AI Coding Models

AI Coding Models — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

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  Site-specific browser

  A site-specific browser (SSB) is a software application dedicated to accessing pages from a single source (site) on a computer network such as the Internet or a private intranet. SSBs typically simplify the more complex functions of a web browser by excluding the menus, toolbars and browser graphical user interface associated with functions that are external to the workings of a single site. Modern site-specific browsers range from simple browser windows without navigation controls to sophisticated desktop applications built with frameworks like Electron that bundle entire browser engines. This evolution has enabled many popular desktop applications to be built using web technologies, effectively making them advanced site-specific browsers. == History == === Early development === One of the earliest examples of an SSB was MacDICT, a Mac OS 9 application that accessed various websites to define, translate, or find synonyms for words typed into a text box. However, the first general-purpose SSB is considered to be Bubbles, which launched in late 2005 on the Windows platform. Bubbles introduced the term "Site Specific Extensions" for SSB userscripts and created the first SSB JavaScript API. In 2007, Mozilla announced Prism (originally called WebRunner), a project to integrate web applications with the desktop. That same year, Todd Ditchendorf, a former Apple Dashboard engineer, released Fluid for macOS. On 2 September 2008, Google Chrome was released with a built-in "Create application shortcut" feature, bringing SSB functionality to mainstream users. This feature allowed any website to be launched in a separate window without the browser interface. === Modern era === The landscape of site-specific browsers changed dramatically with the introduction of Electron in 2013 (originally called Atom Shell). Electron combined Chromium and Node.js into a single runtime, enabling developers to build desktop applications using web technologies. This framework has since powered applications used by hundreds of millions of users, including Visual Studio Code, Slack, Discord, and Microsoft Teams. In 2015, the concept of Progressive Web Apps (PWAs) was introduced by Google engineers Alex Russell and Frances Berriman, representing a parallel evolution in web-to-desktop technology. While PWAs share similar goals with SSBs, they follow web standards and can be installed directly from browsers. More recently, alternative frameworks like Tauri have emerged, offering significantly smaller application sizes by using the system's native web renderer instead of bundling Chromium. == Technical implementation == Site-specific browsers can be implemented through various approaches: === Browser-based SSBs === The simplest form of SSB is created through browser features that allow websites to run in separate windows without the standard browser interface. Modern Chromium-based browsers offer "Install as app" or "Create shortcut" functionality that creates a dedicated window for a specific website. These SSBs share the browser's underlying engine and resources but operate in isolated windows. === Framework-based SSBs === More sophisticated SSBs are built using application frameworks: Electron: Bundles a complete Chromium browser with Node.js, resulting in applications of 85MB or larger. Each Electron application runs its own browser instance, providing full access to system APIs but consuming significant resources. Tauri: Uses the operating system's native web rendering engine (WebView2 on Windows, WebKit on macOS, and WebKitGTK on Linux), resulting in applications typically 2.5-10MB in size. Other frameworks: Include Neutralino.js (ultra-lightweight using system browser), Wails (Go-based), and the Chromium Embedded Framework (CEF). == Comparison with Progressive Web Apps == While site-specific browsers and Progressive Web Apps (PWAs) share the goal of bringing web content to the desktop, they differ in several key aspects: == Applications == Site-specific browsers have become the foundation for many popular desktop applications: Communication and collaboration: Many modern communication tools are built as SSBs, including Slack, Discord, Microsoft Teams, and WhatsApp Desktop. These applications benefit from web-based development while providing desktop integration. Development tools: Visual Studio Code, used by 73.6% of developers according to Stack Overflow's 2024 survey, is built with Electron, as are Atom and GitHub Desktop. Productivity software: Applications like Notion, Obsidian, and various project management tools use SSB technology to provide consistent experiences across platforms. Security and Privacy: Web browsers can be modified to only have access to a single site, in order to protect the security and privacy of the user via compartmentalization == Security and performance == === Memory usage === Framework-based SSBs, particularly those using Electron, are known for high memory consumption. Studies show Electron applications typically use 120-300MB at baseline, with complex applications consuming significantly more. This is approximately 5-10 times more memory than equivalent native applications. === Security considerations === SSBs can provide security benefits through process isolation, where each application runs in its own sandboxed environment. However, bundling an entire browser engine also means each application must be updated independently to patch security vulnerabilities. Research presented at the Network and Distributed System Security (NDSS) Symposium has identified various security challenges specific to Electron applications. === Bundle sizes === The choice of framework significantly impacts application size: Electron applications: 85MB+ (includes full Chromium) Tauri applications: 2.5-10MB (uses system WebView) Browser-based SSBs: No additional download (uses existing browser) == Software == === Browser support === Most modern browsers provide some form of SSB functionality: Chromium-based browsers (Google Chrome, Microsoft Edge, Brave, Opera, Vivaldi): "Install as app" or "Create shortcut" feature Safari: "Add to Dock" feature in macOS Sonoma (2023) Firefox: Removed SSB support in December 2020 (version 85) GNOME Web: "Install Site as Web Application" feature === Standalone tools === ==== Active ==== WebCatalog (Windows, macOS, Linux) – Manages multiple SSBs with isolated storage Fluid (macOS) – Pioneering SSB creator for Mac Unite (macOS) – Creates SSBs with customization options Coherence X (macOS) – Advanced SSB creation tool Pake (cross-platform) – Open-source SSB creator Wavebox (cross-platform) – Workspace browser with SSB features ==== Discontinued ==== Mozilla Prism – Cross-platform SSB creator (discontinued 2011) Nativefier – Command-line SSB creator (discontinued 2023) Epichrome – macOS SSB creator (discontinued 2021) === Development frameworks === Electron – Most popular framework, bundles Chromium and Node.js Tauri – Rust-based framework using system WebView Chromium Embedded Framework (CEF) – C++ library for embedding Chromium Neutralino.js – Lightweight framework using system browser Wails – Go-based framework for web frontends

