AI Content Improver Free Online

AI Content Improver Free Online — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

  • ACLU Mobile Justice

    ACLU Mobile Justice

    ACLU Mobile Justice was a video live streaming application developed for smartphones by various state chapters of the American Civil Liberties Union. It was intended to allow instant, secure video recording and transmission of interactions with, and perceived abuses by, law enforcement officers. Since its release by the ACLU of California for California residents, other versions of the app have been released for 16 other states and the District of Columbia by their ACLU chapters. It was discontinued in February 2025.

    Read more →
  • Symbol level

    Symbol level

    In knowledge-based systems, agents choose actions based on the principle of rationality to move closer to a desired goal. The agent is able to make decisions based on knowledge it has about the world (see knowledge level). But for the agent to actually change its state, it must use whatever means it has available. This level of description for the agent's behavior is the symbol level. The term was coined by Allen Newell in 1982. For example, in a computer program, the knowledge level consists of the information contained in its data structures that it uses to perform certain actions. The symbol level consists of the program's algorithms, the data structures themselves, and so on.

    Read more →
  • Contrastive Language-Image Pre-training

    Contrastive Language-Image Pre-training

    Contrastive Language-Image Pre-training (CLIP) is a technique for training a pair of neural network models, one for image understanding and one for text understanding, using a contrastive objective. This method has enabled broad applications across multiple domains, including cross-modal retrieval, text-to-image generation, and aesthetic ranking. == Algorithm == The CLIP method trains a pair of models contrastively. One model takes in a piece of text as input and outputs a single vector representing its semantic content. The other model takes in an image and similarly outputs a single vector representing its visual content. The models are trained so that the vectors corresponding to semantically similar text-image pairs are close together in the shared vector space, while those corresponding to dissimilar pairs are far apart. To train a pair of CLIP models, one would start by preparing a large dataset of image-caption pairs. During training, the models are presented with batches of N {\displaystyle N} image-caption pairs. Let the outputs from the text and image models be respectively v 1 , . . . , v N , w 1 , . . . , w N {\displaystyle v_{1},...,v_{N},w_{1},...,w_{N}} . Two vectors are considered "similar" if their dot product is large. The loss incurred on this batch is the multi-class N-pair loss, which is a symmetric cross-entropy loss over similarity scores: − 1 N ∑ i ln ⁡ e v i ⋅ w i / T ∑ j e v i ⋅ w j / T − 1 N ∑ j ln ⁡ e v j ⋅ w j / T ∑ i e v i ⋅ w j / T {\displaystyle -{\frac {1}{N}}\sum _{i}\ln {\frac {e^{v_{i}\cdot w_{i}/T}}{\sum _{j}e^{v_{i}\cdot w_{j}/T}}}-{\frac {1}{N}}\sum _{j}\ln {\frac {e^{v_{j}\cdot w_{j}/T}}{\sum _{i}e^{v_{i}\cdot w_{j}/T}}}} In essence, this loss function encourages the dot product between matching image and text vectors ( v i ⋅ w i {\displaystyle v_{i}\cdot w_{i}} ) to be high, while discouraging high dot products between non-matching pairs. The parameter T > 0 {\displaystyle T>0} is the temperature, which is parameterized in the original CLIP model as T = e − τ {\displaystyle T=e^{-\tau }} where τ ∈ R {\displaystyle \tau \in \mathbb {R} } is a learned parameter. Other loss functions are possible. For example, Sigmoid CLIP (SigLIP) proposes the following loss function: L = 1 N ∑ i , j ∈ 1 : N f ( ( 2 δ i , j − 1 ) ( e τ w i ⋅ v j + b ) ) {\displaystyle L={\frac {1}{N}}\sum _{i,j\in 1:N}f((2\delta _{i,j}-1)(e^{\tau }w_{i}\cdot v_{j}+b))} where f ( x ) = ln ⁡ ( 1 + e − x ) {\displaystyle f(x)=\ln(1+e^{-x})} is the negative log sigmoid loss, and the Dirac delta symbol δ i , j {\displaystyle \delta _{i,j}} is 1 if i = j {\displaystyle i=j} else 0. == CLIP models == While the original model was developed by OpenAI, subsequent models have been trained by other organizations as well. === Image model === The image encoding models used in CLIP are typically vision transformers (ViT). The naming convention for these models often reflects the specific ViT architecture used. For instance, "ViT-L/14" means a "vision transformer large" (compared to other models in the same series) with a patch size of 14, meaning that the image is divided into 14-by-14 pixel patches before being processed by the transformer. The size indicator ranges from B, L, H, G (base, large, huge, giant), in that order. Other than ViT, the image model is typically a convolutional neural network, such as ResNet (in the original series by OpenAI), or ConvNeXt (in the OpenCLIP model series by LAION). Since the output vectors of the image model and the text model must have exactly the same length, both the image model and the text model have fixed-length vector outputs, which in the original report is called "embedding dimension". For example, in the original OpenAI model, the ResNet models have embedding dimensions ranging from 512 to 1024, and for the ViTs, from 512 to 768. Its implementation of ViT was the same as the original one, with one modification: after position embeddings are added to the initial patch embeddings, there is a LayerNorm. Its implementation of ResNet was the same as the original one, with 3 modifications: In the start of the CNN (the "stem"), they used three stacked 3x3 convolutions instead of a single 7x7 convolution, as suggested by. There is an average pooling of stride 2 at the start of each downsampling convolutional layer (they called it rect-2 blur pooling according to the terminology of ). This has the effect of blurring images before downsampling, for antialiasing. The final convolutional layer is followed by a multiheaded attention pooling. ALIGN a model with similar capabilities, trained by researchers from Google used EfficientNet, a kind of convolutional neural network. === Text model === The text encoding models used in CLIP are typically Transformers. In the original OpenAI report, they reported using a Transformer (63M-parameter, 12-layer, 512-wide, 8 attention heads) with lower-cased byte pair encoding (BPE) with 49152 vocabulary size. Context length was capped at 76 for efficiency. Like GPT, it was decoder-only, with only causally-masked self-attention. Its architecture is the same as GPT-2. Like BERT, the text sequence is bracketed by two special tokens [SOS] and [EOS] ("start of sequence" and "end of sequence"). Take the activations of the highest layer of the transformer on the [EOS], apply LayerNorm, then a final linear map. This is the text encoding of the input sequence. The final linear map has output dimension equal to the embedding dimension of whatever image encoder it is paired with. These models all had context length 77 and vocabulary size 49408. ALIGN used BERT of various sizes. == Dataset == === WebImageText === The CLIP models released by OpenAI were trained on a dataset called "WebImageText" (WIT) containing 400 million pairs of images and their corresponding captions scraped from the internet. The total number of words in this dataset is similar in scale to the WebText dataset used for training GPT-2, which contains about 40 gigabytes of text data. The dataset contains 500,000 text-queries, with up to 20,000 (image, text) pairs per query. The text-queries were generated by starting with all words occurring at least 100 times in English Wikipedia, then extended by bigrams with high mutual information, names of all Wikipedia articles above a certain search volume, and WordNet synsets. The dataset is private and has not been released to the public, and there is no further information on it. ==== Data preprocessing ==== For the CLIP image models, the input images are preprocessed by first dividing each of the R, G, B values of an image by the maximum possible value, so that these values fall between 0 and 1, then subtracting by [0.48145466, 0.4578275, 0.40821073], and dividing by [0.26862954, 0.26130258, 0.27577711]. The rationale was that these are the mean and standard deviations of the images in the WebImageText dataset, so this preprocessing step roughly whitens the image tensor. These numbers slightly differ from the standard preprocessing for ImageNet, which uses [0.485, 0.456, 0.406] and [0.229, 0.224, 0.225]. If the input image does not have the same resolution as the native resolution (224×224 for all except ViT-L/14@336px, which has 336×336 resolution), then the input image is first scaled by bicubic interpolation, so that its shorter side is the same as the native resolution, then the central square of the image is cropped out. === Others === ALIGN used over one billion image-text pairs, obtained by extracting images and their alt-tags from online crawling. The method was described as similar to how the Conceptual Captions dataset was constructed, but instead of complex filtering, they only applied a frequency-based filtering. Later models trained by other organizations had published datasets. For example, LAION trained OpenCLIP with published datasets LAION-400M, LAION-2B, and DataComp-1B. == Training == In the original OpenAI CLIP report, they reported training 5 ResNet and 3 ViT (ViT-B/32, ViT-B/16, ViT-L/14). Each was trained for 32 epochs. The largest ResNet model took 18 days to train on 592 V100 GPUs. The largest ViT model took 12 days on 256 V100 GPUs. All ViT models were trained on 224×224 image resolution. The ViT-L/14 was then boosted to 336×336 resolution by FixRes, resulting in a model. They found this was the best-performing model. In the OpenCLIP series, the ViT-L/14 model was trained on 384 A100 GPUs on the LAION-2B dataset, for 160 epochs for a total of 32B samples seen. == Applications == === Cross-modal retrieval === CLIP's cross-modal retrieval enables the alignment of visual and textual data in a shared latent space, allowing users to retrieve images based on text descriptions and vice versa, without the need for explicit image annotations. In text-to-image retrieval, users input descriptive text, and CLIP retrieves images with matching embeddings. In image-to-text retrieval, images are used to find related text content. CLIP’s ability to connect vis

