We describe some experiments which simulate a grounded approach to the acquisition of the cognitive and linguistic competence required to communicate propositional logic sentences. This encompasses both the construction of a conceptualisation of its environment by each individual agent and of a shared language by the population. The processes of conceptualisation and language acquisition in each individual agent are based on general purpose cognitive capacities, such as categorisation, discrimination, invention, adoption and induction. The construction of a shared language by the population is achieved using a particular type of linguistic interaction, known as the evaluation game, which gives rise to a common set of linguistic conventions through a process of self-organisation. This work addresses the problem of the acquisition of both the semantics and the syntax of propositional logic. Trying to learn these two aspects at the same time is more difficult than learning the semantics or the syntax of propositional logic separately. Because the agents must coordinate their linguistic behaviour taking into account only the subset of objects which constitutes the topic of a particular linguistic interaction. This means that a pair of agents can communicate successfully about a particular subset of objects (a topic) even if they use different conceptualisations (formulas) in order to identify the same topic. And this introduces a high degree of ambiguity in the interpretation process the agents have to deal with when they try to construct a shared communication language. In spite of this, the results of the experiments show that at the end of the simulation runs the individual agents build different conceptualisations and grammars, but that the conceptualisations and grammars of the agents in the population are compatible in the sense that they guarantee the unambiguous communication of propositional logic sentences.

Dramatic advances in the last six months in High Definition Fiber Tracking (HDFT) make it possible to image the fiber connectivity from source to destination mapping hundreds of thousands fiber tracks with sufficient resolution to identify the cable level circuit diagram of the human brain. Brain activity imaging studies using functional Magnetic Resonance Imagining (fMRI) identify differential activation patterns as a function of task and level of practice. These data show subnetworks with communication of high bandwidth vector associations, scalar priority and control signals, and interactions with control and meta cognition. The connectivity and activity data support a triarchic cognitive architecture. Processing is the synergistic interaction of three interlinked cognitive computational systems with differential computation role and evolutionary history. These data provided a detailed diagram to guide reverse engineering of the systems levels of the human brain.

A true human-level learner should be able to deliberately construct its own knowledge, its processes of reasoning resulting in a new knowledge, its system of values and goals, and the scenario of its cognitive growth. These capabilities require a cognitive architecture of a new kind that supports metacognition, self-awareness and self-regulation. An example architecture design called Constructor is described in this work. The main distinguishing feature of this architecture is its virtually unlimited self-regulated cognitive growth ability. Other features include metacognition, self-awareness, and an intrinsic embodiment in virtual reality that is used, e.g., for active construction of cognitive and learning processes.

In this paper we describe our vision on how to create a system that acquires moral rules by learning affective meaning of human experiences written on the web.

Creating new concepts from data is a hard problem in the development of cognitive architectures, but one that must be solved for the BICA community to declare success.  Two concept generation algorithms are presented here that are appropriate to different levels of concept abstraction: state-space partitioning with decision trees and context-based similarity.

This work presents a new application of a mathematical theory of psychological behavior from Usher and McClelland and the random utility model from McFadden, to the web user behavior. The model describes the stochastic behavior of a general kind of web users, consisting of the probability of following a hyperlink for a specific length of time. The simulation experiment together with the artificial agent illustrates behavioral patterns characteristic of human subjects.

Oscillatory neural networks have been an increasing focus of study over the last several years. Here we consider simple oscillatory memories for short-term retention of items occurring as temporal sequences. By incorporating decay as well as interference, we find that it is easy to match behavioral data from human subjects recalling temporal sequences under different situations by adjusting a single parameter in the model. These results suggest that simple oscillatory memories capture at least some key properties of human short-term memory, and might be used effectively in future biologically-inspired cognitive architectures.

The Institute of Education Sciences (IES) provides funding opportunities for researchers to bring their knowledge of learning, cognitive science, and technology to bear on education practice. This panel describes opportunities available through the National Center for Education Research and the National Center for Special Education Research.

Engineering principles when coupled with a clear set of goals/constraints/behaviors can help guide the development of effective cognitive architectures.

Our goal is for an autonomous learning agent to acquire the knowledge that serves as the foundations of common sense from its own experience without outside guidance. This requires the agent to (1) learn the structure of its own sensors and effectors; (2) learn a model of space around itself; (3) learn to move effectively in that space; (4) identify and describe objects, as distinct from the static environment; (5) learn and represent actions for affecting those objects, including preconditions and postconditions, and so on. We will provide examples of progress we have made, and the roadmap we envision for future research.