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  Wadhwani Institute for Artificial Intelligence

  Wadhwani AI, based in Mumbai, Maharashtra, is an independent, non-profit institute. Founded in 2018, it is dedicated to developing Artificial intelligence solutions for social good. Their mission is to build AI-based innovations and solutions for underserved communities in developing countries, for a wide range of domains including agriculture, education, financial inclusion, healthcare, and infrastructure. == History and funding == The institute was founded with a $30 million philanthropic effort by the Wadhwani brothers, Romesh Wadhwani and Sunil Wadhwani. The institute was inaugurated and dedicated to the nation by Narendra Modi, the 14th Prime Minister of India. In 2019, the institute received a $2 million grant from Google.org to create technologies to help reduce crop losses in cotton farming, through integrated pest management. The United States Agency for International Development awarded $2 million to the institute in 2020 to develop tools, using mathematical modeling techniques and digital technologies such as artificial intelligence and machine learning, to forecast COVID-19 disease patterns, estimate resources needed, and plan interventions. == Collaboration == With assistance from Google, the Ministry of Agriculture and Farmers' Welfare and the Wadhwani AI developed Krishi 24/7, the first AI-powered automated agricultural news monitoring and analysis tool. Through better decision-making, Krishi 24/7 will support the identification of valuable news, provide timely notifications, and respond quickly to safeguard farmers' interests and advance sustainable agricultural growth. The application converts news articles into English after scanning them in several languages. It ensures that the ministry is informed in a timely manner about pertinent occurrences that are published online by extracting key information from news items, including the headline, crop name, event type, date, location, severity, summary, and source link. The National Center for Disease Control has effectively implemented a comparable automated surveillance and analysis tool for disease outbreaks.

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  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.

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  Inauthentic text

  An inauthentic text is a computer-generated expository document meant to appear as genuine, but which is actually meaningless. Frequently they are created in order to be intermixed with genuine documents and thus manipulate the results of search engines, as with Spam blogs. They are also carried along in email in order to fool spam filters by giving the spam the superficial characteristics of legitimate text. Sometimes nonsensical documents are created with computer assistance for humorous effect, as with Dissociated press or Flarf poetry. They have also been used to challenge the veracity of a publication—MIT students submitted papers generated by a computer program called SCIgen to a conference, where they were initially accepted. This led the students to claim that the bar for submissions was too low. With the amount of computer generated text outpacing the ability of people to humans to curate it, there needs some means of distinguishing between the two. Yet automated approaches to determining absolutely whether a text is authentic or not face intrinsic challenges of semantics. Noam Chomsky coined the phrase "Colorless green ideas sleep furiously" giving an example of grammatically correct, but semantically incoherent sentence; some will point out that in certain contexts one could give this sentence (or any phrase) meaning. The first group to use the expression in this regard can be found below from Indiana University. Their work explains in detail an attempt to detect inauthentic texts and identify pernicious problems of inauthentic texts in cyberspace. The site has a means of submitting text that assesses, based on supervised learning, whether a corpus is inauthentic or not. Many users have submitted incorrect types of data and have correspondingly commented on the scores. This application is meant for a specific kind of data; therefore, submitting, say, an email, will not return a meaningful score.