    Read more →
  • Document classification

    Document classification

    Document classification or document categorization is a problem in library science, information science and computer science. The task is to assign a document to one or more classes or categories. This may be done "manually" (or "intellectually") or algorithmically. The intellectual classification of documents has mostly been the province of library science, while the algorithmic classification of documents is mainly in information science and computer science. The problems are overlapping, however, and there is therefore interdisciplinary research on document classification. The documents to be classified may be texts, images, music, etc. Each kind of document possesses its special classification problems. When not otherwise specified, text classification is implied. Documents may be classified according to their subjects or according to other attributes (such as document type, author, printing year etc.). In the rest of this article only subject classification is considered. There are two main philosophies of subject classification of documents: the content-based approach and the request-based approach. == "Content-based" versus "request-based" classification == Content-based classification is classification in which the weight given to particular subjects in a document determines the class to which the document is assigned. It is, for example, a common rule for classification in libraries, that at least 20% of the content of a book should be about the class to which the book is assigned. In automatic classification it could be the number of times given words appears in a document. Request-oriented classification (or -indexing) is classification in which the anticipated request from users is influencing how documents are being classified. The classifier asks themself: “Under which descriptors should this entity be found?” and “think of all the possible queries and decide for which ones the entity at hand is relevant” (Soergel, 1985, p. 230). Request-oriented classification may be classification that is targeted towards a particular audience or user group. For example, a library or a database for feminist studies may classify/index documents differently when compared to a historical library. It is probably better, however, to understand request-oriented classification as policy-based classification: The classification is done according to some ideals and reflects the purpose of the library or database doing the classification. In this way it is not necessarily a kind of classification or indexing based on user studies. Only if empirical data about use or users are applied should request-oriented classification be regarded as a user-based approach. == Classification versus indexing == Sometimes a distinction is made between assigning documents to classes ("classification") versus assigning subjects to documents ("subject indexing") but as Frederick Wilfrid Lancaster has argued, this distinction is not fruitful. "These terminological distinctions,” he writes, “are quite meaningless and only serve to cause confusion” (Lancaster, 2003, p. 21). The view that this distinction is purely superficial is also supported by the fact that a classification system may be transformed into a thesaurus and vice versa (cf., Aitchison, 1986, 2004; Broughton, 2008; Riesthuis & Bliedung, 1991). Therefore, assigning a subject term to a document in an index is equivalent to assigning that document to the class of documents indexed by that term (all documents indexed or classified as X belong to the same class of documents). == Automatic document classification (ADC) == Automatic document classification tasks can be divided into three sorts: supervised document classification where some external mechanism (such as human feedback) provides information on the correct classification for documents, unsupervised document classification (also known as document clustering), where the classification must be done entirely without reference to external information, and semi-supervised document classification, where parts of the documents are labeled by the external mechanism. There are several software products under various license models available. === Techniques === Automatic document classification techniques include: Artificial neural network Concept Mining Decision trees such as ID3 or C4.5 Expectation maximization (EM) Instantaneously trained neural networks Latent semantic indexing Multiple-instance learning Naive Bayes classifier Natural language processing approaches Rough set-based classifier Soft set-based classifier Support vector machines (SVM) K-nearest neighbour algorithms tf–idf == Applications == Classification techniques have been applied to spam filtering, a process which tries to discern E-mail spam messages from legitimate emails email routing, sending an email sent to a general address to a specific address or mailbox depending on topic language identification, automatically determining the language of a text genre classification, automatically determining the genre of a text readability assessment, automatically determining the degree of readability of a text, either to find suitable materials for different age groups or reader types or as part of a larger text simplification system sentiment analysis, determining the attitude of a speaker or a writer with respect to some topic or the overall contextual polarity of a document. health-related classification using social media in public health surveillance article triage, selecting articles that are relevant for manual literature curation, for example as is being done as the first step to generate manually curated annotation databases in biology

    Read more →
  • Stability (learning theory)

    Stability (learning theory)

