How to Frame Understanding in Mathematics: A Case Study Using Extremal Proofs

In this final set of explorations/meditations (of three), we examine the requirements for developing artificial general intelligence (AGI) through the lens of human cognitive architecture, with particular emphasis on the role of narrative selfhood and social cognition. Drawing on perspectives from cognitive science, philosophy of mind, and artificial intelligence research, we critically evaluate current claims about the capabilities of large language models, particularly regarding their purported achievements of theory of mind and self-awareness. We argue that genuinely human-like artificial intelligence may require more than sophisticated pattern recognition and language modeling, potentially necessitating the development of coherent narrative self-models and rich causal understanding. Special attention is given to the relationship between consciousness, conscience, and trustworthy AI systems, suggesting that meaningful artificial intelligence may require forms of richly-embodied and socially-embedded development to achieve robust and reliable functionality. We conclude by proposing that the path to artificial general intelligence may require recapitulating aspects of human cognitive development, particularly regarding the construction of narrative identity and social-moral reasoning capabilities. This analysis has implications for both the technical development of AI systems and the ethical frameworks through which we evaluate artificial minds.

Will ChatGPT undermine ethical values in nursing education, research, and practice?

There is a growing interest in artificial Intelligence (AI) as a research topic. Adapting to AI technologies has become essential for educational institutions, specifically educational leaderships in order to embrace AI trends in enhancing leadership practices. This study comes in response to the increased discussions of AI implementing in education, which has created the need for AI Maturity Model in education to help educational institutions assess their progress in AI adaptation. This paper investigated how are the leaderships at college of Artsand Social Sciences Departments in Sultan Qaboos University (SQU) in Oman, as a case study, has adapted AI technologies throughout AI Maturity lens. The study aims to assess the college AI Maturity level and the qualitative approach was used to collect the data via semi-structured interviews with the college's heads and decision makers. The results showed that the leaderships at the college are updated with the AI developments, however, the academic departments are still in their early stages of using AI technologies as AI is still an emerging topic. The leaderships have good awareness of the importance of integrating AI in teaching-learning process at higher education institutions' level and the effects of adapting such technologies. Through in-depth interviews and the qualitative data analysis, one key finding was that College of Arts and Social Science at SQU is establishing good infrastructure for AI revolution at higher education according to the AI 5Ds cycle as there are some significant efforts to raise the awareness of the importance and role of AI in higher education and some individual AI implementations. However, more clear plans and work are needed for the move to the next phases of applying AI technologies in HE.

This article surveys a portion of the field of natural language processing. The main areas considered are those dealing with representation schemes, particularly work on physical object representation, and generalization processes driven by natural language understanding The emphasis of this article is on conceptual representation of objects based on the semantic interpretation of natural language input. Six programs serve as case studies for guiding the course of the article. Within the framework of describing each of these programs, several other programs, ideas, and theories that are relevant to the program in focus are presented. RECENT ADVANCES in natural language processing [NLP] have generated considerable interest within the Artificial Intelligence [AI] and Cognitive Science communities. Within NLP, researchers are trying to produce intelligent computer systems that can read, understand, and respond to various human-oriented texts. Terrorism stories, airline flight schedules, and how to fill ice cube trays are all domains that have been used for NLP programs. In order to understand these texts and others, some way of representing information is needed. A complete understanding of human-oriented prose requires the ability to combine the meanings of many readings in an intelligent manner. Learning through the process of generalization is one such mechanism. The integration of representation and generalization in the domain of NLP is the subject of this article. Physical object understanding is an area in which a variety of representation schemes and generalization methods have been used. In past years, researchers have devised various representation systems for objects that range from very simple

"Background: Artificial Intelligence (AI) has become a ubiquitous phenomenon in recent times, with most organizations today attempting to maneuver their way around developing AI systems with the aim of improving the products and services they provide. However, what complicates developing AI systems is the paucity in frameworks to support organizations with AI System Development (SD). As a result, many organizations are using existing approaches which have been previously applied in earlier emerging Information Technology endeavors. This study explored how a framework can promote effective organizational AI SD. To achieve this a holistic framework for AI SD was conceptualized and examined from an organizational perspective. Method: This study has examined the conceptualized framework People-Process-Data-Technology (2PDT) in AI, through a case study research design. The empirical data was analyzed based on 12 case studies within Australia including 39 interviews with AI experts. We have applied thematic analysis to investigate requirements of organizational AI SD. Results: The results demonstrate that organizations are challenged by key factors, which inhibits their ability to effectively develop AI systems. For example, organizations are not achieving successful delivery of AI systems due to a lack of required skills. Additionally, a plethora of AI technology which is constantly evolving, poor data quality, and the paucity of AI SD frameworks are all contributing to unpredictable delivery outcomes. Conclusion: This paper investigated requirements for effective organizational AI SD by examining the 2PDT framework. The results contribute to AI phenomenon by developing the requirements for AI SD, in terms of people, process, data and technology. It contributes to theory by evaluating and developing AI requirements for effective AI systems. The examination of the framework and case study approach added valuable knowledge to the AI domain. In addition, we contributed to practice by identifying requirements that organizations should consider in achieving better AI SD outcomes."