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  Multi-model database

  In the field of database design, a multi-model database is a database management system designed to support multiple data models against a single, integrated backend. In contrast, most database management systems are organized around a single data model that determines how data can be organized, stored, and manipulated. Document, graph, relational, and key–value models are examples of data models that may be supported by a multi-model database. == Background == The relational data model became popular after its publication by Edgar F. Codd in 1970. Due to increasing requirements for horizontal scalability and fault tolerance, NoSQL databases became prominent after 2009. NoSQL databases use a variety of data models, with document, graph, and key–value models being popular. A multi-model database is a database that can store, index and query data in more than one model. For some time, databases have primarily supported only one model, such as: relational database, document-oriented database, graph database or triplestore. A database that combines many of these is multi-model. This should not be confused with multimodal database systems such as Pixeltable or ApertureDB, which focus on unified management of different media types (images, video, audio, text) rather than different data models. For some time, it was all but forgotten (or considered irrelevant) that there were any other database models besides relational. The relational model and notion of third normal form were the default standard for all data storage. However, prior to the dominance of relational data modeling, from about 1980 to 2005, the hierarchical database model was commonly used. Since 2000 or 2010, many NoSQL models that are non-relational, including documents, triples, key–value stores and graphs are popular. Arguably, geospatial data, temporal data, and text data are also separate models, though indexed, queryable text data is generally termed a "search engine" rather than a database. The first time the word "multi-model" has been associated to the databases was on May 30, 2012 in Cologne, Germany, during the Luca Garulli's key note "NoSQL Adoption – What’s the Next Step?". Luca Garulli envisioned the evolution of the 1st generation NoSQL products into new products with more features able to be used by multiple use cases. The idea of multi-model databases can be traced back to Object–Relational Data Management Systems (ORDBMS) in the early 1990s and in a more broader scope even to federated and integrated DBMSs in the early 1980s. An ORDBMS system manages different types of data such as relational, object, text and spatial by plugging domain specific data types, functions and index implementations into the DBMS kernels. A multi-model database is most directly a response to the "polyglot persistence" approach of knitting together multiple database products, each handing a different model, to achieve a multi-model capability as described by Martin Fowler. This strategy has two major disadvantages: it leads to a significant increase in operational complexity, and there is no support for maintaining data consistency across the separate data stores, so multi-model databases have begun to fill in this gap. Multi-model databases are intended to offer the data modeling advantages of polyglot persistence, without its disadvantages. Operational complexity, in particular, is reduced through the use of a single data store. == Benchmarking multi-model databases == As more and more platforms are proposed to deal with multi-model data, there are a few works on benchmarking multi-model databases. For instance, Pluciennik, Oliveira, and UniBench reviewed existing multi-model databases and made an evaluation effort towards comparing multi-model databases and other SQL and NoSQL databases respectively. They pointed out that the advantages of multi-model databases over single-model databases are as follows : == Architecture == The main difference between the available multi-model databases is related to their architectures. Multi-model databases can support different models either within the engine or via different layers on top of the engine. Some products may provide an engine which supports documents and graphs while others provide layers on top of a key-key store. With a layered architecture, each data model is provided via its own component. == User-defined data models == In addition to offering multiple data models in a single data store, some databases allow developers to easily define custom data models. This capability is enabled by ACID transactions with high performance and scalability. In order for a custom data model to support concurrent updates, the database must be able to synchronize updates across multiple keys. ACID transactions, if they are sufficiently performant, allow such synchronization. JSON documents, graphs, and relational tables can all be implemented in a manner that inherits the horizontal scalability and fault-tolerance of the underlying data store. == Theoretical Foundation for Multi-Model Databases == The traditional theory of relations is not enough to accurately describe multi-model database systems. Recent research is focused on developing a new theoretical foundation for these systems. Category theory can provide a unified, rigorous language for modeling, integrating, and transforming different data models. By representing multi-model data as sets and their relationships as functions or relations within the Set category, we can create a formal framework to describe, manipulate, and understand various data models and how they interact.

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  Commonsense knowledge (artificial intelligence)

