Exploration and Comparison of Deep Learning Architectures to Predict Brain Response to Realistic Pictures

We present an exploration of machine learning architectures for predicting brain responses to realistic images on occasion of the Algonauts Challenge 2023. Our research involved extensive experimentation with various pretrained models. Initially, we employed simpler models to predict brain activity but gradually introduced more complex architectures utilizing available data and embeddings generated by large-scale pre-trained models. We encountered typical difficulties related to machine learning problems, e.g. regularization and overfitting, as well as issues specific to the challenge, such as difficulty in combining multiple input encodings, as well as the high dimensionality, unclear structure, and noisy nature of the output. To overcome these issues we tested single edge 3D position-based, multi-region of interest (ROI) and hemisphere predictor models, but we found that employing multiple simple models, each dedicated to a ROI in each hemisphere of the brain of each subject, yielded the best results - a single fully connected linear layer with image embeddings generated by CLIP as input. While we surpassed the challenge baseline, our results fell short of establishing a robust association with the data.

Learning to Prompt in the Classroom to Understand AI Limits: A pilot study

Artificial intelligence's progress holds great promise in assisting society in addressing pressing societal issues. In particular Large Language Models (LLM) and the derived chatbots, like ChatGPT, have highly improved the natural language processing capabilities of AI systems allowing them to process an unprecedented amount of unstructured data. The consequent hype has also backfired, raising negative sentiment even after novel AI methods' surprising contributions. One of the causes, but also an important issue per se, is the rising and misleading feeling of being able to access and process any form of knowledge to solve problems in any domain with no effort or previous expertise in AI or problem domain, disregarding current LLMs limits, such as hallucinations and reasoning limits. Acknowledging AI fallibility is crucial to address the impact of dogmatic overconfidence in possibly erroneous suggestions generated by LLMs. At the same time, it can reduce fear and other negative attitudes toward AI. AI literacy interventions are necessary that allow the public to understand such LLM limits and learn how to use them in a more effective manner, i.e. learning to "prompt". With this aim, a pilot educational intervention was performed in a high school with 30 students. It involved (i) presenting high-level concepts about intelligence, AI, and LLM, (ii) an initial naive practice with ChatGPT in a non-trivial task, and finally (iii) applying currently-accepted prompting strategies. Encouraging preliminary results have been collected such as students reporting a) high appreciation of the activity, b) improved quality of the interaction with the LLM during the educational activity, c) decreased negative sentiments toward AI, d) increased understanding of limitations and specifically We aim to study factors that impact AI acceptance and to refine and repeat this activity in more controlled settings.

Developing Effective Educational Chatbots with ChatGPT prompts: Insights from Preliminary Tests in a Case Study on Social Media Literacy

Educational chatbots come with a promise of interactive and personalized learning experiences, yet their development has been limited by the restricted free interaction capabilities of available platforms and the difficulty of encoding knowledge in a suitable format. Recent advances in language learning models with zero-shot learning capabilities, such as ChatGPT, suggest a new possibility for developing educational chatbots using a prompt-based approach. We present a case study with a simple system that enables mixed-turn chatbot interactions and we discuss the insights and preliminary guidelines obtained from initial tests. We examine ChatGPT's ability to pursue multiple interconnected learning objectives, adapt the educational activity to users' characteristics, such as culture, age, and level of education, and its ability to use diverse educational strategies and conversational styles. Although the results are encouraging, challenges are posed by the limited history maintained for the conversation and the highly structured form of responses by ChatGPT, as well as their variability, which can lead to an unexpected switch of the chatbot's role from a teacher to a therapist. We provide some initial guidelines to address these issues and to facilitate the development of effective educational chatbots.

Action of the Euclidean versus Projective group on an agent's internal space in curiosity driven exploration: a formal analysis

In human spatial awareness, information appears to be represented according to 3-D projective geometry. It structures information integration and action planning within an internal representation space. The way different first person perspectives of an agent relate to each other, through transformations of a world model, defines a specific perception scheme for the agent. In mathematics, this collection of transformations is called a `group' and it characterizes a geometric space by acting on it. We propose that imbuing world models with a `geometric' structure, given by a group, is one way to capture different perception schemes of agents. We explore how changing the geometric structure of a world model impacts the behavior of an agent. In particular, we focus on how such geometrical operations transform the formal expression of epistemic value in active inference as driving an agent's curiosity about its environment, and impact exploration behaviors accordingly. We used group action as a special class of policies for perspective-dependent control. We compared the Euclidean versus projective groups. We formally demonstrate that the groups induce distinct behaviors. The projective group induces nonlinear contraction and dilatation that transform entropy and epistemic value as a function of the choice of frame, which fosters exploration behaviors. This contribution opens research avenues in which a geometry structures \textit{a priori} an agent's internal representation space for information integration and action planning.

