skip to main content

Attention:

The NSF Public Access Repository (PAR) system and access will be unavailable from 11:00 PM ET on Thursday, February 13 until 2:00 AM ET on Friday, February 14 due to maintenance. We apologize for the inconvenience.


Title: Physical scene understanding
Abstract

Current AI systems still fail to match the flexibility, robustness, and generalizability of human intelligence: how even a young child can manipulate objects to achieve goals of their own invention or in cooperation, or can learn the essentials of a complex new task within minutes. We need AI with such embodied intelligence: transforming raw sensory inputs to rapidly build a rich understanding of the world for seeing, finding, and constructing things, achieving goals, and communicating with others. This problem of physical scene understanding is challenging because it requires a holistic interpretation of scenes, objects, and humans, including their geometry, physics, functionality, semantics, and modes of interaction, building upon studies across vision, learning, graphics, robotics, and AI. My research aims to address this problem by integrating bottom‐up recognition models, deep networks, and inference algorithms with top‐down structured graphical models, simulation engines, and probabilistic programs.

 
more » « less
PAR ID:
10490300
Author(s) / Creator(s):
 
Publisher / Repository:
Wiley Blackwell (John Wiley & Sons)
Date Published:
Journal Name:
AI Magazine
Volume:
45
Issue:
1
ISSN:
0738-4602
Format(s):
Medium: X Size: p. 156-164
Size(s):
p. 156-164
Sponsoring Org:
National Science Foundation
More Like this
  1. Abstract

    Generative artificial intelligence (AI) has the potential to transform many aspects of scholarly publishing. Authors, peer reviewers, and editors might use AI in a variety of ways, and those uses might augment their existing work or might instead be intended to replace it. We are editors of bioethics and humanities journals who have been contemplating the implications of this ongoing transformation. We believe that generative AI may pose a threat to the goals that animate our work but could also be valuable for achieving those goals. In the interests of fostering a wider conversation about how generative AI may be used, we have developed a preliminary set of recommendations for its use in scholarly publishing. We hope that the recommendations and rationales set out here will help the scholarly community navigate toward a deeper understanding of the strengths, limits, and challenges of AI for responsible scholarly work.

     
    more » « less
  2. ABSTRACT

    Generative artificial intelligence (AI) has the potential to transform many aspects of scholarly publishing. Authors, peer reviewers, and editors might use AI in a variety of ways, and those uses might augment their existing work or might instead be intended to replace it. We are editors of bioethics and humanities journals who have been contemplating the implications of this ongoing transformation. We believe that generative AI may pose a threat to the goals that animate our work but could also be valuable for achieving those goals. In the interests of fostering a wider conversation about how generative AI may be used, we have developed a preliminary set of recommendations for its use in scholarly publishing. We hope that the recommendations and rationales set out here will help the scholarly community navigate toward a deeper understanding of the strengths, limits, and challenges of AI for responsible scholarly work.

     
    more » « less
  3. There is growing awareness of the central role that artificial intelligence (AI) plays now and in children's futures. This has led to increasing interest in engaging K-12 students in AI education to promote their understanding of AI concepts and practices. Leveraging principles from problem-based pedagogies and game-based learning, our approach integrates AI education into a set of unplugged activities and a game-based learning environment. In this work, we describe outcomes from our efforts to co design problem-based AI curriculum with elementary school teachers. 
    more » « less
  4. Abstract Practitioner notes

    What is already known about this topic

    Scholarly attention has turned to examining Artificial Intelligence (AI) literacy in K‐12 to help students understand the working mechanism of AI technologies and critically evaluate automated decisions made by computer models.

    While efforts have been made to engage students in understanding AI through building machine learning models with data, few of them go in‐depth into teaching and learning of feature engineering, a critical concept in modelling data.

    There is a need for research to examine students' data modelling processes, particularly in the little‐researched realm of unstructured data.

    What this paper adds

    Results show that students developed nuanced understandings of models learning patterns in data for automated decision making.

    Results demonstrate that students drew on prior experience and knowledge in creating features from unstructured data in the learning task of building text classification models.

    Students needed support in performing feature engineering practices, reasoning about noisy features and exploring features in rich social contexts that the data set is situated in.

    Implications for practice and/or policy

    It is important for schools to provide hands‐on model building experiences for students to understand and evaluate automated decisions from AI technologies.

    Students should be empowered to draw on their cultural and social backgrounds as they create models and evaluate data sources.

    To extend this work, educators should consider opportunities to integrate AI learning in other disciplinary subjects (ie, outside of computer science classes).

     
    more » « less
  5. We survey a current, heated debate in the artificial intelligence (AI) research community on whether large pretrained language models can be said to understand language—and the physical and social situations language encodes—in any humanlike sense. We describe arguments that have been made for and against such understanding and key questions for the broader sciences of intelligence that have arisen in light of these arguments. We contend that an extended science of intelligence can be developed that will provide insight into distinct modes of understanding, their strengths and limitations, and the challenge of integrating diverse forms of cognition.

     
    more » « less