A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps. == Introduction == The name of Cognitive Tutor now usually refers to a particular type of intelligent tutoring system produced by Carnegie Learning for high school mathematics based on John Anderson's ACT-R theory of human cognition. However, cognitive tutors were originally developed to test ACT-R theory for research purposes since the early 1980s and they are developed also for other areas and subjects such as computer programming and science. Cognitive Tutors can be implemented into classrooms as a part of blended learning that combines textbook and software activities. The Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer. Model tracing and knowledge tracing are essentially used to monitor students' learning progress, guide students to correct path to problem solving, and provide feedback. The Institute of Education Sciences published several reports regarding the effectiveness of Carnegie Cognitive Tutor. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor was found to have mixed effects on mathematics achievement for high school students. The report identified 27 studies that investigate the effectiveness of Cognitive Tutor, and the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor Algebra I to have potentially positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards. It should be understood that What Works Clearinghouse standards call for relatively large numbers of participants, true random assignments to groups, and for a control group receiving either no treatment or a different treatment. Such experimental conditions are difficult to meet in schools, and thus only a small percentage of studies in education meet the standards of this clearinghouse, even though they may still be of value. == Theoretical foundations == === Four-component architecture === Intelligent tutoring systems (ITS) have a four-component architecture: a domain model, a student model, a tutoring model and an interface component. The domain model contains the rules, concepts, and knowledge related to the domain to be learned. It helps to evaluate students' performance and detect students' errors by setting a standard of domain expertise. The student model, the central component of an ITS, is expected to contain knowledge about the students: their cognitive and affective states, and their progress as they learn. The function of the student model is threefold: to gather data from and about the learner, to represent the learner's knowledge and learning process, and to perform diagnostics of a student's knowledge and select optimal pedagogical strategies. The tutoring model uses the data gained from the domain model and student model to make decisions about tutoring strategies such as whether or not to intervene, or when and how to intervene. Functions of the tutoring model include instruction delivery and content planning. The interface component reflects the decisions made by the tutoring model in different forms such as Socratic dialogs, feedback and hints. Students interact with the tutor through the learning interface, also known as communication. The interface provides domain knowledge elements. === Cognitive model === A cognitive model replicates the domain knowledge and skills comparable to that of a human expert or an advanced student of the domain. A cognitive model enables intelligent tutoring systems to respond to problem-solving situations in a way similar to a human tutor. A tutoring system adopting a cognitive model is called a cognitive tutor. A cognitive model is an expert system that generates a multitude of solutions to the problems presented to students. The cognitive model is used to trace each student's solution through complex alternative solution paths, enabling the tutor to provide step-by-step feedback and advice, and to maintain a targeted model of the student's knowledge based on student performance. === Cognitive Tutors === Cognitive Tutors provide step-by-step guidance as a learner develops a complex problem-solving skill through practice. Typically, cognitive tutors provide such forms of support as: (a) a problem-solving environment that is designed rich and "thinking visible"; (b) step-by-step feedback on student performance; (c) feedback messages specific to errors; (d) context-specific next-step hints at student's request, and (e) individualized problem selection. Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: (1) monitors the student's performance and providing context-specific individual instruction, and (2) monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning. In model tracing, the cognitive tutor uses the cognitive model in complex problems to follow the student's individual path and provide prompt accuracy feedback and context-specific advice. In knowledge tracing, the cognitive tutor uses a Bayesian Knowledge Tracing method of evaluating the student's knowledge and uses this student model to select appropriate problems for each student. === Cognitive architecture === Cognitive tutor development is guided by ACT-R cognitive architecture, which specifies the underlying framework developing the cognitive model or expert component of a cognitive tutor. ACT-R, a member of the ACT family, is the most recent cognitive architecture, devoted primarily to modelling human behavior. ACT-R includes a declarative memory of factual knowledge and a procedural memory of production rules. The architecture functions by matching productions on perceptions and facts, mediated by the real-valued activation levels of objects, and executing them to affect the environment or alter declarative memory. ACT-R has been used to model psychological aspects such as memory, attention, reasoning, problem solving, and language processing. == Application and utilization == The first real world applications of cognitive tutors were in the 1980s and involved a geometry proof tutor used by high school students and a LISP programming tutor used by college students in a mini course in introductory programming course at Carnegie Mellon University. Since then, cognitive tutors have been used in a variety of scenarios, with a few organizations developing their own cognitive tutor programs. These programs have been used with students spanning elementary school through university level, though primarily in the subject areas of Computer Programming, Mathematics, and Science. One of the first organizations to develop a system for use within the school system was the PACT Center at Carnegie Mellon University. Their aim was to "...develop systems that provide individualized assistance to students as they work on challenging real-world problems in complex domains such as computer programming, algebra and geometry". PACT's most successful product was the Cognitive Tutor Algebra course. Originally created in the early 1990s, this course was in use in 75 schools through the U.S. by 1999, and then its spin-off company, Carnegie Learning, now offers tutors to thousands of schools in the U.S. The Carnegie Mellon Cognitive Tutor has been shown to raise students' math test scores in high school and middle-school classrooms, and their Algebra course was designated one of five exemplary curricula for K-12 mathematics educated by the US Department of Education. There were several research projects conducted by the PACT Center to utilize Cognitive tutor for courses in Excel and to develop an intelligent tutoring system for algebra expression writing, called Ms. Lindquist. Further, in 2005, Carnegie Learning released Bridge to Algebra, a product intended for middle schools that was piloted in over 100 schools. Cognitive tutoring software is continuing to be used.
Automated dispensing cabinet
An automated dispensing cabinet (ADC), also called a unit-based cabinet (UBC), automated dispensing device (ADD), or automated dispensing machine (ADM)[1], is a computerized medicine cabinet for hospitals and healthcare settings. ADCs allow medications to be stored and dispensed near the point of care while controlling and tracking drug distribution. == Overview == Hospital pharmacies have provided medications for patients by filling patient-specific cassettes of unit-dose medications that were then delivered to the nursing unit and stored in medication cabinets or carts. ADCs, originally designed for hospital use, were introduced in hospitals in the 1980s and have facilitated the transition to alternative delivery models and more decentralized medication distribution systems.[2] Implementing automated dispensing cabinets as part of a decentralized or hybrid medication distribution system can improve patient safety and the accountability of the inventory, streamline certain billing processes. However, in the 2000s, the technology began to be deployed into other care settings where medication doses were stored onsite, and higher security methods were needed to control inventory, access, and dispensing of each patient dose. Settings that now deploy ADCs include long-term care facilities, hospice, critical access hospitals, surgery centers, group homes, residential care facilities, rehab and psych environments, animal health, dental clinics, and nursing education simulation. These diverse care settings share a common need to safely store, account for, and dispense individual doses of medications, especially narcotics and high-value medications, at the point of care.