our work bridges computational perspectives on perception and decision-making to better understand how individuals represent their environments in aid of planning.

The quantification of social science remains a longstanding challenge, largely due to the philosophical nature of its foundational theories. Although quantum computing has advanced rapidly in recent years, its relevance to social theory remains underexplored. Most existing research focuses on micro-cognitive models or philosophical analogies, leaving a gap in system-level applications of quantum principles to the analysis of social systems. This study addresses that gap by proposing a theoretical and computational framework that combines quantum mechanics with Generative AI to simulate the emergence and evolution of social norms. Drawing on core quantum concepts--such as superposition, entanglement, and probabilistic measurement--this research models society as a dynamic, uncertain system and sets up five ideal-type experiments. These scenarios are simulated using 25 generative agents, each assigned evolving roles as compliers, resistors, or enforcers. Within a simulated environment monitored by a central observer (the Watcher), agents interact, respond to surveillance, and adapt to periodic normative disruptions. These interactions allow the system to self-organize under external stress and reveal emergent patterns. Key findings show that quantum principles, when integrated with generative AI, enable the modeling of uncertainty, emergence, and interdependence in complex social systems. Simulations reveal patterns including convergence toward normative order, the spread of resistance, and the spontaneous emergence of new equilibria in social rules. In conclusion, this study introduces a novel computational lens that lays the groundwork for a quantum-informed social theory. It offers interdisciplinary insights into how society can be understood not just as a structure to observe but as a dynamic system to simulate and redesign through quantum technologies.

Student cognitive modeling (SCM) is a fundamental task in intelligent education, with applications ranging from personalized learning to educational resource allocation. By exploiting students' response logs, SCM aims to predict their exercise performance as well as estimate knowledge proficiency in a subject. Data mining approaches such as matrix factorization can obtain high accuracy in predicting student performance on exercises, but the knowledge proficiency is unknown or poorly estimated. The situation is further exacerbated if only sparse interactions exist between exercises and students (or knowledge concepts). To solve this dilemma, we root monotonicity (a fundamental psychometric theory on educational assessments) in a co-factorization framework and present an autoencoder-like nonnegative matrix co-factorization (AE-NMCF), which improves the accuracy of estimating the student's knowledge proficiency via an encoder-decoder learning pipeline.

Humans learn from visual inputs at multiple timescales, both rapidly and flexibly acquiring visual knowledge over short periods, and robustly accumulating online learning progress over longer periods. Modeling these powerful learning capabilities is an important problem for computational visual cognitive science, and models that could replicate them would be of substantial utility in real-world computer vision settings. In this work, we establish benchmarks for both real-time and life-long continual visual learning. Our real-time learning benchmark measures a model's ability to match the rapid visual behavior changes of real humans over the course of minutes and hours, given a stream of visual inputs. Our life-long learning benchmark evaluates the performance of models in a purely online learning curriculum obtained directly from child visual experience over the course of years of development.