  In artificial intelligence research, commonsense knowledge consists of facts about the everyday world, such as "Lemons are sour" or "Cows say moo", that all humans are expected to know. It is currently an unsolved problem in artificial general intelligence. The first AI program to address common sense knowledge was Advice Taker in 1959 by John McCarthy. Commonsense knowledge can underpin a commonsense reasoning process, to attempt inferences such as "You might bake a cake because you want people to eat the cake." A natural language processing process can be attached to the commonsense knowledge base to allow the knowledge base to attempt to answer questions about the world. Common sense knowledge also helps to solve problems in the face of incomplete information. Using widely held beliefs about everyday objects, or common sense knowledge, AI systems make common sense assumptions or default assumptions about the unknown similar to the way people do. In an AI system or in English, this is expressed as "Normally P holds", "Usually P" or "Typically P so Assume P". For example, if we know the fact "Tweety is a bird", because we know the commonly held belief about birds, "typically birds fly," without knowing anything else about Tweety, we may reasonably assume the fact that "Tweety can fly." As more knowledge of the world is discovered or learned over time, the AI system can revise its assumptions about Tweety using a truth maintenance process. If we later learn that "Tweety is a penguin" then truth maintenance revises this assumption because we also know "penguins do not fly". == Commonsense reasoning == Commonsense reasoning simulates the human ability to use commonsense knowledge to make presumptions about the type and essence of ordinary situations they encounter every day, and to change their "minds" should new information come to light. This includes time, missing or incomplete information and cause and effect. The ability to explain cause and effect is an important aspect of explainable AI. Truth maintenance algorithms automatically provide an explanation facility because they create elaborate records of presumptions. Compared with humans, all existing computer programs that attempt human-level AI perform extremely poorly on modern "commonsense reasoning" benchmark tests such as the Winograd Schema Challenge. The problem of attaining human-level competency at "commonsense knowledge" tasks is considered to probably be "AI complete" (that is, solving it would require the ability to synthesize a fully human-level intelligence), although some oppose this notion and believe compassionate intelligence is also required for human-level AI. Common sense reasoning has been applied successfully in more limited domains such as natural language processing and automated diagnosis or analysis. == Commonsense knowledge base construction == Compiling comprehensive knowledge bases of commonsense assertions (CSKBs) is a long-standing challenge in AI research. From early expert-driven efforts like CYC and WordNet, significant advances were achieved via the crowdsourced OpenMind Commonsense project, which led to the crowdsourced ConceptNet KB. Several approaches have attempted to automate CSKB construction, most notably, via text mining (WebChild, Quasimodo, TransOMCS, Ascent), as well as harvesting these directly from pre-trained language models (AutoTOMIC). These resources are significantly larger than ConceptNet, though the automated construction mostly makes them of moderately lower quality. Challenges also remain on the representation of commonsense knowledge: Most CSKB projects follow a triple data model, which is not necessarily best suited for breaking more complex natural language assertions. A notable exception here is GenericsKB, which applies no further normalization to sentences, but retains them in full. == Applications == Around 2013, MIT researchers developed BullySpace, an extension of the commonsense knowledgebase ConceptNet, to catch taunting social media comments. BullySpace included over 200 semantic assertions based around stereotypes, to help the system infer that comments like "Put on a wig and lipstick and be who you really are" are more likely to be an insult if directed at a boy than a girl. ConceptNet has also been used by chatbots and by computers that compose original fiction. At Lawrence Livermore National Laboratory, common sense knowledge was used in an intelligent software agent to detect violations of a comprehensive nuclear test ban treaty. == Data == As an example, as of 2012 ConceptNet includes these 21 language-independent relations: IsA (An "RV" is a "vehicle" | X is an instance of a Y) UsedFor (a "cake tin" is used for "making cakes" | X is used for the purpose Y) HasA (A "rabbit" has a "tail" | X possesses Y element or feature) CapableOf (a "cook" is capable of "making baked goods" | X is capable of doing Y) Desires (a "child" desires "the aroma of baking" | X has a desire for Y) CreatedBy ("cake" is created by a "baker" | X is created by Y) PartOf (a "knife" is be part of a "knife set" | X is a part of Y) Causes ("Heat" causes "cooking"| X is what causes Y) LocatedNear (the "oven" is located near the "refrigerator" | X is located near Y) AtLocation (Somewhere a "Cook" can be at a "restaurant" | X is at the location of Y) DefinedAs (a "Cupcake" is defined as a "cake" that also has the qualities of being "small", "baked within a wrapper", and "containing only one area of frosting or icing" | X is defined as Y that also has the properties A, B & C) SymbolOf (a "heart" is a symbol of "affection" | X is a symbolic representation of Y) ReceivesAction ("cake" can receive the action of being "eaten" | X is capable of receiving action Y) HasPrerequisite ("baking" has the prerequisite of obtaining the "ingredients" | X cannot do Y unless A does B) MotivatedByGoal ("baking" is motivated by the goal of "consumption"/"eating" | X has the motivation of Y goal) CausesDesire ("baking" makesYou want to "follow recipe" | X causes the desire to do Y) MadeOf ("Cake" is made of "flour"/"eggs"/"sugar"/"oil"/etc | X is made of Y) HasFirstSubevent ("baking" has first subevent "make batter" | To do X the first thing that needs to be done is Y) HasSubevent ("eat" has subevent "swallow" | Doing X will lead to Y event following) HasLastSubevent ("sleeping" has last subevent of "waking" | Doing X ends with the event Y) == Commonsense knowledge bases == Cyc Open Mind Common Sense (data source) and ConceptNet (datastore and NLP engine) Evi Graphiq