[3] ADCs track user access and dispensed medications, and their use can improve control over medication inventory. The real-time inventory reports generated by many cabinets can simplify the filling process and help the pharmacy track expired drugs. Furthermore, by restricting individual drugs – such as high-risk medications and controlled substances – to unique drawers within the cabinet, overall inventory management, patient safety, and medication security can be improved. Automated dispensing cabinets allow the pharmacy department to profile physician orders before they are dispensed.[4] ADCs can also enable providers to record medication charges upon dispensing, reducing the billing paperwork the pharmacy is responsible for. In addition, nurses can note returned medications using the cabinets' computers, enabling direct credits to patients' accounts. Since automated cabinets can be located on the nursing unit floor, nursing have speedier access to a patient's medications. Also, shorter waiting time ensures improved patient comfort and care.[5] == Role of automated dispensing in healthcare == Automated dispensing is a pharmacy practice in which a device dispenses medications and fills prescriptions. ADCs, which can handle many different medications, are available from a number of manufacturers such as BD, ARxIUM, and Omnicell. Though members of the pharmacy community have been utilizing automation technology since the 1980s, companies are constantly improving ADCs to meet changing needs and health standards in the industry. Several goals can be met by implementing an automated product in a healthcare facility. Patient safety can be ensured with the use of ADC technology such as barcoding. Anesthesia ADCs in operating rooms and perioperative areas may include label printing to prevent mix-ups such as errors between morphine and hydromorphone, two different opioid analgesics that frequently get confused. These systems also communicate with the pharmacy and its information management system to track medications removed and support inventory replenishment. == Key features == ADCs are like automated teller machines whose specific technologies such as barcode scanning and clinical decision support can improve medication safety. Some have metal locking drawers for added security and some have automated single-dose dispensing to prevent the need for a blind count each time a controlled substance is accessed. Over the years, ADCs have been adapted to facilitate compliance with emerging regulatory requirements such as pharmacy review of medication orders and safe practice recommendations. ADCs incorporate advanced software and electronic interfaces to synthesize high-risk steps in the medication use process. These unit-based medication repositories provide computer-controlled storage, dispensation, tracking, and documentation of medication distribution in the resident care unit. Since automated dispensing cabinets are not located in the pharmacy, they are considered "decentralized" medication distribution systems. Instead, they can be found at the point of care on the resident care unit. Tracking of the stocking and distribution process can occur by interfacing the unit with a central pharmacy computer. These cabinets can also be interfaced with other external databases such as resident profiles, the facility's admission/discharge/transfer system, and billing systems. Most ADC providers offer scalable systems since several important factors vary widely by facility such as budget, physical room size, patient population/demographics, type of healthcare facility, etc.
List of artificial intelligence projects
The following is a list of current and past, non-classified notable artificial intelligence projects. == Specialized projects == === Brain-inspired === Blue Brain Project, an attempt to create a synthetic brain by reverse-engineering the mammalian brain down to the molecular level. Google Brain, a deep learning project part of Google X attempting to have intelligence similar or equal to human-level. Human Brain Project, ten-year scientific research project, based on exascale supercomputers. === Cognitive architectures === 4CAPS, developed at Carnegie Mellon University under Marcel A. Just ACT-R, developed at Carnegie Mellon University under John R. Anderson. AIXI, Universal Artificial Intelligence developed by Marcus Hutter at IDSIA and ANU. CALO, a DARPA-funded, 25-institution effort to integrate many artificial intelligence approaches (natural language processing, speech recognition, machine vision, probabilistic logic, planning, reasoning, many forms of machine learning) into an AI assistant that learns to help manage your office environment. CHREST, developed under Fernand Gobet at Brunel University and Peter C. Lane at the University of Hertfordshire. CLARION, developed under Ron Sun at Rensselaer Polytechnic Institute and University of Missouri. CoJACK, an