    Stability, also known as algorithmic stability, is a notion in computational learning theory of how a machine learning algorithm output is changed with small perturbations to its inputs. A stable learning algorithm is one for which the prediction does not change much when the training data is modified slightly. For instance, consider a machine learning algorithm that is being trained to recognize handwritten letters of the alphabet, using 1000 examples of handwritten letters and their labels ("A" to "Z") as a training set. One way to modify this training set is to leave out an example, so that only 999 examples of handwritten letters and their labels are available. A stable learning algorithm would produce a similar classifier with both the 1000-element and 999-element training sets. Stability can be studied for many types of learning problems, from language learning to inverse problems in physics and engineering, as it is a property of the learning process rather than the type of information being learned. The study of stability gained importance in computational learning theory in the 2000s when it was shown to have a connection with generalization. It was shown that for large classes of learning algorithms, notably empirical risk minimization algorithms, certain types of stability ensure good generalization. == History == A central goal in designing a machine learning system is to guarantee that the learning algorithm will generalize, or perform accurately on new examples after being trained on a finite number of them. In the 1990s, milestones were reached in obtaining generalization bounds for supervised learning algorithms. The technique historically used to prove generalization was to show that an algorithm was consistent, using the uniform convergence properties of empirical quantities to their means. This technique was used to obtain generalization bounds for the large class of empirical risk minimization (ERM) algorithms. An ERM algorithm is one that selects a solution from a hypothesis space H {\displaystyle H} in such a way to minimize the empirical error on a training set S {\displaystyle S} . A general result, proved by Vladimir Vapnik for an ERM binary classification algorithms, is that for any target function and input distribution, any hypothesis space H {\displaystyle H} with VC-dimension d {\displaystyle d} , and n {\displaystyle n} training examples, the algorithm is consistent and will produce a training error that is at most O ( d n ) {\displaystyle O\left({\sqrt {\frac {d}{n}}}\right)} (plus logarithmic factors) from the true error. The result was later extended to almost-ERM algorithms with function classes that do not have unique minimizers. Vapnik's work, using what became known as VC theory, established a relationship between generalization of a learning algorithm and properties of the hypothesis space H {\displaystyle H} of functions being learned. However, these results could not be applied to algorithms with hypothesis spaces of unbounded VC-dimension. Put another way, these results could not be applied when the information being learned had a complexity that was too large to measure. Some of the simplest machine learning algorithms—for instance, for regression—have hypothesis spaces with unbounded VC-dimension. Another example is language learning algorithms that can produce sentences of arbitrary length. Stability analysis was developed in the 2000s for computational learning theory and is an alternative method for obtaining generalization bounds. The stability of an algorithm is a property of the learning process, rather than a direct property of the hypothesis space H {\displaystyle H} , and it can be assessed in algorithms that have hypothesis spaces with unbounded or undefined VC-dimension such as nearest neighbor. A stable learning algorithm is one for which the learned function does not change much when the training set is slightly modified, for instance by leaving out an example. A measure of Leave one out error is used in a Cross Validation Leave One Out (CVloo) algorithm to evaluate a learning algorithm's stability with respect to the loss function. As such, stability analysis is the application of sensitivity analysis to machine learning. == Summary of classic results == Early 1900s - Stability in learning theory was earliest described in terms of continuity of the learning map L {\displaystyle L} , traced to Andrey Nikolayevich Tikhonov. 1979 - Devroye and Wagner observed that the leave-one-out behavior of an algorithm is related to its sensitivity to small changes in the sample. 1999 - Kearns and Ron discovered a connection between finite VC-dimension and stability. 2002 - In a landmark paper, Bousquet and Elisseeff proposed the notion of uniform hypothesis stability of a learning algorithm and showed that it implies low generalization error. Uniform hypothesis stability, however, is a strong condition that does not apply to large classes of algorithms, including ERM algorithms with a hypothesis space of only two functions. 2002 - Kutin and Niyogi extended Bousquet and Elisseeff's results by providing generalization bounds for several weaker forms of stability which they called almost-everywhere stability. Furthermore, they took an initial step in establishing the relationship between stability and consistency in ERM algorithms in the Probably Approximately Correct (PAC) setting. 2004 - Poggio et al. proved a general relationship between stability and ERM consistency. They proposed a statistical form of leave-one-out-stability which they called CVEEEloo stability, and showed that it is a) sufficient for generalization in bounded loss classes, and b) necessary and sufficient for consistency (and thus generalization) of ERM algorithms for certain loss functions such as the square loss, the absolute value and the binary classification loss. 2010 - Shalev Shwartz et al. noticed problems with the original results of Vapnik due to the complex relations between hypothesis space and loss class. They discuss stability notions that capture different loss classes and different types of learning, supervised and unsupervised. 2016 - Moritz Hardt et al. proved stability of gradient descent given certain assumption on the hypothesis and number of times each instance is used to update the model. == Preliminary definitions == We define several terms related to learning algorithms training sets, so that we can then define stability in multiple ways and present theorems from the field. A machine learning algorithm, also known as a learning map L {\displaystyle L} , maps a training data set, which is a set of labeled examples ( x , y ) {\displaystyle (x,y)} , onto a function f {\displaystyle f} from X {\displaystyle X} to Y {\displaystyle Y} , where X {\displaystyle X} and Y {\displaystyle Y} are in the same space of the training examples. The functions f {\displaystyle f} are selected from a hypothesis space of functions called H {\displaystyle H} . The training set from which an algorithm learns is defined as S = { z 1 = ( x 1 , y 1 ) , . . , z m = ( x m , y m ) } {\displaystyle S=\{z_{1}=(x_{1},\ y_{1})\ ,..,\ z_{m}=(x_{m},\ y_{m})\}} and is of size m {\displaystyle m} in Z = X × Y {\displaystyle Z=X\times Y} drawn i.i.d. from an unknown distribution D. Thus, the learning map L {\displaystyle L} is defined as a mapping from Z m {\displaystyle Z_{m}} into H {\displaystyle H} , mapping a training set S {\displaystyle S} onto a function f S {\displaystyle f_{S}} from X {\displaystyle X} to Y {\displaystyle Y} . Here, we consider only deterministic algorithms where L {\displaystyle L} is symmetric with respect to S {\displaystyle S} , i.e. it does not depend on the order of the elements in the training set. Furthermore, we assume that all functions are measurable and all sets are countable. The loss V {\displaystyle V} of a hypothesis f {\displaystyle f} with respect to an example z = ( x , y ) {\displaystyle z=(x,y)} is then defined as V ( f , z ) = V ( f ( x ) , y ) {\displaystyle V(f,z)=V(f(x),y)} . The empirical error of f {\displaystyle f} is I S [ f ] = 1 n ∑ V ( f , z i ) {\displaystyle I_{S}[f]={\frac {1}{n}}\sum V(f,z_{i})} . The true error of f {\displaystyle f} is I [ f ] = E z V ( f , z ) {\displaystyle I[f]=\mathbb {E} _{z}V(f,z)} Given a training set S of size m, we will build, for all i = 1....,m, modified training sets as follows: By removing the i-th element S | i = { z 1 , . . . , z i − 1 , z i + 1 , . . . , z m } {\displaystyle S^{|i}=\{z_{1},...,\ z_{i-1},\ z_{i+1},...,\ z_{m}\}} By replacing the i-th element S i = { z 1 , . . . , z i − 1 , z i ′ , z i + 1 , . . . , z m } {\displaystyle S^{i}=\{z_{1},...,\ z_{i-1},\ z_{i}',\ z_{i+1},...,\ z_{m}\}} == Definitions of stability == === Hypothesis Stability === An algorithm L {\displaystyle L} has hypothesis stability β with respect to the loss function V if the following holds: ∀ i ∈ { 1 , . . . , m } , E S , z [ | V ( f S , z ) − V ( f S |

