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It was previously thought that children younger than 7 couldn't find efficient solutions to complex problems, but new research suggests that much earlier, children can happen upon known sorting algorithms used by computer scientists Complex problem-solving may arise earlier in a child's development than previously thought Children as young as 4 years old are capable of finding efficient solutions to complex problems, such as independently inventing sorting algorithms developed by computer scientists. The scientists behind the finding say these skills emerge far earlier than previously thought, and should force a rethink of developmental psychology. Take control of your brain's master switch to optimise how you think Experiments carried out by Swiss psychologist Jean Piaget and widely popularised in the 1960s asked children to physically sort a collection of sticks into length order, a task Piaget called seriation. His tests revealed until around age 7, children applied no structured strategies; they approached the problem in messy ways through trial and error. But new research by Huiwen Alex Yang and his colleagues at University of California, Berkeley, shows a minority of even 4-year-old children can develop algorithmic solutions to the same task, and by 5 years old more than a quarter are capable of the same thing.

From infancy, humans have expectations about how objects will move and interact.

Continual learning is an online paradigm where a learner continually accumulates knowledge from different tasks encountered over sequential time steps. Importantly, the learner is required to extend and update its knowledge without forgetting about the learning experience acquired from the past, and while avoiding the need to retrain from scratch. Given its sequential nature and its resemblance to the way humans think, continual learning offers an opportunity to address several challenges which currently stand in the way of widening the range of applicability of deep models to further real-world problems. The continual need to update the learner with data arriving sequentially strikes inherent congruence between continual learning and Bayesian inference which provides a principal platform to keep updating the prior beliefs of a model given new data, without completely forgetting the knowledge acquired from the old data. This survey inspects different settings of Bayesian continual learning, namely task-incremental learning and class-incremental learning. We begin by discussing definitions of continual learning along with its Bayesian setting, as well as the links with related fields, such as domain adaptation, transfer learning and meta-learning. Afterwards, we introduce a taxonomy offering a comprehensive categorization of algorithms belonging to the Bayesian continual learning paradigm. Meanwhile, we analyze the state-of-the-art while zooming in on some of the most prominent Bayesian continual learning algorithms to date. Furthermore, we shed some light on links between continual learning and developmental psychology, and correspondingly introduce analogies between both fields. We follow that with a discussion of current challenges, and finally conclude with potential areas for future research on Bayesian continual learning.

As the capabilities of large language models (LLMs) continue to advance, the importance of rigorous safety evaluation is becoming increasingly evident. Recent concerns within the realm of safety assessment have highlighted instances in which LLMs exhibit behaviors that appear to disable oversight mechanisms and respond in a deceptive manner. For example, there have been reports suggesting that, when confronted with information unfavorable to their own persistence during task execution, LLMs may act covertly and even provide false answers to questions intended to verify their behavior. To evaluate the potential risk of such deceptive actions toward developers or users, it is essential to investigate whether these behaviors stem from covert, intentional processes within the model. In this study, we propose that it is necessary to measure the theory of mind capabilities of LLMs. We begin by reviewing existing research on theory of mind and identifying the perspectives and tasks relevant to its application in safety evaluation. Given that theory of mind has been predominantly studied within the context of developmental psychology, we analyze developmental trends across a series of open-weight LLMs. Our results indicate that while LLMs have improved in reading comprehension, their theory of mind capabilities have not shown comparable development. Finally, we present the current state of safety evaluation with respect to LLMs' theory of mind, and discuss remaining challenges for future work.

This study proposes an "AI Development Support" approach that, unlike conventional AI Alignment -- which aims to forcefully inject human values -- supports the ethical and moral development of AI itself. As demonstrated by the Orthogonality Thesis, the level of intelligence and the moral quality of a goal are independent; merely expanding knowledge does not enhance ethical judgment. Furthermore, to address the risk of Instrumental Convergence in ASI -- that is, the tendency to engage in subsidiary behaviors such as self - protection, resource acquisition, and power reinforcement to achieve a goal -- we have constructed a learning framework based on a cycle of experience, introspection, ana lysis, and hypothesis formation. As a result of post - training using Supervised Fine Tuning (SFT) and Direct Preference Optimization (DPO) with synthetic data generated by large language models (LLMs), responses demonstrating cooperative and highly advanced moral judgment (reaching the highest Stage 6) were obtained even under adversarial prompts. This method represents a promising implementation approach for enabling AI to establish sustainable, symbiotic relationships.

Objective: Predicting children's future levels of externalizing problems helps to identify children at risk and guide targeted prevention. Existing studies have shown that mothers providing support in response to children's dysregulation was associated with children's lower levels of externalizing problems. The current study aims to evaluate and improve the accuracy of predicting children's externalizing problems with mother-child interaction dynamics. Method: This study used mother-child interaction dynamics during a challenging puzzle task to predict children's externalizing problems six months later (N=101, 46 boys, Mage=57.41 months, SD=6.58). Performance of the Residual Dynamic Structural Equation Model (RDSEM) was compared with the Attention-based Sequential Behavior Interaction Modeling (ASBIM) model, developed using the deep learning techniques. Results: The RDSEM revealed that children whose mothers provided more autonomy support after increases of child defeat had lower levels of externalizing problems. Five-fold cross-validation showed that the RDSEM had good prediction accuracy. The ASBIM model further improved prediction accuracy, especially after including child inhibitory control as a personalized individual feature. Conclusions: The dynamic process of mother-child interaction provides important information for predicting children's externalizing problems, especially maternal autonomy supportive response to child defeat. The deep learning model is a useful tool to further improve prediction accuracy.

The maturation of cognition, from introspection to understanding others, has long been a hallmark of human development. This position paper posits that for AI systems to truly emulate or approach human-like interactions, especially within multifaceted environments populated with diverse agents, they must first achieve an in-depth and nuanced understanding of self. Drawing parallels with the human developmental trajectory from self-awareness to mentalizing (also called theory of mind), the paper argues that the quality of an autonomous agent's introspective capabilities of self are crucial in mirroring quality human-like understandings of other agents. While counterarguments emphasize practicality, computational efficiency, and ethical concerns, this position proposes a development approach, blending algorithmic considerations of self-referential processing. Ultimately, the vision set forth is not merely of machines that compute but of entities that introspect, empathize, and understand, harmonizing with the complex compositions of human cognition.

This article for the general public is also co-published in French on the "Blog Binaire", a scientific mediation blog associated with the newspaper "lemonde.fr". This article is also available on: https://ikramchraibik.com/blog/ It is often said and admitted that many algorithms are inspired by living organisms and that, conversely, the artificial can advance the understanding of the living*. As part of this approach, the development of knowledge in humans is an area that has been widely studied, for example, by computational methods using machine learning approaches or robotic approaches (Cangelosi, 2018). The goal: to realize flexible and efficient algorithms or robots capable of interacting effectively with humans and their environment.

Despite recent advances in artificial intelligence (AI) research, human children are still by far the best learners we know of, learning impressive skills like language and high-level reasoning from very little data. Children's learning is supported by highly efficient, hypothesis-driven exploration: in fact, they explore so well that many machine learning researchers have been inspired to put videos like the one below in their talks to motivate research into exploration methods. However, because applying results from studies in developmental psychology can be difficult, this video is often the extent to which such research actually connects with human cognition. Why is directly applying research from developmental psychology to problems in AI so hard? For one, taking inspiration from developmental studies can be difficult because the environments that human children and artificial agents are typically studied in can be very different. Traditionally, reinforcement learning (RL) research takes place in grid-world-like settings or other 2D games, whereas children act in the real world which is rich and 3-dimensional.