ACT-R inspired extension to the JACK multi-agent system that adds a cognitive architecture to the agents for eliciting more realistic (human-like) behaviors in virtual environments. Copycat, by Douglas Hofstadter and Melanie Mitchell at the Indiana University. DUAL, developed at the New Bulgarian University under Boicho Kokinov. FORR developed by Susan L. Epstein at The City University of New York. IDA and LIDA, implementing Global Workspace Theory, developed under Stan Franklin at the University of Memphis. OpenCog Prime, developed using the OpenCog Framework. Procedural Reasoning System (PRS), developed by Michael Georgeff and Amy L. Lansky at SRI International. Psi-Theory developed under Dietrich Dörner at the Otto-Friedrich University in Bamberg, Germany. Soar, developed under Allen Newell and John Laird at Carnegie Mellon University and the University of Michigan. Society of Mind and its successor The Emotion Machine proposed by Marvin Minsky. Subsumption architectures, developed e.g. by Rodney Brooks (though it could be argued whether they are cognitive). === Games === AlphaGo, software developed by Google that plays the Chinese board game Go. Chinook, a computer program that plays English draughts; the first to win the world champion title in the competition against humans. Deep Blue, a chess-playing computer developed by IBM which beat Garry Kasparov in 1997. Halite, an artificial intelligence programming competition created by Two Sigma in 2016. Libratus, a poker AI that beat world-class poker players in 2017, intended to be generalisable to other applications. The Matchbox Educable Noughts and Crosses Engine (sometimes called the Machine Educable Noughts and Crosses Engine or MENACE) was a mechanical computer made from 304 matchboxes designed and built by artificial intelligence researcher Donald Michie in 1961. Quick, Draw!, an online game developed by Google that challenges players to draw a picture of an object or idea and then uses a neural network to guess what the drawing is. The Samuel Checkers-playing Program (1959) was among the world's first successful self-learning programs, and as such a very early demonstration of the fundamental concept of artificial intelligence (AI). Stockfish AI, an open source chess engine currently ranked the highest in many computer chess rankings. TD-Gammon, a program that learned to play world-class backgammon partly by playing against itself (temporal difference learning with neural networks). === Internet activism === Serenata de Amor, project for the analysis of public expenditures and detect discrepancies. === Knowledge and reasoning === Alice (Microsoft), a project from Microsoft Research Lab aimed at improving decision-making in Economics Braina, an intelligent personal assistant application with a voice interface for Windows OS. Cyc, an attempt to assemble an ontology and database of everyday knowledge, enabling human-like reasoning. Eurisko, a language by Douglas Lenat for solving problems which consists of heuristics, including some for how to use and change its heuristics. Google Now, an intelligent personal assistant with a voice interface in Google's Android and Apple Inc.'s iOS, as well as Google Chrome web browser on personal computers. Holmes a new AI created by Wipro. Microsoft Cortana, an intelligent personal assistant with a voice interface in Microsoft's various Windows 10 editions. MindsDB, is an AI automation platform for building AI/ML powered features and applications. Mycin, an early medical expert system. Open Mind Common Sense, a project based at the MIT Media Lab to build a large common sense knowledge base from online contributions. Siri, an intelligent personal assistant and knowledge navigator with a voice-interface in Apple Inc.'s iOS and macOS. SNePS, simultaneously a logic-based, frame-based, and network-based knowledge representation, reasoning, and acting system. Viv (software), a new AI by the creators of Siri. Wolfram Alpha, an online service that answers queries by computing the answer from structured data. === Motion and manipulation === AIBO, the robot pet for the home, grew out of Sony's Computer Science Laboratory (CSL). Cog, a robot developed by MIT to study theories of cognitive science and artificial intelligence, now discontinued. === Music === Melomics, a bioinspired technology for music composition and synthesization of music, where computers develop their own style, rather than mimic musicians. === Natural language processing === AIML, an XML dialect for creating natural language software agents. Apache Lucene, a high-performance, full-featured text search engine library written entirely in Java. Apache OpenNLP, a machine learning based toolkit for the processing of natural language text. It supports the most common NLP