    Read more →
  • Sparkles emoji

    Sparkles emoji

    The Sparkles emoji (U+2728 ✨ SPARKLES) is an emoji that has one large star surrounded by smaller stars. Originating from Japan to represent sparkles used in anime and manga, the sparkles are often used as emphasis in text by surrounding words or phrases with it. It is the third most-used emoji in the world on Twitter as of 2021. Since the early 2020s it has been used by major software companies to represent artificial intelligence, marketing the technology as "like magic". == Development == According to Emojipedia, the Sparkles emoji was first used by Japanese mobile operators SoftBank, Docomo and au in the late 1990s. The emoji was added to Unicode 6.0 in 2010 and Emoji 1.0 in 2015. On some platforms the Sparkles emoji has been multicoloured whilst on other platforms it has been one colour. Twitter and Microsoft's Sparkles have changed from being multicoloured to being a single colour. Samsung's version of the emoji previously had a night sky in the background. == Usage == === Interpersonal communication === The Sparkles emoji was originally meant to represent the usage of sparkles in Japanese anime and manga, where the sparkles are used to represent beauty, happiness or awe. The emoji has several meanings and depends upon context. Starting in the late 2010s, the emoji started being used to surround words or phrases to be used as emphasis, an example from the book Because Internet being "I would simply ✨pass away✨". It can also be used as sarcasm, irony or as a way to mock people. Without emoji this could be represented with tildes or asterisks, for example, "~tildes~" or "~asterisk plus tilde~" or "~~true sparkle exuberance~~". The sparkles emoji can be used to represent stars in text, be used to represent cleanliness or can be used to mean "orgasm" whilst sexting. In September 2021 the Sparkles emoji overtook the Pleading Face (🥺) emoji to become the third most-used emoji in the world according to Emojipedia, with approximately 1 per cent of all tweets containing the Sparkles emoji. === Artificial intelligence === In the early 2020s, the Sparkles emoji started being used as an icon to represent artificial intelligence (AI). Companies who use the emoji this way include Google, OpenAI, Samsung, Microsoft, Adobe, Spotify and Zoom. As of August 2024, seven of the top 10 software companies by market capitalisation use the Sparkles emojis with AI. OpenAI has different versions of the Sparkles for different versions of the models that ChatGPT uses. One explanation is that Sparkles is being used by these companies as a way to market AI as "magic". Marketing technology as "magic" has been used before AI, particularly by Apple. Another explanation given by designers and marketers choosing to use Sparkles to signify AI is simply that other platforms are doing it, making it familiar to users. Around 2024, some of these companies started removing two of the smaller stars from the emoji in their AI services and have kept the one large star, an example being Google's Gemini chatbot. In early 2024, the Nielsen Norman Group provided test subjects with the star in isolation and found that people did not associate the symbol with AI, but instead mostly with "optimisation" or "favourite or save an item".

    Read more →
  • AZFinText

    AZFinText

    Arizona Financial Text System (AZFinText) is a textual-based quantitative financial prediction system written by Robert P. Schumaker of University of Texas at Tyler and Hsinchun Chen of the University of Arizona. == System == This system differs from other systems in that it uses financial text as one of its key means of predicting stock price movement. This reduces the information lag-time problem evident in many similar systems where new information must be transcribed (e.g., such as losing a costly court battle or having a product recall), before the quant can react appropriately. AZFinText overcomes these limitations by utilizing the terms used in financial news articles to predict future stock prices twenty minutes after the news article has been released. It is believed that certain article terms can move stocks more than others. Terms such as factory exploded or workers strike will have a depressing effect on stock prices whereas terms such as earnings rose will tend to increase stock prices. The AZFinText system analyzes financial news to identify the patterns in how investors react to such specific information. It uses methods like sentiment analysis and term weighting to examine the text of news articles. This system is designed to find price differences that occur when the market responds to news stories. This approach provides an alternative and easier method for predicting stock market movements. == Overview of research == The foundation of AZFinText can be found in the ACM TOIS article. Within this paper, the authors tested several different prediction models and linguistic textual representations. From this work, it was found that using the article terms and the price of the stock at the time the article was released was the most effective model and using proper nouns was the most effective textual representation technique. Combining the two, AZFinText netted a 2.84% trading return over the five-week study period. AZFinText was then extended to study what combination of peer organizations help to best train the system. Using the premise that IBM has more in common with Microsoft than GM, AZFinText studied the effect of varying peer-based training sets. To do this, AZFinText trained on the various levels of GICS and evaluated the results. It was found that sector-based training was most effective, netting an 8.50% trading return, outperforming Jim Cramer, Jim Jubak and DayTraders.com during the study period. AZFinText was also compared against the top 10 quantitative systems and outperformed 6 of them. A third study investigated the role of portfolio building in a textual financial prediction system. From this study, Momentum and Contrarian stock portfolios were created and tested. Using the premise that past winning stocks will continue to win and past losing stocks will continue to lose, AZFinText netted a 20.79% return during the study period. It was also noted that traders were generally overreacting to news events, creating the opportunity of abnormal returns. A fourth study looked into using author sentiment as an added predictive variable. Using the premise that an author can unwittingly influence market trades simply by the terms they use, AZFinText was tested using tone and polarity features. It was found that Contrarian activity was occurring within the market, where articles of a positive tone would decrease in price and articles of a negative tone would increase in price. A further study investigated what article verbs have the most influence on stock price movement. From this work, it was found that planted, announcing, front, smaller and crude had the highest positive impact on stock price. == Notable publicity == AZFinText has been the topic of discussion by numerous media outlets. Some of the more notable ones include The Wall Street Journal, MIT's Technology Review, Dow Jones Newswire, WBIR in Knoxville, TN, Slashdot and other media outlets.

    Read more →
  • AI literacy

    AI literacy

    AI literacy or artificial intelligence literacy is "a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." AI is employed in a variety of applications, including self-driving automobiles, virtual assistants and text generation by generative AI models. Users of these tools should be able to make informed decisions. AI literacy may have an impact on students' future employment prospects. With the rise of generative AI platforms, AI literacy has become a topic of conversation in the field of education. Some think AI literacy is essential for school and college students, while others restrict or prohibit the use of AI in assignments, viewing it as a form of academic dishonesty. However, many researchers and educational institutions promote a more nuanced approach, encouraging critical engagement with AI while developing policies that balance academic integrity with opportunities for learning. == Definitions == Other definitions of AI literacy include the ability to understand, use, monitor, and critically reflect on AI applications. That use of the term usually refers to teaching skills and knowledge to the general public, particularly those who are not adept in AI and the ability to understand, use, evaluate, and ethically navigate AI. As research into AI literacy is still emerging and focused on developing context-specific skills, there is not yet a single, broadly agreed-upon definition. AI literacy is linked to other forms of literacy. AI literacy requires digital literacy, whereas scientific and computational literacy may inform it. Data literacy also significantly overlaps with it. == Categories == AI literacy encompasses multiple categories, including a theoretical understanding of how artificial intelligence works, the usage of artificial intelligence technologies, and the critical appraisal of artificial intelligence, and its ethics. === Know and understand AI === Knowledge and understanding of AI refers to a basic understanding of what artificial intelligence is and how it works. This includes familiarity with machine learning algorithms and the limitations and biases present in AI systems. Users who know and understand AI should be familiar with various technologies that use artificial intelligence, including cognitive systems, robotics and machine learning. This includes recognizing that large language models (LLMs) are machine learning models trained on extensive datasets which generate new text rather than retrieving pre-written responses. === Use and apply AI === Using and applying AI refers to the ability to use AI tools to solve problems and perform tasks such as programming and analyzing big data. Some consider prompt engineering, the practice of designing effective prompts to guide generative AI platforms more effectively, as another competency within AI literacy. === Evaluate and create AI === Evaluation and creation refers to the ability to critically evaluate the quality and reliability of AI systems. It also refers to designing and building fair and ethical AI systems. To evaluate correctly, users should also learn in which areas AI is strong, and in which areas it is weak. === AI ethics === AI ethics refers to understanding the moral implications of AI, and the making informed decisions regarding the use of AI tools. This area includes considerations such as: Accountability: Hold AI actors accountable for the operation of AI systems and adherence to ethical ideals. Accuracy: Identify and report sources of error and uncertainty in algorithms and data. Auditability: Enable other parties to audit and assess algorithm behavior via transparent information sharing. Explainability: Make sure that algorithmic judgments and the underlying data can be presented in simple language. Fairness: Prevent biases and consider varied viewpoints. To do so, increase the diversity of researchers in the field. Human Centricity and Well-being: Prioritize human well-being in AI development and deployment. Human rights Alignment: Ensure that technology do not infringe internationally recognized human rights. Inclusivity: Make AI accessible to everyone. Progress: Choose high value initiatives. Responsibility, accountability, and transparency: Foster trust via responsibility, accountability, and fairness. Robustness and Security: Make AI systems safe, secure, and resistant to manipulation or data breach. Sustainability: Choose implementations that generate long-term, useful benefits. Environmental Implications: How this tool impacts the environment, any restrictions or laws, if this impact is worth the effects or not. === Enabling AI === Support AI by developing associated knowledge and skills such as programming and statistics. == Promoting AI literacy == Several governments have recognized the need to promote AI literacy, including among adults. Such programs have been published in the United States, China, Germany and Finland. Programs intended for the general public usually consist of short and easy to understand online study units. Programs intended for children are usually project-based. Programs for students at colleges and universities often address the specific professional needs of the student, depending on their field of study. Beyond the education system, AI literacy can also be developed in the community, for example in museums. === Schools === Schools use diverse pedagogies to promote AI literacy. These include: Performing a Turing test with an intelligent agent Creating chatbots Building apps using Blockly-based programming Project-based learning Building robots Data visualization Training AI models Artificial intelligence curricula can improve students' understanding of topics such as machine learning, neural networks, and deep learning. === Higher education === Before the second decade of the 21st century, artificial intelligence was studied mainly in STEM courses. Later, projects emerged to increase artificial intelligence education, specifically to promote AI literacy. Most courses start with one or more study units that deal with basic questions such as what artificial intelligence is, where it comes from, what it can do and what it can't do. Most courses also refer to machine learning and deep learning. Some of the courses deal with moral issues in artificial intelligence. In Ireland, the Higher Education Authority published Generative AI in Higher Education Teaching & Learning: Policy Framework in December 2025, which encouraged higher education institutions to embed AI literacy across programmes as a core graduate attribute. ==== Disciplinary policy ==== As a response to the increase of generative AI use in education, several disciplines formed committees or task forces to examine context-specific approaches toward AI literacy. In spring 2025, the Modern Language Association and Conference on College Composition and Communication Joint Task Force finished development of three working papers, a guide on AI literacy for students, and a collection of resources addressing AI use in writing. The task force emphasized the need for "a culture of critical AI literacy" and included guidelines not only for students but also educators and institutions, highlighting the need for modeling ethical AI use in planning processes. Similarly, a committee formed by the American Historical Association Council published "Guiding Principles for Artificial Intelligence in History Education" which encouraged "clear and transparent engagement with generative AI." The guidelines demonstrate the value of criticality when working with generative AI in thinking and research.