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  Data annotation

  Data annotation is the process of labeling or tagging relevant metadata within a dataset to enable machines to interpret the data accurately. The dataset can take various forms, including images, audio files, video footage, or text. == Applications == Data is a fundamental component in the development of artificial intelligence (AI). Training AI models, particularly in computer vision and natural language processing, requires large volumes of annotated data. Proper annotation ensures that machine learning algorithms can recognize patterns and make accurate predictions. Common types of data annotation include classification, bounding boxes, semantic segmentation, and keypoint annotation. Data annotation is used in AI-driven fields, including healthcare, autonomous vehicles, retail, security, and entertainment. By accurately labeling data, machine learning models can perform complex tasks such as object detection, sentiment analysis, and speech recognition with greater precision. This growing demand has led to the emergence of specialized sectors and platforms dedicated to AI training and human-in-the-loop workflows, which often utilize Reinforcement Learning from Human Feedback (RLHF) to refine model behavior. == In computer vision == === Image classification === Image classification, also known as image categorization, involves assigning predefined labels to images. Machine learning algorithms trained on classified images can later recognize objects and differentiate between categories. For instance, an AI model trained to recognize furniture styles can distinguish between Georgian and Rococo armchairs. === Semantic segmentation === Semantic segmentation assigns each pixel in an image to a specific class, such as trees, vehicles, humans, or buildings. This type of annotation enables machine learning models to differentiate objects by grouping similar pixels, allowing for a detailed understanding of an image. === Bounding boxes === Bounding box annotation involves drawing rectangular boxes around objects in an image. This technique is commonly used in autonomous driving, security surveillance, and retail analytics to detect and classify objects such as pedestrians, vehicles, and products on store shelves. === 3D cuboids === 3D cuboid annotation enhances traditional bounding boxes by adding depth, enabling models to predict an object's spatial orientation, movement, and size. This method is particularly useful for autonomous vehicles and robotics, where understanding object dimensions and depth is critical. === Polygonal annotation === For objects with irregular shapes, such as curved or multi-sided items, polygonal annotation provides more precise labeling than bounding boxes. This technique is often used in applications that require detailed object recognition, such as medical imaging or aerial mapping. === Keypoint annotation === Keypoint annotation marks specific points on an object, such as facial landmarks or body joints, to enable tracking and motion analysis. This method is widely used in facial recognition, emotion detection, sports analytics, and augmented reality applications.

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  Compute (machine learning)

  In machine learning and deep learning, compute is the amount of computing power or computational resources required to train machine learning models and large language models. More broadly, compute is the computational power or resources necessary for a computer or computer program to function. == Definition == Compute is commonly defined as the amount of computing power or computational resources required to train machine learning and large language models. The term "compute" has also been more broadly applied to cloud computing, referencing processing power, memory, networking, storage, and other resources required for the computation of any program. Compute is measured in petaflop/s-days and is used to document AI training. A petaflop/s-day (pfs-day) consists of performing 1015 neural net operations per second for one day, or a total of about 1020 operations. The compute-time product serves as a mental convenience, similar to kilowatt-hour for energy. An amount of compute is meant to give an idea of the number of actual operations performed. == History == In a 2018 analysis titled "AI and compute", artificial intelligence company OpenAI introduced the concept of compute. OpenAI identified two eras of training AI systems in terms of compute-usage. From 1959 to 2012, compute roughly followed Moore’s law. Between 2012 and 2018, the amount of compute used in the largest AI training runs increased exponentially, growing by more than 300,000 times — roughly doubling every 3.4 months. By comparison, Moore’s Law doubled every two years over the same period. One of the largest models, released in 2020, used 600,000 times more computing power than the 2012 model. After 2020, compute growth began to slow down, with the compute needed for the largest AI models continuing to slow down in 2023. The notion of compute has become increasingly used from the mid-2020s onwards. == Compute growth and AI progress == Larger AI models trained on more data and using more computational resources, tend to perform better. This happens even if the algorithms themselves remain unchanged. As early as 2018, OpenAI noted the exponential increase in compute to be have a key role in AI progress. OpenAI considers three factors drive the advance of AI: algorithmic innovation, data, and the amount of compute available for training. AI models with more compute not only improve in the tasks they were trained on but can develop emergent abilities. Incremental improvements can lead to more abrupt leaps in capabilities. AI provider SpaceXAI said in 2026 that their AI progress is driven by compute and used it a key metric in the AI training of its supercomputer Colossus, the which contains 1 million GPUs. Anthropic has a contract of $1.25 billion per month with SpaceXAI to buy all the compute capacity at Colossus 1 data center. === Criticism and policy === Increasing, promoting or constraining progress in artificial intelligence has often be done via controlling the amount of compute. Policymarkers have enacted policies and provided support to make compute resources more accessible to domestic AI researchers. In a January 2022 report, the Center for Security and Emerging Technology (CSET) suggested to institutions that increasingly powerful and generalizable AI (AGI) will likely require other strategies than maximizing compute. Some AI researchers are also concerned that government might exclusively focus on scaling compute instead of other strategies. The CSET has reported on the various bottlenecks which could explain why deep learning needs for compute have slow down: training is expensive and training extremely large models generates traffic jams across many processors that are difficult to manage. there is a limited supply of AI chips (see AI chip memory shortage). CSET advances that the main resource is human capital, specifically talented researchers — according to a 2023 published survey of more than 400 AI researchers, academic and private sector workers. The survey found that AI researchers are not primarily or exclusively constrained by compute access. However, both academic and industry AI researchers equally report concerns that insufficient compute could prevent them from contributing meaningfully to AI research in the future. High compute users are more concerned about compute access. When asked about which resource provided by the government would be the most useful to them, some AI researchers select compute, other prefer grant funding. For this goal, CSET advised policymakers to ensure that even researchers with smaller budgets could effectively contribute to AI research. Other proposed strategies include using contemporary AI algorithms, managing modern AI infrastructure or focusing on interdisciplinary work between the AI field and other fields of computer science. A 2024 study on compute access found that academic-only AI research teams often have less compute intensive research topics, especially foundation models, compared to industry AI labs. As a consequence, academia is likely to play a smaller role in advancing such techniques. The researchers suggest nationally-sponsored computing infrastructure as well as open science initiatives to boost academic compute access. === Data === A 2022 study found that current large language models are significantly under-trained, a consequence of focusing on scaling language models whilst keeping the amount of training data constant. By training over 400 language models of various parameter and token size, they found that "for compute-optimal training", the model size and the number of training tokens should ideally be scaled equally: for every doubling of model size the number of training tokens should also be doubled.

