Due to the limits of science and its steep learning curve, we must rely on the expertise of others to develop our knowledge and skills.26 Toward this end, social media platforms have revolutionized how netizens--users who are actively engaged in online communities--gain knowledge and skills by facilitating the exchange of costless information with the public (for example, followers or influencers). Businesses around the world also use these platforms along with tools based on generative artificial intelligence (GenAI) to craft synthetic media, hoping to grow revenue by attracting more customers and improving their online experience.28 Generative AI tools can empower cyber threats and have cyberpsychological effects on netizens, allowing malicious actors to craft deepfakes in the form of disinformation, misinformation, and malinformation. Service providers not only must enhance GenAI tools to reduce hallucinations, but they also have a statutory duty to mitigate data-driven biases.

Role-playing is important for Large Language Models (LLMs) to follow diverse instructions while maintaining role identity and the role's pre-defined ability limits. Existing role-playing datasets mostly contribute to controlling role style and knowledge boundaries, but overlook role-playing in instruction-following scenarios. We introduce a fine-grained role-playing and instruction-following composite benchmark, named RoleMRC, including: (1) Multi-turn dialogues between ideal roles and humans, including free chats or discussions upon given passages; (2) Role-playing machine reading comprehension, involving response, refusal, and attempts according to passage answerability and role ability; (3) More complex scenarios with nested, multi-turn and prioritized instructions. The final RoleMRC features a 10.2k role profile meta-pool, 37.9k well-synthesized role-playing instructions, and 1.4k testing samples. We develop a pipeline to quantitatively evaluate the fine-grained role-playing and instruction-following capabilities of several mainstream LLMs, as well as models that are fine-tuned on our data. Moreover, cross-evaluation on external role-playing datasets confirms that models fine-tuned on RoleMRC enhances instruction-following without compromising general role-playing and reasoning capabilities. We also probe the neural-level activation maps of different capabilities over post-tuned LLMs. Access to our RoleMRC, RoleMRC-mix and Codes: https://github.com/LuJunru/RoleMRC.

Autonomous open-ended learning (OEL) robots are able to cumulatively acquire new skills and knowledge through direct interaction with the environment, for example relying on the guidance of intrinsic motivations and self-generated goals. OEL robots have a high relevance for applications as they can use the autonomously acquired knowledge to accomplish tasks relevant for their human users. OEL robots, however, encounter an important limitation: this may lead to the acquisition of knowledge that is not so much relevant to accomplish the users' tasks. This work analyses a possible solution to this problem that pivots on the novel concept of `purpose'. Purposes indicate what the designers and/or users want from the robot. The robot should use internal representations of purposes, called here `desires', to focus its open-ended exploration towards the acquisition of knowledge relevant to accomplish them. This work contributes to develop a computational framework on purpose in two ways. First, it formalises a framework on purpose based on a three-level motivational hierarchy involving: (a) the purposes; (b) the desires, which are domain independent; (c) specific domain dependent state-goals. Second, the work highlights key challenges highlighted by the framework such as: the `purpose-desire alignment problem', the `purpose-goal grounding problem', and the `arbitration between desires'. Overall, the approach enables OEL robots to learn in an autonomous way but also to focus on acquiring goals and skills that meet the purposes of the designers and users.

Little demonstrable progress has been made toward AGI (Artificial General Intelligence) since the term was coined some 20 years ago. In spite of the fantastic breakthroughs in Statistical AI such as AlphaZero, ChatGPT, and Stable Diffusion none of these projects have, or claim to have, a clear path to AGI. In order to expedite the development of AGI it is crucial to understand and identify the core requirements of human-like intelligence as it pertains to AGI. From that one can distill which particular development steps are necessary to achieve AGI, and which are a distraction. Such analysis highlights the need for a Cognitive AI approach rather than the currently favored statistical and generative efforts. More specifically it identifies the central role of concepts in human-like cognition. Here we outline an architecture and development plan, together with some preliminary results, that offers a much more direct path to full Human-Level AI (HLAI)/ AGI.