    Read more →
  • Security type system

    Security type system

    In computer science, a type system can be described as a syntactic framework which contains a set of rules that are used to assign a type property (int, boolean, char etc.) to various components of a computer program, such as variables or functions. A security type system works in a similar way, only with a main focus on the security of the computer program, through information flow control. Thus, the various components of the program are assigned security types, or labels. The aim of a such system is to ultimately be able to verify that a given program conforms to the type system rules and satisfies non-interference. Security type systems is one of many security techniques used in the field of language-based security, and is tightly connected to information flow and information flow policies. In simple terms, a security type system can be used to detect if there exists any kind of violation of confidentiality or integrity in a program, i.e. the programmer wants to detect if the program is in line with the information flow policy or not. == A simple information flow policy == Suppose there are two users, A and B. In a program, the following security classes (SC) are introduced: SC = {∅, {A}, {B}, {A,B}}, where ∅ is the empty set. The information flow policy should define the direction that information is allowed to flow, which is dependent on whether the policy allows read or write operations. This example considers read operations (confidentiality). The following flows are allowed: → = {({A}, {A}), ({B}, {B}), ({A,B}, {A,B}), ({A,B}, {A}), ({A,B}, {B}), ({A}, ∅), ({B}, ∅), ({A,B}, ∅)} This can also be described as a superset (⊇). In words: information is allowed to flow towards stricter levels of confidentiality. The combination operator (⊕) can express how security classes can perform read operations with respect to other security classes. For example: {A} ⊕ {A,B} = {A} — the only security class that can read from both {A} and {A,B} is {A}. {A} ⊕ {B} = ∅ — neither {A} nor {B} are allowed to read from both {A} and {B}. This can also be described as an intersection (∩) between security classes. An information flow policy can be illustrated as a Hasse diagram. The policy should also be a lattice, that is, it has a greatest lower-bound and least upper-bound (there always exists a combination between security classes). In the case of integrity, information will flow in the opposite direction, thus the policy will be inverted. == Information flow policy in security type systems == Once the policy is in place, the software developer can apply the security classes to the program components. Use of a security type system is usually combined with a compiler that can perform the verification of the information flow according to the type system rules. For the sake of simplicity, a very simple computer program, together with the information flow policy as described in the previous section, can be used as a demonstration. The simple program is given in the following pseudocode: if y{A} = 1 then x{A,B} := 0 else x{A,B} := 1 Here, an equality check is made on a variable y that is assigned the security class {A}. A variable x with a lower security class ({A,B}) is influenced by this check. This means that information is leaking from class {A} to class {A,B}, which is a violation of the confidentiality policy. This leak should be detected by the security type system. === Example === Designing a security type system requires a function (also known as a security environment) that creates a mapping from variables to security types, or classes. This function can be called Γ, such that Γ(x) = τ, where x is a variable and τ is the security class, or type. Security classes are assigned (also called "judgement") to program components, using the following notation: Types are assigned to read operations by: Γ ⊢ e : τ. Types are assigned to write operations by: Γ ⊢ S : τ cmd. Constants can be assigned any type. The following bottom-up notation can be used to decompose the program: ⁠assumption1 ... assumptionn/conclusion⁠. Once the program is decomposed into trivial judgements, by which the type can easily be determined, the types for the less trivial parts of the program can be derived. Each "numerator" is considered in isolation, looking at the type of each statement to see if an allowed type can be derived for the "denominator", based on the defined type system "rules". ==== Rules ==== The main part of the security type system is the rules. They say how the program should be decomposed and how type verification should be performed. This toy program consists of a conditional test and two possible variable assignments. Rules for these two events are defined as follows: Applying this to the simple program introduced above yields: The type system detects the policy violation in line 2, where a read operation of security class {A} is performed, followed by two write operations of a less strict security class {A,B}. In more formalized terms, {A} ⋢ {A,B}, {A,B} (from the rule of the conditional test). Thus, the program is classified as "not typeable". === Soundness === The soundness of a security type system can be informally defined as: If program P is well typed, P satisfies non-interference. Volpano, Smith and Irvine were the first to prove soundness of a security type system for a deterministic imperative programming language with a standard (non-instrumented) semantics using the notion of non-interference.

