Developmental robotics (DevRob), sometimes called epigenetic robotics, is a scientific field which aims at studying the developmental mechanisms, architectures and constraints that allow lifelong and open-ended learning of new skills and new knowledge in embodied machines. As in human children, learning is expected to be cumulative and of progressively increasing complexity, and to result from self-exploration of the world in combination with social interaction. The typical methodological approach consists in starting from theories of human and animal development elaborated in fields such as developmental psychology, neuroscience, developmental and evolutionary biology, and linguistics, then to formalize and implement them in robots, sometimes exploring extensions or variants of them. The experimentation of those models in robots allows researchers to confront them with reality, and as a consequence, developmental robotics also provides feedback and novel hypotheses on theories of human and animal development. Developmental robotics is related to but differs from evolutionary robotics (ER). ER uses populations of robots that evolve over time, whereas DevRob is interested in how the organization of a single robot's control system develops through experience, over time. DevRob is also related to work done in the domains of robotics and artificial life. == Background == Can a robot learn like a child? Can it learn a variety of new skills and new knowledge unspecified at design time and in a partially unknown and changing environment? How can it discover its body and its relationships with the physical and social environment? How can its cognitive capacities continuously develop without the intervention of an engineer once it is "out of the factory"? What can it learn through natural social interactions with humans? These are the questions at the center of developmental robotics. Alan Turing, as well as a number of other pioneers of cybernetics, already formulated those questions and the general approach in 1950, but it is only since the end of the 20th century that they began to be investigated systematically. Because the concept of adaptive intelligent machines is central to developmental robotics, it has relationships with fields such as artificial intelligence, machine learning, cognitive robotics or computational neuroscience. Yet, while it may reuse some of the techniques elaborated in these fields, it differs from them from many perspectives. It differs from classical artificial intelligence because it does not assume the capability of advanced symbolic reasoning and focuses on embodied and situated sensorimotor and social skills rather than on abstract symbolic problems. It differs from cognitive robotics because it focuses on the processes that allow the formation of cognitive capabilities rather than these capabilities themselves. It differs from computational neuroscience because it focuses on functional modeling of integrated architectures of development and learning. More generally, developmental robotics is uniquely characterized by the following three features: It targets task-independent architectures and learning mechanisms, i.e. the machine/robot has to be able to learn new tasks that are unknown by the engineer; It emphasizes open-ended development and lifelong learning, i.e. the capacity of an organism to acquire continuously novel skills. This should not be understood as a capacity for learning "anything" or even “everything”, but just that the set of skills that is acquired can be infinitely extended at least in some (not all) directions; The complexity of acquired knowledge and skills shall increase (and the increase be controlled) progressively. Developmental robotics emerged at the crossroads of several research communities including embodied artificial intelligence, enactive and dynamical systems cognitive science, connectionism. Starting from the essential idea that learning and development happen as the self-organized result of the dynamical interactions among brains, bodies and their physical and social environment, and trying to understand how this self-organization can be harnessed to provide task-independent lifelong learning of skills of increasing complexity, developmental robotics strongly interacts with fields such as developmental psychology, developmental and cognitive neuroscience, developmental biology (embryology), evolutionary biology, and cognitive linguistics. As many of the theories coming from these sciences are verbal and/or descriptive, this implies a crucial formalization and computational modeling activity in developmental robotics. These computational models are then not only used as ways to explore how to build more versatile and adaptive machines but also as a way to evaluate their coherence and possibly explore alternative explanations for understanding biological development. == Research directions == === Skill domains === Due to the general approach and methodology, developmental robotics projects typically focus on having robots develop the same types of skills as human infants. A first category that is important being investigated is the acquisition of sensorimotor skills. These include the discovery of one's own body, including its structure and dynamics such as hand-eye coordination, locomotion, and interaction with objects as well as tool use, with a particular focus on the discovery and learning of affordances. A second category of skills targeted by developmental robots are social and linguistic skills: the acquisition of simple social behavioural games such as turn-taking, coordinated interaction, lexicons, syntax and grammar, and the grounding of these linguistic skills into sensorimotor skills (sometimes referred as symbol grounding). In parallel, the acquisition of associated cognitive skills are being investigated such as the emergence of the self/non-self distinction, the development of attentional capabilities, of categorization systems and