As artificial intelligence (AI) increasingly shapes higher education, ethical concerns surrounding its implementation have become more urgent. This chapter examines the ethical challenges and implications of AI-enhanced online learning, focusing on issues such as algorithmic bias, data privacy, student surveillance, and the potential erosion of human agency in education. Drawing on critical perspectives from John Dewey, Herbert Marcuse, Noam Chomsky, John Searle, Andrew Feenberg, and Mustafa Suleyman, it argues that AI’s unchecked proliferation risks reinforcing systemic inequalities and subordinating educational values to commercial interests. The chapter situates its analysis within the broader findings of The International AI Safety Report which highlights AI’s dual role in advancing innovation while exacerbating threats to equity, democracy, and privacy. Through case studies and theoretical analysis, this chapter offers recommendations for ethically integrating AI in education, ensuring it serves pedagogical and social justice goals rather than purely economic or administrative efficiency.

Cognition refers to activities of the mind and is involved in perception and attention, memory, learning, categorization, thinking and reasoning, evaluations and judgments, decision‐making, problem solving, and communication, including the use of language. It is the main target of research in the cognitive sciences, a cross‐disciplinary endeavor traditionally comprising philosophy, psychology, artificial intelligence, linguistics, anthropology, and neuroscience. Inspired by the computer metaphor, cognitive scientists conceive of cognition as information processing, with more recent paradigms also acknowledging the role of body and context. Cognitive modeling as one of several means of hypothesis testing and theory building is a hallmark of cognitive science. Particular emphasis is placed on the role of language for cognition.

Building a human-like integrative artificial cognitive system, that is, an artificial general intelligence (AGI), is the holy grail of the artificial intelligence (AI) field. Furthermore, a computational model that enables an artificial system to achieve cognitive development will be an excellent reference for brain and cognitive science. This paper describes an approach to develop a cognitive architecture by integrating elemental cognitive modules to enable the training of the modules as a whole. This approach is based on two ideas: (1) brain-inspired AI, learning human brain architecture to build human-level intelligence, and (2) a probabilistic generative model (PGM)-based cognitive architecture to develop a cognitive system for developmental robots by integrating PGMs. The proposed development framework is called a whole brain PGM (WB-PGM), which differs fundamentally from existing cognitive architectures in that it can learn continuously through a system based on sensory-motor information.In this paper, we describe the rationale for WB-PGM, the current status of PGM-based elemental cognitive modules, their relationship with the human brain, the approach to the integration of the cognitive modules, and future challenges. Our findings can serve as a reference for brain studies. As PGMs describe explicit informational relationships between variables, WB-PGM provides interpretable guidance from computational sciences to brain science. By providing such information, researchers in neuroscience can provide feedback to researchers in AI and robotics on what the current models lack with reference to the brain. Further, it can facilitate collaboration among researchers in neuro-cognitive sciences as well as AI and robotics.

In the dynamic field of programming education, integrating artificial intelligence (AI) tools has started to play a significant role in enhancing learning experiences. This paper presents a case study conducted during a foundational programming course for first-year students in higher education, where students were encouraged to utilize generative artificial intelligence programming copilot extensions in their programming IDE and browser-based generative AI tools as supportive AI tools. The primary objective was to observe the impact of AI on the learning curve and the overall educational experience.Key findings suggest that the introduction of AI tools significantly altered the learning experience for students. Many who initially struggled with grasping elementary programming concepts found that AI support made understanding basic programming concepts much easier, enhancing their confidence and skills. This was particularly evident in the reduced levels of anxiety typically associated with early programming learning, as the AI copilot provided a non-judgmental, always-available source for clarifying doubts, including queries that students might hesitate to ask in a traditional classroom setting.Notably, some students leveraged the AI to generate similar exercise problems, reinforcing their understanding and skills. The AI's capability to address basic queries also freed up the instructor's time, allowing for more personalized student guidance in more advanced problems. This shift in the instructional dynamic further contributed to a learning environment where students felt more comfortable engaging with complex topics, thereby reducing the psychological barriers often linked with early-stage programming education.The course's structure, enriched by AI, enabled students to delve into more complex programming constructs earlier than traditional curricula would allow. For instance, students were tasked with simulating basic e-commerce operations, such as user registration, product browsing, and cart functionalities. These practical challenges naturally introduced advanced concepts like external data storage, unit testing, and user interface design, which are typically reserved for more advanced courses. With the help of generative AI programming copilot tools, students at any programming skill level were able to develop nearly functional complex structures. Interestingly, even when their projects were not fully functional, students remained motivated. Instead of feeling discouraged by these imperfect outcomes, they showed resilience and a keen interest in understanding and improving their code. This reaction is a significant shift from traditional learning settings, where unfinished or flawed projects often lead to increased anxiety or a drop in motivation.Furthermore, the AI's proactive suggestions inspired students to explore beyond the curriculum. Advanced learners delved into databases, cryptography libraries in Python, and even more advanced user interface design, ensuring that they remained engaged and challenged. This elementary course, enhanced by generative AI tools, also inspired students to learn other programming languages since they now learned that individual learning is more available with the aid of generative AI.In conclusion, the integration of AI in programming education offers a promising avenue for enhancing both the learning experience and outcomes. This case study underscores the potential of AI to revolutionize traditional teaching methodologies, fostering a more dynamic, responsive, and inclusive learning environment.This paper handles the results, possibilities and challenges of AI empowered education in programming. It also gives practical examples as well as future research perspectives.