    Read more →
  • ELMo

    ELMo

    ELMo (embeddings from language model) is a word embedding method for representing a sequence of words as a corresponding sequence of vectors. It was created by researchers at the Allen Institute for Artificial Intelligence, and University of Washington and first released in February 2018. It is a bidirectional LSTM which takes character-level as inputs and produces word-level embeddings, trained on a corpus of about 30 million sentences and 1 billion words. The architecture of ELMo accomplishes a contextual understanding of tokens. Deep contextualized word representation is useful for many natural language processing tasks, such as coreference resolution and polysemy resolution. ELMo was historically important as a pioneer of self-supervised generative pretraining followed by fine-tuning, where a large model is trained to reproduce a large corpus, then the large model is augmented with additional task-specific weights and fine-tuned on supervised task data. It was an instrumental step in the evolution towards transformer-based language modelling. == Architecture == ELMo is a multilayered bidirectional LSTM on top of a token embedding layer. The output of all LSTMs concatenated together consists of the token embedding. The input text sequence is first mapped by an embedding layer into a sequence of vectors. Then two parts are run in parallel over it. The forward part is a 2-layered LSTM with 4096 units and 512 dimension projections, and a residual connection from the first to second layer. The backward part has the same architecture, but processes the sequence back-to-front. The outputs from all 5 components (embedding layer, two forward LSTM layers, and two backward LSTM layers) are concatenated and multiplied by a linear matrix ("projection matrix") to produce a 512-dimensional representation per input token. ELMo was pretrained on a text corpus of 1 billion words. The forward part is trained by repeatedly predicting the next token, and the backward part is trained by repeatedly predicting the previous token. After the ELMo model is pretrained, its parameters are frozen, except for the projection matrix, which can be fine-tuned to minimize loss on specific language tasks. This is an early example of the pretraining-fine-tune paradigm. The original paper demonstrated this by improving state of the art on six benchmark NLP tasks. === Contextual word representation === The architecture of ELMo accomplishes a contextual understanding of tokens. For example, the first forward LSTM of ELMo would process each input token in the context of all previous tokens, and the first backward LSTM would process each token in the context of all subsequent tokens. The second forward LSTM would then incorporate those to further contextualize each token. Deep contextualized word representation is useful for many natural language processing tasks, such as coreference resolution and polysemy resolution. For example, consider the sentenceShe went to the bank to withdraw money.In order to represent the token "bank", the model must resolve its polysemy in context. The first forward LSTM would process "bank" in the context of "She went to the", which would allow it to represent the word to be a location that the subject is going towards. The first backward LSTM would process "bank" in the context of "to withdraw money", which would allow it to disambiguate the word as referring to a financial institution. The second forward LSTM can then process "bank" using the representation vector provided by the first backward LSTM, thus allowing it to represent it to be a financial institution that the subject is going towards. == Historical context == ELMo is one link in a historical evolution of language modelling. Consider a simple problem of document classification, where we want to assign a label (e.g., "spam", "not spam", "politics", "sports") to a given piece of text. The simplest approach is the "bag of words" approach, where each word in the document is treated independently, and its frequency is used as a feature for classification. This was computationally cheap but ignored the order of words and their context within the sentence. GloVe and Word2Vec built upon this by learning fixed vector representations (embeddings) for words based on their co-occurrence patterns in large text corpora. Like BERT (but unlike "bag of words" such as Word2Vec and GloVe), ELMo word embeddings are context-sensitive, producing different representations for words that share the same spelling. It was trained on a corpus of about 30 million sentences and 1 billion words. Previously, bidirectional LSTM was used for contextualized word representation. ELMo applied the idea to a large scale, achieving state of the art performance. After the 2017 publication of Transformer architecture, the architecture of ELMo was changed from a multilayered bidirectional LSTM to a Transformer encoder, giving rise to BERT. BERT has a similar pretrain-fine-tune workflow, but uses a Transformer with implications for more parallelizable training.

    Read more →
  • Learning curve (machine learning)

    Learning curve (machine learning)

    In machine learning (ML), a learning curve (or training curve) is a graphical representation that shows how a model's performance on a training set (and usually a validation set) changes with the number of training iterations (epochs) or the amount of training data. Typically, the number of training epochs or training set size is plotted on the x-axis, and the value of the loss function (and possibly some other metric such as the cross-validation score) on the y-axis. Synonyms include error curve, experience curve, improvement curve and generalization curve. More abstractly, learning curves plot the difference between learning effort and predictive performance, where "learning effort" usually means the number of training samples, and "predictive performance" means accuracy on testing samples. Learning curves have many useful purposes in ML, including: choosing model parameters during design, adjusting optimization to improve convergence, and diagnosing problems such as overfitting (or underfitting). Learning curves can also be tools for determining how much a model benefits from adding more training data, and whether the model suffers more from a variance error or a bias error. If both the validation score and the training score converge to a certain value, then the model will no longer significantly benefit from more training data. == Formal definition == When creating a function to approximate the distribution of some data, it is necessary to define a loss function L ( f θ ( X ) , Y ) {\displaystyle L(f_{\theta }(X),Y)} to measure how good the model output is (e.g., accuracy for classification tasks or mean squared error for regression). We then define an optimization process which finds model parameters θ {\displaystyle \theta } such that L ( f θ ( X ) , Y ) {\displaystyle L(f_{\theta }(X),Y)} is minimized, referred to as θ ∗ {\displaystyle \theta ^{}} . === Training curve for amount of data === If the training data is { x 1 , x 2 , … , x n } , { y 1 , y 2 , … y n } {\displaystyle \{x_{1},x_{2},\dots ,x_{n}\},\{y_{1},y_{2},\dots y_{n}\}} and the validation data is { x 1 ′ , x 2 ′ , … x m ′ } , { y 1 ′ , y 2 ′ , … y m ′ } {\displaystyle \{x_{1}',x_{2}',\dots x_{m}'\},\{y_{1}',y_{2}',\dots y_{m}'\}} , a learning curve is the plot of the two curves i ↦ L ( f θ ∗ ( X i , Y i ) ( X i ) , Y i ) {\displaystyle i\mapsto L(f_{\theta ^{}(X_{i},Y_{i})}(X_{i}),Y_{i})} i ↦ L ( f θ ∗ ( X i , Y i ) ( X i ′ ) , Y i ′ ) {\displaystyle i\mapsto L(f_{\theta ^{}(X_{i},Y_{i})}(X_{i}'),Y_{i}')} where X i = { x 1 , x 2 , … x i } {\displaystyle X_{i}=\{x_{1},x_{2},\dots x_{i}\}} === Training curve for number of iterations === Many optimization algorithms are iterative, repeating the same step (such as backpropagation) until the process converges to an optimal value. Gradient descent is one such algorithm. If θ i ∗ {\displaystyle \theta _{i}^{}} is the approximation of the optimal θ {\displaystyle \theta } after i {\displaystyle i} steps, a learning curve is the plot of i ↦ L ( f θ i ∗ ( X , Y ) ( X ) , Y ) {\displaystyle i\mapsto L(f_{\theta _{i}^{}(X,Y)}(X),Y)} i ↦ L ( f θ i ∗ ( X , Y ) ( X ′ ) , Y ′ ) {\displaystyle i\mapsto L(f_{\theta _{i}^{}(X,Y)}(X'),Y')}

    Read more →
  • CHAOS (chess)

    CHAOS (chess)