tasks, such as tokenization, sentence segmentation, part-of-speech tagging, named entity extraction, chunking and parsing. Artificial Linguistic Internet Computer Entity (A.L.I.C.E.), a natural language processing chatterbot. ChatGPT, a chatbot built on top of OpenAI's GPT-3.5 and GPT-4 family of large language models. Claude, a family of large language models developed by Anthropic and launched in 2023. Claude LLMs achieved high coding scores in several recognized LLM benchmarks. Cleverbot, successor to Jabberwacky, now with 170m lines of conversation, Deep Context, fuzziness and parallel processing. Cleverbot learns from around 2 million user interactions per month. DeepSeek: Chinese chatbot funded by hedge fund High-Flyer. DBRX, 136 billion parameter open sourced large language model developed by Mosaic ML and Databricks. ELIZA, a famous 1966 computer program by Joseph Weizenbaum, which parodied person-centered therapy. FreeHAL, a self-learning conversation simulator (chatterbot) which uses semantic nets to organize its knowledge to imitate a very close human behavior within conversations. Gemini, a family of multimodal large language model developed by Google's DeepMind. Drives the Gemini chatbot, formerly known as Bard. GigaChat, a chatbot by Russian Sberbank. GPT-3, a 2020 language model developed by OpenAI that can produce text difficult to distinguish from that written by a human. Jabberwacky, a chatbot by Rollo Carpenter, aiming to simulate natural human chat. LaMDA, a family of conversational neural language models developed by Google. LLaMA, a 2023 language model family developed by Meta that includes 7, 13, 33 and 65 billion parameter models.[1] Mycroft, a free and open-source intelligent personal assistant that uses a natural language user interface. PARRY, another early chatterbot, written in 1972 by Kenneth Colby, attempting to simulate a paranoid schizophrenic. SHRDLU, an early natural language processing computer program developed by Terry Winograd at MIT from 1968 to 1970. SYSTRAN, a machine translation technology by the company of the same name, used by Yahoo!, AltaVista and Google, among others. === Speech recognition === CMU Sphinx, a group of speech recognition systems developed at Carnegie Mellon University. DeepSpeech, an open-source Speech-To-Text engine based on Baidu's deep speech research paper. Whisper, an open-source speech recognition system developed at OpenAI. === Speech synthesis === 15.ai, a real-time artificial intelligence text-to-speech tool developed by an anonymous researcher from MIT. Amazon Polly, a speech synthesis software by Amazon. Festival Speech Synthesis System, a general multi-lingual speech synthesis system developed at the Centre for Speech Technology Research (CSTR) at the University of Edinburgh. WaveNet, a deep neural network for generating raw audio. === Video === CapCut is a video editor tool, developed
Algorithmic Puzzles
Algorithmic Puzzles is a book of puzzles based on computational thinking. It was written by computer scientists Anany and Maria Levitin, and published in 2011 by Oxford University Press. == Topics == The book begins with a "tutorial" introducing classical algorithm design techniques including backtracking, divide-and-conquer algorithms, and dynamic programming, methods for the analysis of algorithms, and their application in example puzzles. The puzzles themselves are grouped into three sets of 50 puzzles, in increasing order of difficulty. A final two chapters provide brief hints and more detailed solutions to the puzzles, with the solutions forming the majority of pages of the book. Some of the puzzles are well known classics, some are variations of known puzzles making them more algorithmic, and some are new. They include: Puzzles involving chessboards, including the eight queens puzzle, knight's tours, and the mutilated chessboard problem Balance puzzles River crossing puzzles The Tower of Hanoi Finding the missing element in a data stream The geometric median problem for Manhattan distance == Audience and reception == The puzzles in the book cover a wide range of difficulty, and in general do not require more than a high school level of mathematical background. William Gasarch notes that grouping the puzzles only by their difficulty and not by their themes is actually an advantage, as it provides readers with fewer clues about their solutions. Reviewer Narayanan Narayanan recommends the book to any puzzle aficionado, or to anyone who wants to develop their powers of algorithmic thinking. Reviewer Martin Griffiths suggests another group of readers, schoolteachers and university instructors in search of examples to illustrate the power of algorithmic thinking. Gasarch recommends the book to any computer scientist, evaluating it as "a delight".
