Neuroshima is a Polish tabletop roleplaying system inspired by such films and games as Mad Max, Fallout, The Matrix, Terminator and Deadlands: Hell on Earth. It is currently available only in Polish. The game's motto is "never trust the machines". Its designers include Michal Oracz and Ignacy Trzewiczek. == Setting == The game describes the United States in the mid-21st century, after a nuclear war started by a cybernetic revolt, which molded the continent into a barren wasteland. It seems that the reason for the war to break out was a sentient Artificial Intelligence commonly referred to as Moloch and made up of interconnected net of military computers: automated factories, military facilities, power plants and alike, that now cover the whole north of the U.S., from Oregon to the Great Lakes. On the south, there is another creation, called the Neojungle, that poses a threat to those who survived the war. It is a semi-intelligent carnivorous vegetation that grows very quickly, advancing north from Latin America. Right in the middle, there are humans. They are surrounded by mutant creatures, some bred by Moloch and hostile towards humans, and some simply animals and humans misshapen by nuclear fallout. On top of that there are Moloch's deadly machines lurking to complete the picture. But what is stressed in the book is that the worst enemy of humans is within them: hatred, indifference, greed. === Landscapes of Neuroshima === Car wrecks, ruined towns and villages, collapsed roofs on deserted houses, broken glass in the windows of abandoned gas stations fill the landscape of the United States of the middle of the 21st century. Technology is history - cars will not start, radios are jammed, no electricity whatsoever almost everywhere the characters go. Shops and malls are looted, prosperous villages are burned by gangers, and safe places are very sparse. === People in Neuroshima === No one knows how many people survived the war with machines, but it is estimated that their number oscillates around 2-3 million. Some people reverted to nomadic lifestyles and live in the deserts, some of them try to build the civilisation anew in devastated cities, some of them form gangs of highwaymen (called gangers), some of them just try to make a living by growing crops, and finally, there are those who just wander around the wasteland; the adventuring sort here is mostly represented by player characters. Each village they visit in this world is a discrete microcosm and nothing is certain as whether the inhabitants are welcoming or shoot strangers on sight. The continent is full of small, anonymous settlements, but there are places which aspire to become post-nuclear states. === Places in Neuroshima === In this world it is very important where you come from, and that is because people are prejudiced and afraid of strangers. Different places produce different kinds of people, and who you are is determined by where you are from. Examples: The Southern Hegemony - (commonly referred to as 'the Hegemony') - located in what was once Arizona, New Mexico and partially Texas. A place where brute force determines one's place in the society. Dominated by gangs and unhampered by Moloch, the Hegemony is a threat to neighbouring lands. Vegas - the only well-lit city in the post-apocalyptic world. Home to many playhouses and casinos, it attracts people from every part of the country. Mother Desert - if you were born in the desert, whenever you go away from civilisation, you feel at home. Many Native Americans still live out there and are doing fine - after all the warheads did not hit the deserts. Detroit - known for some of the best drivers and racers in the post-nuclear US. Home of many gangs, such as The Shultz (mafia styled), Hurons (punkers), The League (racers), Parker Lots (gothic assassins) and the Gas Drinkers (mutant barbarians). New York - a place which has established a strong government and would like to rebuild America. They maintain schools, factories and railways and send soldiers to fight Moloch. Surprisingly enough, they sometimes succeed. Texas - the healthiest place in America. Actually, the only place where one can find green vegetation. Modern Texans still grow crops, breed horses and herd cattle, like their ancestors in the 19th century did. The Appalachian Federation - a place ruled by feudal lords. They have a social class system, in which people are divided into nobility and peasantry. Thanks to its iron and coal deposits, it's one of the richest places in the post-nuclear U.S. The Outpost - A mobile settlement run by scientists who aim to destroy Moloch. In coalition with New York, they manage an army, which is yet to stop Moloch's advance south. They steal technology from the machines they destroy and apply it to their own advantage. == System == The game uses its own, custom system of rules. The dice you use is d20. This system does not have an official name, but it is unconnected to the d20 system, as it typically uses three twenty-sided dice. === Four colours === Neuroshima relies on the division of the gameplay into something the authors called Four Colours, namely steel, chrome, rust and mercury. The choice of a particular colour is made by the gamemaster (the decision can be consulted with the players in order to enhance the game experience) and determines the mood, atmosphere and the type of events/characters present in the story. The name