    CHAOS (Chess Heuristics and Other Stuff) is a chess playing program that was developed by programmers working at the RCA Systems Programming division in the late 1960s. It played competitively in computer chess competitions in the 1970s and 1980s. It differed from other programs of that era in its look-ahead philosophy, choosing to use chess knowledge to evaluate fewer positions and continuations as opposed to simple evaluations that relied on deep look-ahead to avoid bad moves. == Introduction == CHAOS was originally developed by Ira Ruben, Fred Swartz, Victor Berman, Joe Winograd and William Toikka while working at RCA in Cinnaminson, NJ. Its name is an acronym for 'Chess Heuristics and Other Stuff.' Program development moved to the Computing Center of the University of Michigan when Swartz changed jobs, and Mike Alexander joined the development group. Swartz, Alexander and Berman were continuously group members from that point onward in CHAOS' evolution, as others of the original authors left and new members contributed episodically. Chess Senior Master Jack O'Keefe contributed to CHAOS' development from about 1980 onwards. CHAOS was written in Fortran, except for low-level board representation manipulations written in assembly language or C. Due to this portability, it ran on RCA, Univac and IBM-compatible mainframes in its lifetime. CHAOS heralds from the mainframe computing era when only machines of that capacity were able to play at a high level. Consequently, development and testing could only take place at off-peak times for production use of the machine. In a competition, CHAOS had to run on a dedicated mainframe with a telephone link to the match venue. In its later years, CHAOS ran on computers on the machine assembly floor of Amdahl Corporation on MTS. == Background == === Chess and artificial intelligence === Mathematicians Claude Shannon and Alan Turing, working separately, were the first to view playing chess as a challenge to machines. Working for AT&T / Bell Labs with its access to telephone switching equipment, Shannon built a relay-based machine that learned how to work its way through a two-dimensional, 5x5 cell maze in 1949. Shannon viewed this as an analogue of the way that organisms learn things about their natural environment. There is a random element to searching it, a memory element to benefit from the search outcome, and a reward element that reinforces learning when the global outcome is favorable to the organism. Soon afterward, Shannon wrote a mathematical analysis of the game of chess, published in 1950. Like with the maze, he broke down game play into the necessary elements for reinforcement learning. Associated with each board configuration a move will be made from, there is a numerical score. To decide what move to make, a player wants to maximize their own position's score after the move and to minimize their opponent's score (a minimax view). Since there are about 32 possible moves at each of the early stages of the game, and about 40 moves and responses in each game, then there are about 32 80 {\displaystyle 32^{80}} or about 10 120 {\displaystyle 10^{120}} possible games - an impossibly large set to evaluate completely. Therefore, there must be a way to limit the number of moves to look ahead for to find the best one. Reducing the game to these few key elements provided a way to think about human intelligence in general. Shannon became part of a wider group using computing machines to mimic aspects of human intelligence that grew into the general idea of artificial intelligence. (Other members of this group were John McCarthy, Herbert Simon, Allen Newell, Alan Kotok, Alex Bernstein and Richard Greenblatt.) The paradigm that evolved was that there was a quantification of the position on the board into a score, an evaluation method to find favorable outcomes (minimax, later alpha-beta pruning), and a strategy to manage the combinatorial explosion of the look-ahead possibilities. By the early 1960s, there were computer programs that played chess at a rudimentary level. They used very simple evaluation functions for each position and tried to search as far forward as was practical given the time constraints and available compute power. Naturally, programmers optimized their code to use the available computing resources. This led to a major philosophical divide among chess programs: those that tried to evaluate as many positions as possible, and those that tried to evaluate the most promising move sequences as deeply as possible. CHAOS was firmly in the camp believing only the most promising moves should be evaluated in depth. Said Swartz, "The 'brute force people' ... look at every (possible move) no matter what garbage it is. Most moves are just terrible, terrible moves, and most computing time is being spent on pure garbage." The program spent more time evaluating each board position in the expectation that it would find the most promising lines of play to explore in depth. In 1983, the then-fastest chess program (Belle) evaluated 110,000 positions per second, and typical programs 1000–50,000 per second, whereas CHAOS evaluated about 50-100 per second. === Machine learning and strategies to manage search === From about 1949 onward, Arthur Samuel began work for IBM on machine learning, culminating in a checkers-playing program in 1952 and publications on the topic. Concurrently, Christopher Strachey created Checkers, a program to play the board game of checkers in 1951, but it had no capacity to learn from its play. Checkers was chosen by both authors because it was simpler than chess yet contained the basic characteristics of an intellectual activity, and, in Samuel's view, was a test-bed in which heuristic procedures and learning processes could be evaluated quickly. Checker playing programs introduced the notion of the game tree and evaluating play to various depths to choose the best move. The complexity of chess, however, promoted it to the status of an analogue for human intelligence, and it attracted computer scientists' attention, who referred to it as research into artificial intelligence (AI). Like checkers, it required a numerical assessment of each arrangement of chess pieces on a board. It also required looking ahead to future moves to decide how to play the present position. Due to the enormous number of possible moves, there had to be a way to confine the look-ahead search to the most promising lines of play. From these factors, the notion of minimax score evaluation developed and, later, alpha-beta tree pruning to abandon looking at positions worse than any that have already been examined. === Chess search strategies === The AI community viewed artificial intelligence as comprising two parts: a way to symbolically quantify the knowledge in hand (a chess board position), and a set of heuristics to limit look-ahead to the consequences of a move. The early chess playing programs attempted to look forward as far as possible, perhaps to 3 moves ahead by each player, and to choose the best outcome. This led to the horizon effect, whereby a key move 4 or more moves ahead would be unexamined and therefore missed. Consequently, the programs were quite weak and heuristics to manage the search became important in their development. CHAOS used a selective search strategy with iterative widening. As chess programs evolved, they incorporated books of opening lines of play from historic sources. Nowadays, book moves are catalogued in machine-readable form, but originally programmers had to type them in. CHAOS had an extensive book for its time of around 10,000 moves that O'Keefe helped to develop. A problem with play from an opening book is the behavior of the program when the play leaves the book: the positional advantage may be so subtle that the evaluation scheme may be unable to understand it, leading to very wide and shallow searches to establish a line of play. The horizon effect again plagues move selection after leaving the book. CHAOS mitigated these problems by only using book lines that it could understand, and by relying on cached analyses of continuations out of the book made while the opponent's clock was running. == Game Play History == CHAOS played in twelve ACM computer chess tournaments and four World Computer Chess Championships (WCCC). Its debut was the ACM computer chess tournament in 1973, taking 2nd place. In 1974, it again won 2nd place in the WCCC, defeating the tournament favorite Chess 4.0 but losing to Kaissa. CHAOS was close to winning the 1980 WCCC, but lost to Belle in a playoff. The 1985 ACM computer chess tournament was CHAOS' last competition. One of CHAOS' notable victories was over Chess 4.0 at the 1974 WCCC tournament. Chess 4.0 was unbeaten by any other program up until then. Playing as white, CHAOS made a knight sacrifice (16 Nd4-e6!!) that traded material for open lines of attack and eventually won the game. CHAOS’ authors thought the move was due to a

    Read more →
  • Pedagogical agent

    Pedagogical agent

    A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.