Iteration
Iteration means repeating a process to generate a (possibly unbounded) sequence of outcomes. Each repetition of the process is a single iteration, and the outcome of each iteration is the starting point of the next iteration. In mathematics and computer science, iteration (along with the related technique of recursion) is a standard element of algorithms. == Mathematics == In mathematics, iteration may refer to the process of iterating a function, i.e. applying a function repeatedly, using the output from one iteration as the input to the next. Iteration of apparently simple functions can produce complex behaviors and difficult problems – for examples, see the Collatz conjecture and juggler sequences. Another use of iteration in mathematics is in iterative methods which are used to produce approximate numerical solutions to certain mathematical problems. Newton's method is an example of an iterative method. Manual calculation of a number's square root is a common use and a well-known example. == Computing == In computing, iteration is a technique that marks out of a block of statements within a computer program for a defined number of repetitions. That block of statements is said to be iterated. A computer programmer might also refer to that block of statements as an iteration. === Implementations === Loops constitute the most common language constructs for performing iterations. The following pseudocode "iterates" three times the line of code between begin & end through a for loop, and uses the values of i as increments. It is permissible, and often necessary, to use values from other parts of the program outside the bracketed block of statements, to perform the desired function. Iterators constitute alternative language constructs to loops, which ensure consistent iterations over specific data structures. They can eventually save time and effort in later coding attempts. In particular, an iterator allows one to repeat the same kind of operation at each node of such a data structure, often in some pre-defined order. Iteratees are purely functional language constructs, which accept or reject data during the iterations. === Relation with recursion === Recursions and iterations have different algorithmic definitions, even though they can generate identical results. The primary difference is that recursion can be a solution without prior knowledge as to how many times the action must repeat, while a successful iteration requires that foreknowledge. Some types of programming languages, known as functional programming languages, are designed such that they do not set up a block of statements for explicit repetition, as with the for loop. Instead, those programming languages exclusively use recursion. Rather than call out a block of code to repeate a pre-defined number of times, the executing code block instead "divides" the work into a number of separate pieces, after which the code block executes itself on each individual piece. Each piece of work is divided repeatedly until the "amount" of work is as small as possible, at which point the algorithm does that work very quickly. The algorithm then "reverses" and reassembles the pieces into a complete whole. The classic example of recursion is in list-sorting algorithms, such as merge sort. The merge sort recursive algorithm first repeatedly divides the list into consecutive pairs. Each pair is then ordered, then each consecutive pair of pairs, and so forth until the elements of the list are in the desired order. The code below is an example of a recursive algorithm in the Scheme programming language that outputs the same result as the pseudocode under the previous heading. == Education == In some schools of pedagogy, iterations are used to describe the process of teaching or guiding students to repeat experiments, assessments, or projects, until more accurate results are found, or the student has mastered the technical skill. This idea is found in the old adage, "Practice makes perfect." In particular, "iterative" is defined as the "process of learning and development that involves cyclical inquiry, enabling multiple opportunities for people to revisit ideas and critically reflect on their implication." Unlike computing and math, educational iterations are not predetermined; instead, the task is repeated until success according to some external criteria (often a test) is achieved.
Buckeye Corpus
The Buckeye Corpus of conversational speech is a speech corpus created by a team of linguists and psychologists at Ohio State University led by Prof. Mark Pitt. It contains high-quality recordings from 40 speakers in Columbus, Ohio conversing freely with an interviewer. The interviewer's voice is heard only faintly in the background of these recordings. The sessions were conducted as Sociolinguistics interviews, and are essentially monologues. The speech has been orthographically transcribed and phonetically labeled. The audio and text files, together with time-aligned phonetic labels, are stored in a format for use with speech analysis software (Xwaves and Wavesurfer). Software for searching the transcription files is also available at the project web site. The corpus is available to researchers in academia and industry. The project was funded by the National Institute on Deafness and Other Communication Disorders and the Office of Research at Ohio State University.
International Philosophical Bibliography
The International Philosophical Bibliography (IPB), also known in French as Répertoire bibliographique de la philosophie (RBP), is a bibliographic database covering publications on the history of philosophy and continental philosophy. The database comprises records of publications in over 30 languages. Annually, about 12,000 records are added. The indexes include, among other elements, over 84,000 names of authors, editors, translators, reviewers, and collaborators, as well as more than 3,000 commentaries on philosophical works, making it the world's most complete index in Philosophy. Since 1934, the IPB has been developed by the Higher Institute of Philosophy at the University of Louvain (UCLouvain), first in Leuven and since 1978 in Louvain-la-Neuve. The online version was launched by Peeters Publishers in 1997 and continues to be updated quarterly.