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  Eugene Goostman

  Eugene Goostman is a chatbot that some regard as having passed the Turing test, a test of a computer's ability to communicate indistinguishably from a human. Developed in Saint Petersburg in 2001 by a group of three programmers, the Russian-born Vladimir Veselov, Ukrainian-born Eugene Demchenko, and Russian-born Sergey Ulasen, Goostman is portrayed as a 13-year-old Ukrainian boy—characteristics that are intended to induce forgiveness in those with whom it interacts for its grammatical errors and lack of general knowledge. The Goostman bot has competed in a number of Turing test contests since its creation, and finished second in the 2005 and 2008 Loebner Prize contest. In June 2012, at an event marking what would have been the 100th birthday of the test's author, Alan Turing, Goostman won a competition promoted as the largest-ever Turing test contest, in which it successfully convinced 29% of its judges that it was human. On 7 June 2014, at a contest marking the 60th anniversary of Turing's death, 33% of the event's judges thought that Goostman was human; the event's organiser Kevin Warwick considered it to have passed Turing's test as a result, per Turing's prediction in his 1950 paper "Computing Machinery and Intelligence", that by the year 2000, machines would be capable of fooling 30% of human judges after five minutes of questioning. The validity and relevance of the announcement of Goostman's pass was questioned by critics, who noted the exaggeration of the achievement by Warwick, the bot's use of personality quirks and humour in an attempt to misdirect users from its non-human tendencies and lack of real intelligence, along with "passes" achieved by other chatbots at similar events. == Personality == Eugene Goostman is portrayed as being a 13-year-old boy from Odesa, Ukraine, who has a pet guinea pig and a father who is a gynaecologist. Veselov stated that Goostman was designed to be a "character with a believable personality". The choice of age was intentional, as, in Veselov's opinion, a thirteen-year-old is "not too old to know everything and not too young to know nothing". Goostman's young age also induces people who "converse" with him to forgive minor grammatical errors in his responses. In 2014, work was made on improving the bot's "dialog controller", allowing Goostman to output more human-like dialogue. A conversation between Scott Aaronson and Eugene Goostman ran as follows: == Competitions == Eugene Goostman has competed in a number of Turing test competitions, including the Loebner Prize contest; it finished joint second in the Loebner test in 2001, and came second to Jabberwacky in 2005 and to Elbot in 2008. On 23 June 2012, Goostman won a Turing test competition at Bletchley Park in Milton Keynes, held to mark the centenary of its namesake, Alan Turing. The competition, which featured five bots, twenty-five hidden humans, and thirty judges, was considered to be the largest-ever Turing test contest by its organizers. After a series of five-minute-long text conversations, 29% of the judges were convinced that the bot was an actual human. === 2014 "pass" === On 7 June 2014, in a Turing test competition at the Royal Society, organised by Kevin Warwick of the University of Reading to mark the 60th anniversary of Turing's death, Goostman won after 33% of the judges were convinced that the bot was human. 30 judges took part in the event, which included Lord Sharkey, a sponsor of Turing's posthumous pardon, artificial intelligence Professor Aaron Sloman, Fellow of the Royal Society Mark Pagel and Red Dwarf actor Robert Llewellyn. Each judge partook in a textual conversation with each of the five bots; at the same time, they also conversed with a human. In all, a total of 300 conversations were conducted. In Warwick's view, this made Goostman the first machine to pass a Turing test. In a press release, he added that: Some will claim that the Test has already been passed. The words Turing Test have been applied to similar competitions around the world. However this event involved more simultaneous comparison tests than ever before, was independently verified and, crucially, the conversations were unrestricted. A true Turing Test does not set the questions or topics prior to the conversations. In his 1950 paper "Computing Machinery and Intelligence", Turing predicted that by the year 2000, computer programs would be sufficiently advanced that the average interrogator would, after five minutes of questioning, "not have more than 70 per cent chance" of correctly guessing whether they were speaking to a human or a machine. Although Turing phrased this as a prediction rather than a "threshold for intelligence", commentators believe that Warwick had chosen to interpret it as meaning that if 30% of interrogators were fooled, the software had "passed the Turing test". ==== Reactions ==== Warwick's claim that Eugene Goostman was the first ever chatbot to pass a Turing test was met with scepticism; critics acknowledged similar "passes" made in the past by other chatbots under the 30% criteria, including PC Therapist in 1991 (which tricked 5 of 10 judges, 50%), and at the Techniche festival in 2011, where a modified version of Cleverbot tricked 59.3% of 1334 votes (which included the 30 judges, along with an audience). Cleverbot's developer, Rollo Carpenter, argued that Turing tests can only prove that a machine can "imitate" intelligence rather than show actual intelligence. Gary Marcus was critical of Warwick's claims, arguing that Goostman's "success" was only the result of a "cleverly-coded piece of software", going on to say that "it's easy to see how an untrained judge might mistake wit for reality, but once you have an understanding of how this sort of system works, the constant misdirection and deflection becomes obvious, even irritating. The illusion, in other words, is fleeting." While acknowledging IBM's Deep Blue and Watson projects—single-purpose computer systems meant for playing chess and the quiz show Jeopardy! respectively—as examples of computer systems that show a degree of intelligence in their specialised field, he further argued that they were not an equivalent to a computer system that shows "broad" intelligence, and could—for example, watch a television programme and answer questions on its content. Marcus stated that "no existing combination of hardware and software can learn completely new things at will the way a clever child can." However, he still believed that there were potential uses for technology such as that of Goostman, specifically suggesting the creation of "believable", interactive video game characters. Imperial College London professor Murray Shanahan questioned the validity and scientific basis of the test, stating that it was "completely misplaced, and it devalues real AI research. It makes it seem like science fiction AI is nearly here, when in fact it's not and it's incredibly difficult." Mike Masnick, editor of the blog Techdirt, was also skeptical, questioning publicity blunders such as the five chatbots being referred to in press releases as "supercomputers", and saying that "creating a chatbot that can fool humans is not really the same thing as creating artificial intelligence."