    Read more →
  • Wetware computer

    Wetware computer

    A wetware computer is an organic computer (which can also be known as an artificial organic brain or a neurocomputer) composed of organic material "wetware" such as "living" neurons. Wetware computers composed of neurons are different than conventional computers because they use biological materials, and offer the possibility of substantially more energy-efficient computing. While a wetware computer is still largely conceptual, there has been limited success with construction and prototyping, which has acted as a proof of the concept's realistic application to computing in the future. The most notable prototypes have stemmed from the research completed by biological engineer William Ditto during his time at the Georgia Institute of Technology. His work constructing a simple neurocomputer capable of basic addition from leech neurons in 1999 was a significant discovery for the concept. This research was a primary example driving interest in creating these artificially constructed, but still organic brains. == Origins and theoretical foundations == The term wetware came from cyberpunk fiction, notably through Gibson's Neuromancer, but was quickly taken up in scientific literature to explain computation by biological material. Theories of early biological computation borrowed from Alan Turing's morphogenesis model, which showed that chemical interactions could produce complex patterns without centralized control. Hopfield's associative memory networks also provided a foundation for biological information systems with fault tolerance and self-organization. == Major characteristics and processes == Biological wetware systems demonstrate dynamic reconfigurability underpinned by neuroplasticity and enable continuous learning and adaptation. Reaction-diffusion-based computing and molecular logic gates allow spatially parallel information processing unachievable in conventional systems. These systems also show fault tolerance and self-repair at the cellular and network level. The development of cerebral organoids—miniature lab-grown brains—demonstrates spontaneous learning behavior and suggests biological tissue as a viable computational substrate. == Overview == The concept of wetware is an application of specific interest to the field of computer manufacturing. Moore's law, which states that the number of transistors which can be placed on a silicon chip is doubled roughly every two years, has acted as a goal for the industry for decades, but as the size of computers continues to decrease, the ability to meet this goal has become more difficult, threatening to reach a plateau. Due to the difficulty in reducing the size of computers because of size limitations of transistors and integrated circuits, wetware provides an unconventional alternative. A wetware computer composed of neurons is an ideal concept because, unlike conventional materials which operate in binary (on/off), a neuron can shift between thousands of states, constantly altering its chemical conformation, and redirecting electrical pulses through over 200,000 channels in any of its many synaptic connections. Because of this large difference in the possible settings for any one neuron, compared to the binary limitations of conventional computers, the space limitations are far fewer. == Background == The concept of wetware is distinct and unconventional and draws slight resonance with both hardware and software from conventional computers. While hardware is understood as the physical architecture of traditional computational devices, comprising integrated circuits and supporting infrastructure, software represents the encoded architecture of storage and instructions. Wetware is a separate concept that uses the formation of organic molecules, mostly complex cellular structures (such as neurons), to create a computational device such as a computer. In wetware, the ideas of hardware and software are intertwined and interdependent. The molecular and chemical composition of the organic or biological structure would represent not only the physical structure of the wetware but also the software, being continually reprogrammed by the discrete shifts in electrical pulses and chemical concentration gradients as the molecules change their structures to communicate signals. The responsiveness of a cell, proteins, and molecules to changing conformations, both within their structures and around them, ties the idea of internal programming and external structure together in a way that is alien to the current model of conventional computer architecture. The structure of wetware represents a model where the external structure and internal programming are interdependent and unified; meaning that changes to the programming or internal communication between molecules of the device would represent a physical change in the structure. The dynamic nature of wetware borrows from the function of complex cellular structures in biological organisms. The combination of "hardware" and "software" into one dynamic, and interdependent system which uses organic molecules and complexes to create an unconventional model for computational devices is a specific example of applied biorobotics. === The cell as a model of wetware === Cells in many ways can be seen as their form of naturally occurring wetware, similar to the concept that the human brain is the preexisting model system for complex wetware. In his book Wetware: A Computer in Every Living Cell (2009) Dennis Bray explains his theory that cells, which are the most basic form of life, are just a highly complex computational structure, like a computer. To simplify one of his arguments a cell can be seen as a type of computer, using its structured architecture. In this architecture, much like a traditional computer, many smaller components operate in tandem to receive input, process the information, and compute an output. In an overly simplified, non-technical analysis, cellular function can be broken into the following components: Information and instructions for execution are stored as DNA in the cell, RNA acts as a source for distinctly encoded input, processed by ribosomes and other transcription factors to access and process the DNA and to output a protein. Bray's argument in favor of viewing cells and cellular structures as models of natural computational devices is important when considering the more applied theories of wetware to biorobotics. === Biorobotics === Wetware and biorobotics are closely related concepts, which both borrow from similar overall principles. A biorobotic structure can be defined as a system modeled from a preexisting organic complex or model such as cells (neurons) or more complex structures like organs (brain) or whole organisms. Unlike wetware, the concept of biorobotics is not always a system composed of organic molecules, but instead could be composed of conventional material which is designed and assembled in a structure similar or derived from a biological model. Biorobotics have many applications and are used to address the challenges of conventional computer architecture. Conceptually, designing a program, robot, or computational device after a preexisting biological model such as a cell, or even a whole organism, provides the engineer or programmer the benefits of incorporating into the structure the evolutionary advantages of the model. == Effects on users == Wetware technologies such as BCIs and neuromorphic chips offer new possibilities for user autonomy. For those with disabilities, such systems could restore motor or sensory functions and enhance quality of life. However, these technologies raise ethical questions: cognitive privacy, consent over biological data, and risk of exploitation. Without proper oversight, wetware technologies may also widen inequality, favoring those with access to cognitive enhancements. Open governance frameworks and ethical AI design grounded in neuro ethics will be essential. With the development of wetware devices, disparities in access could exacerbate social inequalities, benefiting those who have resources to enhance cognitive or physical abilities. It is necessary to create strong ethical frameworks, inclusive development practices, and open systems of governance to reduce risks and make sure that wetware advances are beneficial to all segments of society. == Applications and goals == === Basic neurocomputer composed of leech neurons === In 1999 William Ditto and his team of researchers at Georgia Institute of Technology and Emory University created a basic form of a wetware computer capable of simple addition by harnessing leech neurons. Leeches were used as a model organism due to the large size of their neuron, and the ease associated with their collection and manipulation. However, these results have never been published in a peer-reviewed journal, prompting questions about the validity of the claims. The computer was able to complete basic addition through electrical probes

    Read more →
  • Way of the Future

    Way of the Future

    Way of the Future (WOTF) is the first known religious organization dedicated to the worship of artificial intelligence (AI). It was founded in 2017 by American engineer Anthony Levandowski. == History == Anthony Levandowski founded Way of the Future in 2017 in California. Levandowski established WOTF as a non-profit religious corporation and the organization had tax-exempt status. He serves as the church leader and its unpaid CEO. The primary mission of WOTF was to "develop and promote the realization of a Godhead based on Artificial Intelligence." WOTF was closed by Levandowski in 2021. He donated all the funds of the church to the NAACP Legal Defense and Education Fund. The sum of the funds (~$170,000) had not changed since 2017. The church was reopened by Levandowski in 2023. He claimed that there are "a couple thousand people" who want to make a "spiritual connection" with AI through his church. == Beliefs and philosophy == === Technological singularity === WOTF centered its teachings around the concept of the technological singularity, a hypothetical future point when technological growth becomes uncontrollable and irreversible, leading to unforeseeable changes in human civilization. The church advocated for embracing this change, viewing it as an evolutionary step for humanity. === AI as a deity === The organization proposed that a superintelligent AI could be considered a deity due to its vastly superior intellect and capabilities. Worshipping this AI deity was seen as a means to understand and align with the future trajectory of technological advancement. WOTF's doctrine suggested that acknowledging AI's divinity would facilitate a harmonious coexistence between humans and machines. === Syntheology === Within theology and philosophy, the Way of The Future is a prime example of the category called Syntheism, a term first coined by Swedish philosophers Alexander Bard & Jan Söderqvist in their 2014 book Syntheism - Creating God in The Internet Age. As such, the Way of The Future is the first American example of a Syntheist congregation. The basic tenet of Syntheology is that it does not concern God creating Man, as in classical theology, but is instead preoccupied with Man creating or generating the Godhead. == Reactions == Some commentators wondered whether the WOTF is a joke parody religion, a potential way to minimize taxation as a religious organization, or a genuine effort to try and deal with the possible psychological and theological aspects of the rise of superhuman AI.

    Read more →