Designing reinforcement learning (RL) agents is typically a difficult process that requires numerous design iterations. Learning can fail for a multitude of reasons and standard RL methods provide too few tools to provide insight into the exact cause. In this paper, we show how to integrate \textit{value decomposition} into a broad class of actor-critic algorithms and use it to assist in the iterative agent-design process. Value decomposition separates a reward function into distinct components and learns value estimates for each. These value estimates provide insight into an agent's learning and decision-making process and enable new training methods to mitigate common problems.

The olfactory system faces a difficult inference problem: it has to determine what odors are present based on the distributed activation of its receptor neurons. Here we derive neural implementations of two approximate inference algorithms that could be used by the brain. One is a variational algorithm (which builds on the work of Beck.

The'drunken monkey hypothesis' could explain why humans like alcohol so much. Breakthroughs, discoveries, and DIY tips sent every weekday. Scientists know that humans might not be as exceptional in comparison to the rest of the animal kingdom as we long thought. For example, whale songs and bonobo calls have features similar to language, and bonobos might even know when someone is ignorant about something. In fact, new research suggests that studying animals can provide insight into the evolution of our own species.

Histology imaging is an important tool in medical diagnosis and research, enabling the examination of tissue structure and composition at the microscopic level. Understanding the underlying molecular mechanisms of tissue architecture is critical in uncovering disease mechanisms and developing effective treatments.Gene expression profiling provides insight into the molecular processes underlying tissue architecture, but the process can be time-consuming and expensive. We present BLEEP (Bi-modaL Embedding for Expression Prediction), a bi-modal embedding framework capable of generating spatially resolved gene expression profiles of whole-slide Hematoxylin and eosin (H&E) stained histology images. BLEEP uses contrastive learning to construct a low-dimensional joint embedding space from a reference dataset using paired image and expression profiles at micrometer resolution. With this approach, the gene expression of any query image patch can be imputed using the expression profiles from the reference dataset.

Designing reinforcement learning (RL) agents is typically a difficult process that requires numerous design iterations. Learning can fail for a multitude of reasons and standard RL methods provide too few tools to provide insight into the exact cause. In this paper, we show how to integrate \textit{value decomposition} into a broad class of actor-critic algorithms and use it to assist in the iterative agent-design process. Value decomposition separates a reward function into distinct components and learns value estimates for each. These value estimates provide insight into an agent's learning and decision-making process and enable new training methods to mitigate common problems.

The authors propose a brain decoding model tailored to face reconstruction from BOLD fMRI measurements of perceived faces. There are some promising aspects to this contribution, but overall in its current state there are also a number of concerning issues. Positive points: - a GAN decoder was trained on face embeddings coming from a triplet loss or identity-predicting face embedding space to output the original images. Modulo my inability to follow the deluge of GAN papers closely, this is a novel contribution in that it is the application of the existant imagenet reconstruction GAN to faces. This itself may be on the level of a workshop contribution.

This research explores the nuanced differences in texts produced by AI and those written by humans, aiming to elucidate how language is expressed differently by AI and humans. Through comprehensive statistical data analysis, the study investigates various linguistic traits, patterns of creativity, and potential biases inherent in human-written and AI- generated texts. The significance of this research lies in its contribution to understanding AI's creative capabilities and its impact on literature, communication, and societal frameworks. By examining a meticulously curated dataset comprising 500K essays spanning diverse topics and genres, generated by LLMs, or written by humans, the study uncovers the deeper layers of linguistic expression and provides insights into the cognitive processes underlying both AI and human-driven textual compositions. The analysis revealed that human-authored essays tend to have a higher total word count on average than AI-generated essays but have a shorter average word length compared to AI- generated essays, and while both groups exhibit high levels of fluency, the vocabulary diversity of Human authored content is higher than AI generated content. However, AI- generated essays show a slightly higher level of novelty, suggesting the potential for generating more original content through AI systems. The paper addresses challenges in assessing the language generation capabilities of AI models and emphasizes the importance of datasets that reflect the complexities of human-AI collaborative writing. Through systematic preprocessing and rigorous statistical analysis, this study offers valuable insights into the evolving landscape of AI-generated content and informs future developments in natural language processing (NLP).

In this work we investigate how children ages 5-12 perceive, understand, and use generative AI models such as a text-based LLMs ChatGPT and a visual-based model DALL-E. Generative AI is newly being used widely since chatGPT. Children are also building mental models of generative AI. Those haven't been studied before and it is also the case that the children's models are dynamic as they use the tools, even with just very short usage. Upon surveying and experimentally observing over 40 children ages 5-12, we found that children generally have a very positive outlook towards AI and are excited about the ways AI may benefit and aid them in their everyday lives. In a forced choice, children robustly associated AI with positive adjectives versus negative ones. We also categorize what children are querying AI models for and find that children search for more imaginative things that don't exist when using a visual-based AI and not when using a text-based one. Our follow-up study monitored children's responses and feelings towards AI before and after interacting with GenAI models. We even find that children find AI to be less scary after interacting with it. We hope that these findings will shine a light on children's mental models of AI and provide insight for how to design the best possible tools for children who will inevitably be using AI in their lifetimes. The motivation of this work is to bridge the gap between Human-Computer Interaction (HCI) and Psychology in an effort to study the effects of AI on society. We aim to identify the gaps in humans' mental models of what AI is and how it works. Previous work has investigated how both adults and children perceive various kinds of robots, computers, and other technological concepts. However, there is very little work investigating these concepts for generative AI models and not simply embodied robots or physical technology.

Former National Security Adviser Robert O'Brien joins'Life, Liberty & Levin' to discuss the Biden administration's foreign policy in the Middle East. China on Friday launched a lunar probe to land on the far side of the moon and return with samples that could provide insights into differences between the less-explored region and the better-known near side. It is the latest advance in China's increasingly sophisticated space exploration program, which is now competing with the U.S., still the leader in space. China also has a three-member crew on its own orbiting space station and aims to put astronauts on the moon by 2030. Three Chinese lunar probe missions are planned over the next four years.

Technological advances in the context of digital transformation are the basis for rapid developments in the field of artificial intelligence (AI). Although AI is not a new topic in computer science (CS), recent developments are having an immense impact on everyday life and society. In consequence, everyone needs competencies to be able to adequately and competently analyze, discuss and help shape the impact, opportunities, and limits of artificial intelligence on their personal lives and our society. As a result, an increasing number of CS curricula are being extended to include the topic of AI. However, in order to integrate AI into existing CS curricula, what students can and should learn in the context of AI needs to be clarified. This has proven to be particularly difficult, considering that so far CS education research on central concepts and principles of AI lacks sufficient elaboration. Therefore, in this paper, we present a curriculum of learning objectives that addresses digital literacy and the societal perspective in particular. The learning objectives can be used to comprehensively design curricula, but also allow for analyzing current curricula and teaching materials and provide insights into the central concepts and corresponding competencies of AI.