World Models and Predictive Coding for Cognitive and Developmental Robotics: Frontiers and Challenges

Creating autonomous robots that can actively explore the environment, acquire knowledge and learn skills continuously is the ultimate achievement envisioned in cognitive and developmental robotics. Their learning processes should be based on interactions with their physical and social world in the manner of human learning and cognitive development. Based on this context, in this paper, we focus on the two concepts of world models and predictive coding. Recently, world models have attracted renewed attention as a topic of considerable interest in artificial intelligence. Cognitive systems learn world models to better predict future sensory observations and optimize their policies, i.e., controllers. Alternatively, in neuroscience, predictive coding proposes that the brain continuously predicts its inputs and adapts to model its own dynamics and control behavior in its environment. Both ideas may be considered as underpinning the cognitive development of robots and humans capable of continual or lifelong learning. Although many studies have been conducted on predictive coding in cognitive robotics and neurorobotics, the relationship between world model-based approaches in AI and predictive coding in robotics has rarely been discussed. Therefore, in this paper, we clarify the definitions, relationships, and status of current research on these topics, as well as missing pieces of world models and predictive coding in conjunction with crucially related concepts such as the free-energy principle and active inference in the context of cognitive and developmental robotics. Furthermore, we outline the frontiers and challenges involved in world models and predictive coding toward the further integration of AI and robotics, as well as the creation of robots with real cognitive and developmental capabilities in the future.

Robot Learning Theory of Mind through Self-Observation: Exploiting the Intentions-Beliefs Synergy

In complex environments, where the human sensory system reaches its limits, our behaviour is strongly driven by our beliefs about the state of the world around us. Accessing others' beliefs, intentions, or mental states in general, could thus allow for more effective social interactions in natural contexts. Yet these variables are not directly observable. Theory of Mind (TOM), the ability to attribute to other agents' beliefs, intentions, or mental states in general, is a crucial feature of human social interaction and has become of interest to the robotics community. Recently, new models that are able to learn TOM have been introduced. In this paper, we show the synergy between learning to predict low-level mental states, such as intentions and goals, and attributing high-level ones, such as beliefs. Assuming that learning of beliefs can take place by observing own decision and beliefs estimation processes in partially observable environments and using a simple feed-forward deep learning model, we show that when learning to predict others' intentions and actions, faster and more accurate predictions can be acquired if beliefs attribution is learnt simultaneously with action and intentions prediction. We show that the learning performance improves even when observing agents with a different decision process and is higher when observing beliefs-driven chunks of behaviour. We propose that our architectural approach can be relevant for the design of future adaptive social robots that should be able to autonomously understand and assist human partners in novel natural environments and tasks.

Monitoring and mapping of crop fields with UAV swarms based on information gain

Monitoring crop fields to map features like weeds can be efficiently performed with unmanned aerial vehicles (UAVs) that can cover large areas in a short time due to their privileged perspective and motion speed. However, the need for high-resolution images for precise classification of features (e.g., detecting even the smallest weeds in the field) contrasts with the limited payload and ight time of current UAVs. Thus, it requires several flights to cover a large field uniformly. However, the assumption that the whole field must be observed with the same precision is unnecessary when features are heterogeneously distributed, like weeds appearing in patches over the field. In this case, an adaptive approach that focuses only on relevant areas can perform better, especially when multiple UAVs are employed simultaneously. Leveraging on a swarm-robotics approach, we propose a monitoring and mapping strategy that adaptively chooses the target areas based on the expected information gain, which measures the potential for uncertainty reduction due to further observations. The proposed strategy scales well with group size and leads to smaller mapping errors than optimal pre-planned monitoring approaches.

A Classification Methodology based on Subspace Graphs Learning

In this paper, we propose a design methodology for one-class classifiers using an ensemble-of-classifiers approach. The objective is to select the best structures created during the training phase using an ensemble of spanning trees. It takes the best classifier, partitioning the area near a pattern into $\gamma^{\gamma-2}$ sub-spaces and combining all possible spanning trees that can be created starting from $\gamma$ nodes. The proposed method leverages on a supervised classification methodology and the concept of minimum distance. We evaluate our approach on well-known benchmark datasets and results obtained demonstrate that it achieves comparable and, in many cases, state-of-the-art results. Moreover, it obtains good performance even with unbalanced datasets.

Transferring Adaptive Theory of Mind to social robots: insights from developmental psychology to robotics

Despite the recent advancement in the social robotic field, important limitations restrain its progress and delay the application of robots in everyday scenarios. In the present paper, we propose to develop computational models inspired by our knowledge of human infants' social adaptive abilities. We believe this may provide solutions at an architectural level to overcome the limits of current systems. Specifically, we present the functional advantages that adaptive Theory of Mind (ToM) systems would support in robotics (i.e., mentalizing for belief understanding, proactivity and preparation, active perception and learning) and contextualize them in practical applications. We review current computational models mainly based on the simulation and teleological theories, and robotic implementations to identify the limitations of ToM functions in current robotic architectures and suggest a possible future developmental pathway. Finally, we propose future studies to create innovative computational models integrating the properties of the simulation and teleological approaches for an improved adaptive ToM ability in robots with the aim of enhancing human-robot interactions and permitting the application of robots in unexplored environments, such as disasters and construction sites. To achieve this goal, we suggest directing future research towards the modern cross-talk between the fields of robotics and developmental psychology.

Functional advantages of an adaptive Theory of Mind for robotics: a review of current architectures

Great advancements have been achieved in the field of robotics, however, main challenges remain, including building robots with an adaptive Theory of Mind (ToM). In the present paper, seven current robotic architectures for human-robot interactions were described as well as four main functional advantages of equipping robots with an adaptive ToM. The aim of the present paper was to determine in which way and how often ToM features are integrated in the architectures analyzed, and if they provide robots with the associated functional advantages. Our assessment shows that different methods are used to implement ToM features in robotic architectures. Furthermore, while a ToM for false-belief understanding and tracking is often built in social robotic architectures, a ToM for proactivity, active perception and learning is less common. Nonetheless, progresses towards better adaptive ToM features in robots are warranted to provide them with full access to the advantages of having a ToM resembling that of humans.