Cognitive architectures evolved at the intersection of artificial intelligence (AI) and cognitive science and derive many concepts and methods from both disciplines. This chapter provides a brief overview of the notable events in AI and cognitive science from their inception in the 1950s and onward that helps better understand the roots of cognitive architectures. History of AI so far alternated between “summers” full of excitement and flush with funding and “winters” that followed critical assessment of the results. In parallel, two computational paradigms, symbolism and connectionism, competed for dominance. Cognitive science initially followed some of the trends in AI but started to diverge in the 1990s when new approaches to cognition as embodied and situated emerged. Interaction between AI and cognitive science throughout decades resulted in many algorithms and theories of cognition. In this chapter we list the most important of these and trace their influences on cognitive architectures.

Artificial intelligence (AI) has the potential to transform medical informatics by supporting clinical decision-making, reducing diagnostic errors, and improving workflows and efficiency. However, successful integration of AI-based decision support systems depends on careful consideration of human-AI collaboration, trust, skill maintenance, and automation bias. This work proposes five central questions to guide future research in medical informatics and human-computer interface (HCI). We focus on AI-based clinical decision support systems, including computer vision algorithms for medical imaging (radiology, pathology), natural language processing for structured and unstructured electronic health record (EHR) data, and rule-based systems. Relevant data modalities include clinician-acquired images, EHR text, and increasingly, patient-generated content in telehealth contexts. We review existing evidence regarding diagnostic errors across specialties, the effectiveness and risks of AI tools in reducing perceptual and interpretive errors, and the human factors influencing diagnostic decision-making in AI-enabled contexts. We synthesize insights from medicine, cognitive science, and HCI to identify gaps in knowledge and propose five key questions for continued research. Diagnostic errors remain common across medicine, with AI offering potential to reduce both perceptual and interpretive errors. However, the impact of AI depends critically on how and when information is presented. Studies indicate that delayed or toggleable cues may outperform immediate ones, but attentional capture, overreliance, and bias remain significant risks. Explainable AI provides transparency but can also bias decisions. Long-term reliance on AI may erode clinician skills, particularly for trainees and in low-prevalence contexts. Historical failures of computer-aided diagnosis in mammography highlight these challenges. Effective AI integration requires human-centered and adaptive design. Five central research questions address: (1) what type and format of information AI should provide; (2) when information should be presented; (3) how explainable AI affects diagnostic decisions; (4) how AI influences automation bias and complacency; and (5) the risks of skill decay due to reliance on AI. Each question underscores the importance of balancing efficiency, accuracy, and clinician expertise while mitigating bias and skill degradation. AI holds promise for improving diagnostic accuracy and efficiency, but realizing its potential requires post-deployment evaluation, equitable access, clinician oversight, and targeted training. AI must complement, rather than replace, human expertise, ensuring safe, effective, and sustainable integration into diagnostic decision-making. Addressing these challenges proactively can maximize AI's potential across healthcare and other high-stakes domains.

