Simulation techniques used to generate complex biological models are becoming promising research tools in oncology. Using a general Complex Adaptive Systems model that can be tailored to map various phenomena, here, we describe how this model applies to tumor growth. The multi-agent modeling environment is generated using Netlogo. The stochastic model consists of active objects including normal immune and cancer cells. The simulations conducted mimicked the tumor progression success and failure and the status of the tumor mass despite constant variations remained stable for an extended time. Furthermore, increasing the efficiency of the immune cells led to decreases in tumor cell numbers variable in both occurrence time and duration.

It has been hypothesized that to maximize learning, intelligent tutoring systems should detect and respond to both cognitive student states, and affective and metacognitive states such as uncertainty. In intelligent tutoring research so far, student state detection is primarily based on information available from a single student-system exchange unit, or turn. However, the features used in the detection of such states may have a temporal component, spanning multiple turns, and may change throughout the tutoring process. To test this hypothesis, an interactive tool was implemented for the visual analysis of prosodic features across a corpus of student turns previously annotated for uncertainty. The tool consists of two complementary visualization modules. The first module allows researchers to visually mine the feature data for patterns per individual student dialogue, and form hypotheses about feature dependencies. The second module allows researchers to quickly test these hypotheses on groups of students through statistical visual analysis of feature dependencies. Results show that significant differences exist among feature patterns across different student groups. Further analysis suggests that feature patterns may vary with student domain knowledge.

Uncertainty in natural language dialogue is often treated through stochastic models. Some of the authors already presented TutorJ that is an Intelligent Tutoring System, whose interaction with the user is very intensive, and makes use of both dialogic and graphical modality. When managing the interaction, the system needs to cope with uncertainty due to the understanding of the user's needs and wishes. In this paper we present the extended version of TutorJ, focusing on the new features added to its chatbot module. These features allow to merge deterministic and probabilistic reasoning in dialogue management, and in writing the rules of the system's procedural memory.

In this work an AI/ICT Platform is presented, to develop cognitive networks to cope with a management of a great availability of data and a necessity to dispose of prompt right information, extracted by data. In fact, the better strategic decision arise by a prompt availability of target and effective information. A cognitive network, and in particular an intelligent grid, helps to reach this goal. This intelligent grid allows to integrate many data source to drive analytics which transform data into useful information to support advanced operational control and strategic decision making. To realize an intelligent grid, it is necessary, firstly, capturing Knowledge, transforming data in information and introducing the knowledge in ICT framework and in Real-Time Systems. This is the right way to have a set of target and suitable information by using to take a correct decision, especially in real-time problem. So, in this work XBASE Cognitive Mapping Tool is presented. This tool allows to develop an intelligent grid, to support and “automate” strategic decision and so, to solve, also in real-time, every kind of problems. In particular, an application of this tool is presented, in monitoring of wastewater, the “BATTLE” Project.

Design-based learning (DBL) has many affordances for promoting deep and lasting learning of both content and complex skills. However, careful orchestration and scaffolding are usually needed to achieve its full potential. In this paper, we describe our efforts at implementing a software suite to meet the cognitive and meta-cognitive needs of learners engaged in DBL. In Study 1, our software suite gave learners the opportunity to design in simulation, to run experiments to learn the effects of variables, and it scaffolded science explanation construction. Through our analysis of study 1 we identified both cognitive and metacognitive needs that the software did not provide for. To meet these additional requirements, we added an interactive science resource and a case library to the software to provide multi-representational content material, to facilitate exploration, and to invite metacognitive reflection needed to do well at learning through design. Learners recognized what they did not understand, took initiative to explore those science concepts, and applied them in novel ways. We present here our analysis of the kinds of metacognitive help learners need to productively learn from design activities and some ways of providing that help. Our conclusion is that cognitive aid without related metacognitive aid is insufficient in a DBL environment.

The web forum is a key tool in the building of new knowledge among students in Learning Management Systems. Students’ posted messages, in fact, build up a relationship network which supports a collaborative reflection about the forum topic. In this network two interaction levels can be distinguished. The former is the interaction between peers (the students), the latter between students and instructors (teachers and tutors). The role of the second interaction is particularly important as a feedback mechanism in the discussion dynamic but it is subjected to two kinds of limitations. The first one is the huge number of messages that makes difficult, for tutors and teachers, to quickly evaluate the progress of their students and the second one is the subjective bias of the tutors that influence the evaluation. In order to limit these two inefficiencies a multiagent system can be used to monitor such evolution and recognize the state in which the forum is. Such system is based on metrics derived from the textual and social network analysis that, feeding a rule engine, gives the instructor a more objective view of the forum evolution.

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.

The current "Cognitive Systems" initiative under the Euro­pean Commission's "7th Framework Programme for Re­search and Technological Development (FP7)" originated shortly after the turn of the millenium when, under the heading of "Cognitive Vision", a set of nine projects was selected for funding. Its general aim is to give a new im­petus to (1) strengthening the scientific foundation for en­gineering artificial cognitive systems - i.e., artificial sys­tems that perceive and (inter-) act, based on a suitable un­derstanding of their environment; and thus to provide the ground for (2) advancing or creating enabling technologies for a variety of applications involving interaction within all sorts of environment. These pertain to, for instance, but not exclusively, robotics, assistive technologies, and language and vision based man-machine interfaces. As of November 2009 the "Cognitive Systems, Interaction, and Robotics" portfolio comprises some 100 projects, finished and ongo­ing ones, representing almost 300 MEuro in funding. This talk addresses the background, rationale and context of the European "Cognitive Systems" initiative. It high­lights key issues, current achievements and possible future directions.

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.

By this paper we would like to open a discussion on the need ofBy this paper we would like to open a discussion on the need of Emotional Intelligence as a feature in machines interacting with humans. However, we restrain from making a statement about the need of emotional experience in machines. We argue that providing machines computable means for processing emotions is a practical need requiring implementation of a set of abilities included in the Emotional Intelligence Framework. We introduce our methods and present the results of some of the first experiments we performed in this matter.