Intelligence is a human construct to represent the ability to achieve goals. Given this wide berth, intelligence has been defined countless times, studied in a variety of ways and quantified using numerous measures. Understanding intelligence ultimately requires theory and quantification, both of which are elusive. My main objectives are to identify some of the central elements in and surrounding intelligence, discuss some of its challenges and propose a theory based on first principles. I focus on intelligence as defined by and for humans, frequently in comparison to machines, with the intention of setting the stage for more general characterizations in life, collectives, human designs such as AI and in non-designed physical and chemical systems. I discuss key features of intelligence, including path efficiency and goal accuracy, intelligence as a Black Box, environmental influences, flexibility to deal with surprisal, the regress of intelligence, the relativistic nature of intelligence and difficulty, and temporal changes in intelligence including its evolution. I present a framework for a first principles Theory of IntelligenceS (TIS), based on the quantifiable macro-scale system features of difficulty, surprisal and goal resolution accuracy. The proposed partitioning of uncertainty/solving and accuracy/understanding is particularly novel since it predicts that paths to a goal not only function to accurately achieve goals, but as experimentations leading to higher probabilities for future attainable goals and increased breadth to enter new goal spaces. TIS can therefore explain endeavors that do not necessarily affect Darwinian fitness, such as leisure, politics, games and art. I conclude with several conceptual advances of TIS including a compact mathematical form of surprisal and difficulty, the theoretical basis of TIS, and open questions.

This article presents a 5-level AI Capability Assessment Model (AI-CAM) and a related AI Capabilities Matrix (AI-CM) to assist practitioners in AI comprehension and adoption. These practical tools were developed with business executives, technologists, and other organisational stakeholders in mind. They are founded on a comprehensive conception of AI compared to those in other AI adoption models and are also open-source artefacts. Thus, the AI-CAM and AI-CM present an accessible resource to help inform organisational decision-makers on the capability requirements for (1) AI-based data analytics use cases based on machine learning technologies; (2) Knowledge representation to engineer and represent data, information and knowledge using semantic technologies; and (3) AI-based solutions that seek to emulate human reasoning and decision-making. The AI-CAM covers the core capability dimensions (business, data, technology, organisation, AI skills, risks, and ethical considerations) required at the five capability maturity levels to achieve optimal use of AI in organisations. The AI-CM details the related individual and team-level capabilities needed to reach each level in organisational AI capability; it, therefore, extends and enriches existing perspectives by introducing knowledge and skills requirements at all levels of an organisation. It posits three levels of AI proficiency: (1) Basic, for operational users who interact with AI and participate in AI adoption; (2) Advanced, for professionals who are charged with comprehending AI and developing related business models and strategies; and (3) Expert, for computer engineers, data scientists, and knowledge engineers participating in the design and implementation of AIbased technologies to support business use cases. In conclusion, the AI-CAM and AI-CM present a valuable resource for practitioners, businesses, and technologists, looking to innovate using AI technologies and maximise the return to their organisations.

Soon after ChatGPT broke the internet, it sparked an all-too-familiar question for new technologies: What can it do for education? Many feared it would worsen plagiarism and further damage an already decaying humanism in the academy, while others lauded its potential to spark creativity and handle mundane educational tasks. Of course, ChatGPT is just one of many advances in artificial intelligence that have the capacity to alter pedagogical practices. The allure of AI-powered tools to help individuals maximize their understanding of academic subjects (or more effectively prepare for exams) by offering them the right content, in the right way, at the right time for them has spurred new investments from governments and private philanthropies. There is reason to be excited about such tools, especially if they can mitigate barriers to a higher quality or life--like reading proficiency disparities by race, which the NAACP has highlighted as a civil rights issue.

ChatGPT is a powerful language model developed by OpenAI that has the ability to generate human-like text, making it capable of engaging in natural language conversations. This technology has the potential to revolutionize the way we interact with computers, and it has already begun to be integrated into various industries. However, the implementation of ChatGPT in the field of higher education in the UK poses a number of challenges that must be carefully considered. If ChatGPT is used to grade assignments or exams, there is the possibility that it could be biased against certain groups of students. For example, ChatGPT may be more likely to give higher grades to students who write in a style that it is more familiar with, potentially leading to unfair grading practices.

Ready or not, chatGPT (the newest version of OpenAI's impressive AI technologies) is now in your classroom. It can write papers, essays, and poems. It can create art and write computer code in many languages. This is not however the time to panic; it is the time to focus on the value you offer students as their instructor. Below are some easy to implement suggestions that will help you prepare for the upcoming semester.