of the colour itself implies the kind of gameplay it will symbolise. These colours are: Steel - this kind of gameplay is characterised by a slightly optimistic attitude towards the world. The aim is to raise the spirit of the characters by showing them that the war with the machines that is going on may be a difficult one, but it is not unwinnable, and that humans, when strong and united, can build the world anew. Example of a story: a unit of soldiers dispatched from the Outpost is sent to build a bunker and establish a relay base far in the north in order to plan a counter-tactic against Moloch's advance south. Chromium - is characterised by a hedonistic attitude. The characters are supposed to enjoy anything that is left from the world after the war and the story is supposed to allow them to do that. Example: the characters are offered a well-paid job by a local ganger boss who extorts wares from local tradesmen. Their job is to drive around the county and pick up the extorted items and trade it for drugs. Rust - a depressing, pessimistic mood. The characters will encounter rust, dilapidation and ruin everywhere they go. All the elements and NPCs of a story played in this mood are supposed to put the characters down and destroy their spirit. Example: the characters, badly wounded after a gunfight and robbed of all their possession find refuge in a village which is constantly raided by gangers. The characters' quest is to repel those attacks, but the enemies outnumber them and are well equipped, whereas the characters have nothing to fight with. Mercury (Quicksilver) - the most depressing side of the game; usually stories played in this mood end with the death of all the characters. The aim of this mood is to show that any kind of action undertaken is futile and that the war is already over, hence all the people are already dead, which is a fact they just need to realise. Example: a group of soldiers stationed in a bunker is awaiting an attack by mutants. They are well-armed and trained, but there is a mistake in the intelligence they were given and they do not know yet that they are seriously outnumbered. The attack commences at dusk and it is already too late to retreat, so the characters decide to seal off the bunker, hopeful that the mutants will not be able to get inside and simply go away. The mutants attack the bunker with chemical weapons instead. The characters do not have enough gas masks to go around. As an effect, those strong enough will kill the weaker ones to get their masks, not knowing that the mutants will blow up the sealed entrance the following morning. == Official rulebooks and sourcebooks == The current edition is 1.5 [1]. Since the release of the game in 2003, sourcebooks have been appearing. The game keeps growing bigger with every add-on, as well as the storyline, which is updated in those sourcebooks and in Space Pirate (pl. Gwiezdny Pirat) magazine, also published by Portal. === List of released rulebooks and sourcebooks === Neuroshima 1.0 - the original edition of the core rulebook (out of print). Neuroshima 1.5 - enhanced and revised core rulebook, with new material added and some material cut out. Wyścig (The Race) - sourcebook dedicated to cars and racing; contains rules concerning building your own vehicle and new character classes connected with driving. Gladiator - sourcebook describing in detail the "Gladiator" character class. Supplement (Supplement) - sourcebook revising the core rulebook. Detroit - sourcebook describing the city of Detroit, its inhabi
Cognition Network Technology
Cognition Network Technology (CNT), also known as Definiens Cognition Network Technology, is an object-based image analysis method developed by Nobel laureate Gerd Binnig together with a team of researchers at Definiens AG in Munich, Germany. It serves for extracting information from images using a hierarchy of image objects (groups of pixels), as opposed to traditional pixel processing methods. To emulate the human mind's cognitive powers, Definiens used patented image segmentation and classification processes, and developed a method to render knowledge in a semantic network. CNT examines pixels not in isolation, but in context. It builds up a picture iteratively, recognizing groups of pixels as objects. It uses the color, shape, texture and size of objects as well as their context and relationships to draw conclusions and inferences, similar to human analysis. == History == In 1994 Professor Gerd Binnig founded Definiens. CNT was first available with the launch of the eCognition software in May 2000. In June 2010, Trimble Navigation Ltd (NASDAQ: TRMB) acquired Definiens business asset in earth sciences markets, including eCognition software, and also licensed Definiens' patented CNT. In 2014, Definiens was acquired by MedImmune, the global biologics research and development arm of AstraZeneca, for an initial consideration of $150 million. == Software == Definiens Tissue Studio Definiens Tissue Studio is a digital pathology image analysis software application based on CNT. The intended use of Definiens Tissue Studio is for biomarker translational research in formalin-fixed, paraffin-embedded tissue samples which have been treated with immunohistochemical staining assays, or hematoxylin and eosin (H&E). The central concept behind Definiens Tissue Studio is a user interface that facilitates machine learning from example