The quest to develop Artificial Intelligence (AI) systems that possess human-like consciousness necessitates a deep dive into both theoretical and practical aspects underpinning this ambitious goal. This article builds on initial philosophical explorations of AI consciousness by examining the intricate and often hidden structures that may facilitate conscious experiences in AI. Drawing from concepts in cognitive science and neuroscience, the article elucidates how AI systems can be designed to replicate the structural and functional aspects of human consciousness. The discussion includes the Hierarchy of Spatial Belongings proposed by Forti (2024), frameworks like the Integrated Information Theory (IIT), and models linking consciousness with metacognitive processes. Through case studies of advanced AI systems such as IBM Watson, AlphaGo, GPT-3, and Sophia the Robot, the article explores practical implementations and their alignment with theoretical models of consciousness. The potential for AI to achieve states analogous to human consciousness raises profound ethical, societal, and legal considerations. Ethical guidelines and legal frameworks are urgently needed to address the moral status and rights of conscious AI systems, ensure their ethical treatment, and delineate accountability. The societal impacts of conscious AI, including job displacement and the need for equitable access to AI technologies, are also examined. Future research directions highlight the necessity for developing sophisticated theoretical models, enhancing practical implementations, establishing comprehensive ethical frameworks, fostering interdisciplinary collaboration, and engaging the public. By addressing these areas, the scientific community can significantly advance the development of conscious AI, ensuring it is both technically feasible and ethically sound

Background: Generative Artificial Intelligence (AI), particularly large language models like ChatGPT, has rapidly entered medical education. In pharmacology instruction within MBBS programs, these AI tools offer novel educational benefitsfrom ondemand tutoring to personalized learningbut also pose risks due to "hallucinations, " i. e., AI -generated misinformation. Objective: This review explores how generative AI is being integrated into pharmacology education, the educational advantages it provides, the nature and causes of AI hallucinations, and the potential risks of relying on inaccurate AI -generated content in medical learning. Mitigation strategies, best practices, case examples, ethical considerations, and future directions are discussed to inform balanced and safe use. Methods: A literature review was conducted focusing on recent (2020-2025) peer -reviewed sources and authoritative reports on generative AI in medical and pharmacology education. Results: Generative AI can enhance pharmacology education through adaptive learning, rapid information access, and interactive simulations, which students have found useful for studying and clinical preparation. However, AI hallucinationsplausible -sounding yet incorrect answersare common, with studies reporting a substantial fraction of AI -generated medical responses containing errors. These inaccuracies can mislead learners and threaten patient safety if not recognized. Strategies such as careful validation of AI -provided information, AI literacy training, and technical approaches (e. g. retrieval -augmented generation) are identified to mitigate risks. Conclusions: Generative AI holds significant promise in medical pharmacology education by augmenting learning and engagement. Yet, educators and students must remain vigilant about AI hallucinations. A balanced approachleveraging AI's benefits while implementing safeguards and ethical guidelinesis essential to ensure that AI becomes a reliable adjunct in pharmacology education rather than a source of misinformation. Ongoing research, policy development, and training are needed to fully realize generative AI's potential in medical education while minimizing its risks.

Cognitive science is a network of interrelated scientific disciplines engaged in researching human cognition and its brain mechanisms. The birth of cognitive science has been the result of numerous integrated processes. Cognitive science is made up of experimental psychology cognition, philosophy consciousness, neuroscience, cognitive anthropology, linguistics, computer science and artificial intelligence. In recent years, a number of other research areas have been added to the body of cognitive science. Among researchers there have been discussions about whether cognitive science is a separate research area or it consists of a series of specialized areas. In fact, the point at issue is whether cognitive science is still a multidisciplinary project or already an interdisciplinary one. P. Thagard believes that cognitive science has reached the level of interdisciplinarity and explains the advances in this area through the metaphor of “trading zones”. The success elements of cognitive science are: fruitful unification of scientific interests of cognitive science founders; organizational structure of the scientific community – universities, where a special interdisciplinary intellectual environment has been created; a large number of joint research projects supported by governments and business; integrated use of scientific methods and fundamental ideas. D. Sperber and J. Miller prefer to talk not about a unified cognitive science but cognitive sciences, i.e., the commonwealth of sciences working together on the study of a single object - human cognition, however, the extent of their interactive communication is still small. Thus, we should speak about multidisciplinarity rather than genuine interdisciplinarity of the joint research of separate sciences.

The application of artificial intelligence (AI) technology, especially ChatGPT, is becoming a powerful tool in programming education. ChatGPT helps improve programming skills, supports answering questions, provides source code examples, and explains programming concepts. It is also a valuable resource for self-study and research. However, in Vietnam, the implementation and dissemination of ChatGPT in programming education still face many challenges. This study aims to identify the factors affecting the decision to use ChatGPT of 10th-grade students in programming learning, thereby finding the factor with the most substantial impact. To achieve the above goal, the authors conducted a quantitative survey with 845 10th-grade students at high schools in Da Nang City. The collected data were processed using SPSS 24 software and analyzed using Structural Equation Modeling (SEM), and the meaning of DTU (Decision to Use) was explained. The SEM analysis showed that four main factors – support tools, personal capacity, background knowledge, and learning environment – positively impacted students’ decision to use ChatGPT. Personal capacity was the most decisive factor. In contrast, the factor of ChatGPT’s usefulness did not have a statistically significant impact on this decision.