higher-level representations of affordances or social constructs, of the emergence of values, empathy, or theories of mind. === Mechanisms and constraints === The sensorimotor and social spaces in which humans and robot live are so large and complex that only a small part of potentially learnable skills can actually be explored and learnt within a life-time. Thus, mechanisms and constraints are necessary to guide developmental organisms in their development and control of the growth of complexity. There are several important families of these guiding mechanisms and constraints which are studied in developmental robotics, all inspired by human development: Motivational systems, generating internal reward signals that drive exploration and learning, which can be of two main types: extrinsic motivations push robots/organisms to maintain basic specific internal properties such as food and water level, physical integrity, or light (e.g. in phototropic systems); intrinsic motivations push robot to search for novelty, challenge, compression or learning progress per se, thus generating what is sometimes called curiosity-driven learning and exploration, or alternatively active learning and exploration; Social guidance: as humans learn a lot by interacting with their peers, developmental robotics investigates mechanisms that can allow robots to participate to human-like social interaction. By perceiving and interpreting social cues, this may allow robots both to learn from humans (through diverse means such as imitation, emulation, stimulus enhancement, demonstration, etc. ...) and to trigger natural human pedagogy. Thus, social acceptance of developmental robots is also investigated; Statistical inference biases and cumulative knowledge/skill reuse: biases characterizing both representations/encodings and inference mechanisms can typically allow considerable improvement of the efficiency of learning and are thus studied. Related to this, mechanisms allowing to infer new knowledge and acquire new skills by reusing previously learnt structures is also an essential field of study; The properties of embodiment, including geometry, materials, or innate motor primitives/synergies often encoded as dynamical systems, can considerably simplify the acquisition of sensorimotor or social skills, and is sometimes referred as morphological computation. The interaction of these constraints with other constraints is an important axis of investigation; Maturational constraints: In human infants, both the body and the neural system grow progressively, rather than being full-fledged already at birth. This implies, for example, that new degrees of freedom, as well as increases of the volume and resolution of available sensorimotor signals, may appear as learning and development unfold. Transposing these mechanisms in developmental robots, and understanding how it may hinder or on the contrary ease the acquisition of novel complex skills is a central questi
Algorithmic bias
Algorithmic bias describes systematic and repeatable harmful tendency in a computerized sociotechnical system to create "unfair" outcomes, such as "privileging" one category over another in ways that may or may not be different from the intended function of the algorithm. Bias can emerge from many factors, including intentionally biased design decisions or the unintended or unanticipated use or decisions relating to the way data is coded, collected, selected or used to train the algorithm. For example, algorithmic bias has been observed in search engine results and social media platforms. This bias can have impacts ranging from privacy violations to reinforcing social biases of race, gender, sexuality, and ethnicity. The study of algorithmic bias is most concerned with algorithms that reflect "systematic and unfair" discrimination. This bias has only recently been addressed in legal frameworks, such as the European Union's General Data Protection Regulation (enforced in 2018) and the Artificial Intelligence Act (proposed in 2021 and adopted in 2024). As algorithms expand their ability to organize society, politics, institutions, and behavior, sociologists have become concerned with the ways in which unanticipated output and manipulation of data can impact the physical world. Because algorithms are often considered to be neutral and unbiased, they can inaccurately project greater authority than human expertise (in part due to the psychological phenomenon of automation bias), and in some cases, reliance on algorithms can displace human responsibility for their outcomes, without last mile thinking. Bias can enter into algorithmic systems as a result of pre-existing cultural, social, or institutional expectations; by how features and labels are chosen; because of technical limitations of their design; or by being used in unanticipated contexts or by audiences who are not considered in the software's initial design. Algorithmic bias has been cited in cases ranging from election outcomes to the spread of online hate speech. It has also arisen in criminal justice, healthcare, and hiring, compounding existing racial, socioeconomic, and gender biases. The relative inability of facial recognition technology to accurately identify darker-skinned faces has been linked to multiple wrongful arrests of black men, an issue stemming from imbalanced datasets. Problems in understanding, researching, and discovering algorithmic bias persist due to the proprietary nature of algorithms, which are typically treated as trade secrets. Even when full transparency is provided, the complexity of certain algorithms poses a barrier to understanding their functioning. Furthermore, algorithms may change, or respond to input or output in ways that cannot be anticipated or easily reproduced for analysis. In many cases, even within a single website or application, there is no single "algorithm" to examine, but a network of many interrelated programs and data inputs, even between users of the same service. A 