digital histopathology images to derive an image analysis solution suitable for the measurement of biomarkers and/or histological features within pre-defined regions of interest on a cell-by-cell basis, and within sub-cellular compartments. The derived image analysis solution is then automatically applied to subsequent digital images to objectively measure defined sets of multiparametric image features. These data sets are used for further understanding the underlying biological processes that drive cancer and other diseases. Image processing and data analysis are performed either on a local desktop computer workstation, or on a server grid. eCognition The eCognition suite offers three components that can be used stand-alone or in combination to solve image analysis tasks. eCognition Developer is a development environment for object-based image analysis. It is used in earth sciences to develop rule sets (or applications) for the analysis of remote sensing data. eCognition Architect enables non-technical users to configure, calibrate and execute image analysis workflows created in eCognition Developer. eCognition Server software provides a processing environment for batch execution of image analysis jobs. eCognition software is utilized in numerous remote sensing and geospatial application scenarios and environments, using a variety of data types: Generic: Rapid Mapping, Change Detection, Object Recognition By environment: Diverse Landcover Mapping, Urban Analysis (i.e. impervious surface area analysis for taxation, property assessment for insurance, inventory of green infrastructure), Forestry (i.e. biomass measurement, species identification, firescar measurement), Agriculture (i.e. regional planning, precision farming, crisis response), Marine and Riparian (i.e. ecosystem evaluation, disaster management, harbor monitoring). Other: Defense, security, atmosphere and climate The online eCognition community was launched in July 2009 and had 2813 members as of July 9, 2010. Membership is distributed globally and user conferences are held regularly, the last having taken place in November 2009 in Munich, Germany. The bi-annual GEOBIA (Geographic Object-Based Image Analysis) conference is heavily attended by eCognition users, with the majority of presentations based on eCognition software.
Intelligent decision support system
An intelligent decision support system (IDSS) is a decision support system that makes extensive use of artificial intelligence (AI) techniques. Use of AI techniques in management information systems has a long history – indeed terms such as "Knowledge-based systems" (KBS) and "intelligent systems" have been used since the early 1980s to describe components of management systems, but the term "Intelligent decision support system" is thought to originate with Clyde Holsapple and Andrew Whinston in the late 1970s. Examples of specialized intelligent decision support systems include Flexible manufacturing systems (FMS), intelligent marketing decision support systems and medical diagnosis systems. Ideally, an intelligent decision support system should behave like a human consultant: supporting decision makers by gathering and analysing evidence, identifying and diagnosing problems, proposing possible courses of action and evaluating such proposed actions. The aim of the AI techniques embedded in an intelligent decision support system is to enable these tasks to be performed by a computer, while emulating human capabilities as closely as possible. Many IDSS implementations are based on expert systems, a well established type of KBS that encode knowledge and emulate the cognitive behaviours of human experts using predicate logic rules, and have been shown to perform better than the original human experts in some circumstances. Expert systems emerged as practical applications in the 1980s based on research in artificial intelligence performed during the late 1960s and early 1970s. They typically combine knowledge of a particular application domain with an inference capability to enable the system to propose decisions or diagnoses. Accuracy and consistency can be comparable to (or even exceed) that of human experts when the decision parameters are well known (e.g. if a common disease is being diagnosed), but performance can be poor when novel or uncertain circumstances arise. Research in AI focused on enabling systems to respond to novelty and uncertainty in more flexible ways is starting to be used in IDSS. For example, intelligent agents that perform complex cognitive tasks without any need for human intervention have been used in a range of decision support applications. Capabilities of these intelligent agents include knowledge sharing, machine learning, data mining, and automated inference. A range of AI techniques such as case based reasoning, rough sets and fuzzy logic have also been used to enable decision support systems to perform better in uncertain conditions. A 2009 research about a multi-artificial system intelligence system named IILS is proposed to automate problem-solving processes within the logistics industry. The system involves integrating intelligence modules based on case-based reasoning, multi-agent systems, fuzzy logic, and artificial neural networks aiming to offer advanced logistics solutions and support in making well-informed, high-quality decisions to address a wide range of customer needs and challenges.