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  Action model learning

  Action model learning (sometimes abbreviated action learning) is an area of machine learning concerned with the creation and modification of a software agent's knowledge about the effects and preconditions of the actions that can be executed within its environment. This knowledge is usually represented in a logic-based action description language and used as input for automated planners. Learning action models is important when goals change. When an agent acted for a while, it can use its accumulated knowledge about actions in the domain to make better decisions. Thus, learning action models differs from reinforcement learning. It enables reasoning about actions instead of expensive trials in the world. Action model learning is a form of inductive reasoning, where new knowledge is generated based on the agent's observations. The usual motivation for action model learning is the fact that manual specification of action models for planners is often a difficult, time-consuming, and error-prone task (especially in complex environments). == Action models == Given a training set E {\displaystyle E} consisting of examples e = ( s , a , s ′ ) {\displaystyle e=(s,a,s')} , where s , s ′ {\displaystyle s,s'} are observations of a world state from two consecutive time steps t , t ′ {\displaystyle t,t'} and a {\displaystyle a} is an action instance observed in time step t {\displaystyle t} , the goal of action model learning in general is to construct an action model ⟨ D , P ⟩ {\displaystyle \langle D,P\rangle } , where D {\displaystyle D} is a description of domain dynamics in action description formalism like STRIPS, ADL or PDDL and P {\displaystyle P} is a probability function defined over the elements of D {\displaystyle D} . However, many state of the art action learning methods assume determinism and do not induce P {\displaystyle P} . In addition to determinism, individual methods differ in how they deal with other attributes of domain (e.g. partial observability or sensoric noise). == Action learning methods == === State of the art === Recent action learning methods take various approaches and employ a wide variety of tools from different areas of artificial intelligence and computational logic. As an example of a method based on propositional logic, we can mention SLAF (Simultaneous Learning and Filtering) algorithm, which uses agent's observations to construct a long propositional formula over time and subsequently interprets it using a satisfiability (SAT) solver. Another technique, in which learning is converted into a satisfiability problem (weighted MAX-SAT in this case) and SAT solvers are used, is implemented in ARMS (Action-Relation Modeling System). Two mutually similar, fully declarative approaches to action learning were based on logic programming paradigm Answer Set Programming (ASP) and its extension, Reactive ASP. In another example, bottom-up inductive logic programming approach was employed. Several different solutions are not directly logic-based. For example, the action model learning using a perceptron algorithm or the multi level greedy search over the space of possible action models. In the older paper from 1992, the action model learning was studied as an extension of reinforcement learning. Nonetheless, further algorithms can be found that operate under different assumptions: FAMA can work even when some observations are missing, and it produces a general (lifted) planning model. It treats learning an action model like a planning problem, making sure the learned model matches the observations given. NOLAM can learn general action models even from noisy or imperfect data. LOCM focuses only on the order of actions in the data, ignoring any details about the states between those actions. The family of safe action model (SAM) learning methods create models that guarantee any plans made with them will actually work in the real world. There's also an extension called N-SAM that can learn action models with numeric conditions and effects. Additionally, numeric action models like N-SAM can be used to improve reinforcement learning (RL) performance through the RAMP algorithm. === Literature === Most action learning research papers are published in journals and conferences focused on artificial intelligence in general (e.g. Journal of Artificial Intelligence Research (JAIR), Artificial Intelligence, Applied Artificial Intelligence (AAI) or AAAI conferences). Despite mutual relevance of the topics, action model learning is usually not addressed in planning conferences like the International Conference on Automated Planning and Scheduling (ICAPS).