2021 survey identified multiple forms of algorithmic bias, including historical, representation, and measurement biases, each of which can contribute to unfair outcomes. == Definitions == Algorithms are difficult to define, but may be generally understood as lists of instructions that determine how programs read, collect, process, and analyze data to generate a usable output. For a rigorous technical introduction, see Algorithms. Advances in computer hardware and software have led to an increased capability to process, store and transmit data. This has in turn made the design and adoption of technologies such as machine learning and artificial intelligence technically and commercially feasible. By analyzing and processing data, algorithms are the backbone of search engines, social media websites, recommendation engines, online retail, online advertising, and more. Contemporary social scientists are concerned with algorithmic processes embedded into hardware and software applications because of their political and social impact, and question the underlying assumptions of an algorithm's neutrality. The term algorithmic bias describes systematic and repeatable errors that create unfair outcomes, such as privileging one arbitrary group of users over others. For example, a credit score algorithm may deny a loan without being unfair, if it is consistently weighing relevant financial criteria. If the algorithm recommends loans to one group of users, but denies loans to another set of nearly identical users based on unrelated criteria, and if this behavior can be repeated across multiple occurrences, an algorithm can be described as biased. This bias may be intentional or unintentional (for example, it can come from biased data obtained from a worker that previously did the job the algorithm is going to do from now on). == Methods == Bias can be introduced to an algorithm in several ways. During the assemblage of a dataset, data may be collected, digitized, adapted, and entered into a database according to human-designed cataloging criteria. Next, programmers assign priorities, or hierarchies, for how a program assesses and sorts that data. This requires human decisions about how data is categorized, and which data is included or discarded. Some algorithms collect their own data based on human-selected criteria, which can also reflect the bias of human designers. Other algorithms may reinforce stereotypes and preferences as they process and display "relevant" data for human users, for example, by selecting information based on previous choices of a similar user or group of users. Beyond assembling and processing data, bias can emerge as a result of design. For example, algorithms that determine the allocation of resources or scrutiny (such as determining school placements) may inadvertently discriminate against a category when determining risk based on similar users (as in credit scores). Meanwhile, recommendation engines that work by associating users with similar users, or that make use of inferred marketing traits, might rely on inaccurate associations that reflect broad ethnic, gender, socio-economic, or racial stereotypes. Another example comes from determining criteria for what is included and excluded from results. These criteria could present unanticipated outcomes for search results, such as with flight-recommendation software that omits flights that do not follow the sponsoring airline's flight paths. Algorithms may also display an uncertainty bias, offering more confident assessments when larger data sets are available. This can skew algorithmic processes toward results that more closely correspond with larger samples, which may disregard data from underrepresented populations. == History == === Early critiques === The earliest computer programs were designed to mimic human reasoning and deductions, and were deemed to be functioning when they successfully and consistently reproduced that human logic. In his 1976 book Computer Power and Human Reason, artificial intelligence pioneer Joseph Weizenbaum suggested that bias could arise both from the data used in a program, but also from the way a program is coded. Weizenbaum wrote that programs are a sequence of rules created by humans for a computer to follow. By following those rules consistently, such programs "embody law", that is, enforce a specific way to solve problems. The rules a computer follows are based on the assumptions of a computer programmer for how these problems might be solved. That means the code could incorporate the programmer's imagination of how the world works, including their biases and expectations. While a computer program can incorporate bias in this way, Weizenbaum also noted that any data fed to a machine additionally reflects "human decision making processes" as data is being selected. Finally, he noted that machines might also transfer good information with unintended consequences if users are unclear about how to interpret the results. Weizenbaum warned against trusting decisions made by computer programs that a user doesn't understand, comparing such faith to a tourist who can find his way to a hotel room exclusively by turning left or right on a coin toss. Crucially, the tourist has no basis of understanding how or why he arrived at his destination, and a successful arrival does not mean the process is accurate or reliable. An early example of algorithmic bias resulted in as many as 60 women and ethnic minorities denied entry to St. George's Hospital Medical School per year from 1982 to 1986, based on implementation of a new computer-guidance assessment system that denied entry to women and men with "foreign-sounding names" based on historical trends in admissions. While many schools at the time employed similar biases in their selection process, St. George was most notable for automating said bias through the use of an algorithm, thus gaining the attention of people on a much
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