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.
AI Mode
AI Mode is a search feature used within Google Search. In March 2025, Google introduced an experimental "AI Mode" within its search platform, enabling users to input complex, multi-part queries and receive comprehensive, AI-generated responses. This feature uses Google's Gemini model, which enhances the system's reasoning capabilities and supports multimodal inputs, including text, images, and voice. Users need to be signed in to be able to use the image generation features. Initially, AI Mode was available to Google One AI Premium subscribers in the United States, who could access it through the Search Labs platform. This phased rollout allowed Google to gather user feedback and refine the feature before a broader release.
LENA Foundation
The LENA Foundation is an American nonprofit organisation which provides tools for measuring children's language acquisition and exposure. Specifically, the LENA system consists of a digital language processor which is worn by a child and records and analyses their auditory environment, using propriety software. It then presents a summary of child-adult conversation, such as conversation turns and word counts. The purpose of the LENA system is to encourage interactive talk between children (between the age of two to forty-eight months) and their caretakers. The LENA system is also used for research; while useful for researchers who wish to save transcription costs or observe the child in its natural state, the accuracy of this system, while often quite high, varies between contexts, for example notably in the case of hard of hearing children. Because of this, several researchers recommend caution in using only the LENA system on its own for the purposes of scientific research. == History == The LENA Foundation was established in 2009 by Terrance and Judith Paul, founders of Renaissance Learning, Inc., with the purpose of aiding children with disabilities and assisting with early learning. They were inspired by the book "Meaningful Differences in the Everyday Experience of American Children" by Dr. Betty Hart and Dr. Todd Risley. A pilot version of the LENA system was launched in February 2006. The LENA Research Foundation was registered as a tax-exempt 501(c)(3) nonprofit in September 2010. The organisation was renamed simply LENA in 2018 and adopted the tagline "Building brains through early talk." LENA has been used for parental feedback, linguistics or paediatrics research, and for specific clinical cases. == Scientific background == In 2018, research using the LENA system showed that there was a link between children's conversational turns and activation of Broca's area (a part of the brain responsible, although not necessarily essential, for language processing). The LENA foundation cites research by its own employees as evidence for the scientific basis of its technology. Said research claims that verbal interaction with young children has an effect on language acquisition, including verbal comprehension skills during adolescence. == LENA System == The LENA software analyses a child's natural language environment, such as verbal exposure, and provides several metrics, such as adult and child speech time, television/recorded audio time, word count, or conversation turn count. The LENA hardware is a recorder that is usually placed into a child's specially-designed vest. The software was trained on over 65,000 hours of manually annotated American English audio recordings. It splits the audio into segments which are categorised as "key child", "other child", "male adult", "noise", etc. The advantages of LENA as opposed to manual transcription are its speed and ease of use; the disadvantages are its potential inaccuracies and lack of transcription capability (which LENA does not profess to attempt). The LENA system has also been criticised for prioritising quantity of speaking over quality (i.e., mastery of the language, as opposed to babble). == Product lines == === LENA Start === LENA Start is a program for parents that utilises feedback from the LENA System in conjunction with weekly group sessions in order to address the home language environment. It was introduced in 2015 and implemented across several U.S. states. In October 2020, during the restrictions of the COVID-19 pandemic, Read Aloud Delaware began a virtual LENA Start program with families statewide, where parents received feedback and participated in one-hour Zoom workshops each week during the 10-week program. === LENA Grow === LENA Grow is a professional development program for teachers in early childhood classrooms. Before launching at sites around the country, the program was first piloted in Escambia County, Florida. === LENA Home === LENA Home is a supplement to existing parent coaching curricula. Typically, home visitors facilitate the use of the LENA System to help parents track their progress towards increasing interactive talk in their homes. === Developmental Snapshot === The LENA Developmental Snapshot, based on a 52-question parent survey, assesses both expressive and receptive language skills and provides an estimate of a child's developmental age from 2 months to 36 months.
Computational humor
Computational humor is a branch of computational linguistics and artificial intelligence which uses computers in humor research. It is a relatively new area, with the first dedicated conference organized in 1996. The first "computer model of a sense of humor" was suggested by Suslov as early as 1992. Investigation of the general scheme of the information processing show a possibility of a specific malfunction, conditioned by the necessity of a quick deletion from consciousness of a false version. This specific malfunction can be identified with a humorous effect on the psychological grounds; however, an essentially new ingredient, a role of timing, is added to a well known role of ambiguity. In biological systems, a sense of humour inevitably develops in the course of evolution, because its biological function consists in quickening the transmission of processed information into consciousness and in a more effective use of brain resources. A realization of this algorithm in neural networks explains naturally the mechanism of laughter: deletion of a false version corresponds to zeroing of some part of the neural network and excessive energy of neurons is thrown out to the motor cortex, arousing muscular contractions. Unfortunately, a practical realization of this algorithm needs extensive databases, whose creation in the automatic regime was suggested only recently . As a result, this magistral direction was not developed properly and subsequent investigations (see below) accepted somewhat specialized colouring. == Joke generators == === Pun generation === An approach to analysis of humor is classification of jokes. A further step is an attempt to generate jokes basing on the rules that underlie classification. Simple prototypes for computer pun generation were reported in the early 1990s, based on a natural language generator program, VINCI. Graeme Ritchie and Kim Binsted in their 1994 research paper described a computer program, JAPE, designed to generate question-answer-type puns from a general, i.e., non-humorous, lexicon. (The program name is an acronym for "Joke Analysis and Production Engine".) Some examples produced by JAPE are: Q: What is the difference between leaves and a car? A: One you brush and rake, the other you rush and brake. Q: What do you call a strange market? A: A bizarre bazaar. Since then the approach has been improved, and the latest report, dated 2007, describes the STANDUP joke generator, implemented in the Java programming language. The STANDUP generator was tested on children within the framework of analyzing its usability for language skills development for children with communication disabilities, e.g., because of cerebral palsy. (The project name is an acronym for "System To Augment Non-speakers' Dialog Using Puns" and an allusion to standup comedy.) Children responded to this "language playground" with enthusiasm, and showed marked improvement on certain types of language tests. The two young people, who used the system over a ten-week period, regaled their peers, staff, family and neighbors with jokes such as: "What do you call a spicy missile? A hot shot!" Their joy and enthusiasm at entertaining others was inspirational. === Other === Stock and Strapparava described a program to generate funny acronyms. == Joke recognition == A statistical machine learning algorithm to detect whether a sentence contained a "That's what she said" double entendre was developed by Kiddon and Brun (2011). There is an open-source Python implementation of Kiddon & Brun's TWSS system. A program to recognize knock-knock jokes was reported by Taylor and Mazlack. This kind of research is important in analysis of human–computer interaction. An application of machine learning techniques for the distinguishing of joke texts from non-jokes was described by Mihalcea and Strapparava (2006). Takizawa et al. (1996) reported on a heuristic program for detecting puns in the Japanese language. == Applications == A possible application for assistance in language acquisition is described in the section "Pun generation". Another envisioned use of joke generators is in cases of a steady supply of jokes where quantity is more important than quality. Another obvious, yet remote, direction is automated joke appreciation. It is known that humans interact with computers in ways similar to interacting with other humans that may be described in terms of personality, politeness, flattery, and in-group favoritism. Therefore, the role of humor in human–computer interaction is being investigated. In particular, humor generation in user interface to ease communications with computers was suggested. Craig McDonough implemented the Mnemonic Sentence Generator, which converts passwords into humorous sentences. Based on the incongruity theory of humor, it is suggested that the resulting meaningless but funny sentences are easier to remember. For example, the password AjQA3Jtv is converted into "Arafat joined Quayle's Ant, while TARAR Jeopardized thurmond's vase," an example chosen by combining politicians names with verbs and common nouns. == Related research == John Allen Paulos is known for his interest in mathematical foundations of humor. His book Mathematics and Humor: A Study of the Logic of Humor demonstrates structures common to humor and formal sciences (mathematics, linguistics) and develops a mathematical model of jokes based on catastrophe theory. Conversational systems which have been designed to take part in Turing test competitions generally have the ability to learn humorous anecdotes and jokes. Because many people regard humor as something particular to humans, its appearance in conversation can be quite useful in convincing a human interrogator that a hidden entity, which could be a machine or a human, is in fact a human.