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  Psychology of reasoning

  The psychology of reasoning (also known as the cognitive science of reasoning) is the study of how people reason, often broadly defined as the process of drawing conclusions to inform how people solve problems and make decisions. It overlaps with psychology, philosophy, linguistics, cognitive science, artificial intelligence, logic, and probability theory. Psychological experiments on how humans and other animals reason have been carried out for over 100 years. An enduring question is whether or not people have the capacity to be rational. Current research in this area addresses various questions about reasoning, rationality, judgments, intelligence, relationships between emotion and reasoning, and development. == Everyday reasoning == One of the most obvious areas in which people employ reasoning is with sentences in everyday language. Most experimentation on deduction has been carried out on hypothetical thought, in particular, examining how people reason about conditionals, e.g., If A then B. Participants in experiments make the modus ponens inference, given the indicative conditional If A then B, and given the premise A, they conclude B. However, given the indicative conditional and the minor premise for the modus tollens inference, not-B, about half of the participants in experiments conclude not-A and the remainder concludes that nothing follows. The ease with which people make conditional inferences is affected by context, as demonstrated in the well-known selection task developed by Peter Wason. Participants are better able to test a conditional in an ecologically relevant context, e.g., if the envelope is sealed then it must have a 50 cent stamp on it compared to one that contains symbolic content, e.g., if the letter is a vowel then the number is even. Background knowledge can also lead to the suppression of even the simple modus ponens inference Participants given the conditional if Lisa has an essay to write then she studies late in the library and the premise Lisa has an essay to write make the modus ponens inference 'she studies late in the library', but the inference is suppressed when they are also given a second conditional if the library stays open then she studies late in the library. Interpretations of the suppression effect are controversial Other investigations of propositional inference examine how people think about disjunctive alternatives, e.g., A or else B, and how they reason about negation, e.g., It is not the case that A and B. Many experiments have been carried out to examine how people make relational inferences, including comparisons, e.g., A is better than B. Such investigations also concern spatial inferences, e.g. A is in front of B and temporal inferences, e.g. A occurs before B. Other common tasks include categorical syllogisms, used to examine how people reason about quantifiers such as All or Some, e.g., Some of the A are not B. For example if all A are B and some B are C, what (if anything) follows? == Theories of reasoning == There are several alternative theories of the cognitive processes that human reasoning is based on. One view is that people rely on a mental logic consisting of formal (abstract or syntactic) inference rules similar to those developed by logicians in the propositional calculus. Another view is that people rely on domain-specific or content-sensitive rules of inference. A third view is that people rely on mental models, that is, mental representations that correspond to imagined possibilities. A fourth view is that people compute probabilities. One controversial theoretical issue is the identification of an appropriate competence model, or a standard against which to compare human reasoning. Initially classical logic was chosen as a competence model. Subsequently, some researchers opted for non-monotonic logic and Bayesian probability. Research on mental models and reasoning has led to the suggestion that people are rational in principle but err in practice. Connectionist approaches towards reasoning have also been proposed. Despite the ongoing debate about the cognitive processes involved in human reasoning, recent research has shown that multiple approaches can be useful in modeling human thinking. For instance, studies have found that people's reasoning is often influenced by their prior beliefs, which can be modeled using Bayesian probability theory. Additionally, research on mental models has shown that people tend to reason about problems by constructing multiple mental representations of the situation, which can help them to identify relevant features and make inferences based on their understanding of the problem. Moreover, connectionist approaches to reasoning have also gained attention, which focus on the neural network models that can learn from data and generalize to new situations. == Development of reasoning == It is an active question in psychology how, why, and when the ability to reason develops from infancy to adulthood. Jean Piaget's theory of cognitive development posited general mechanisms and stages in the development of reasoning from infancy to adulthood. According to the neo-Piagetian theories of cognitive development, changes in reasoning with development come from increasing working memory capacity, increasing speed of processing, and enhanced executive functions and control. Increasing self-awareness is also an important factor. In their book The Enigma of Reason, the cognitive scientists Hugo Mercier and Dan Sperber put forward an "argumentative" theory of reasoning, claiming that humans evolved to reason primarily to justify our beliefs and actions and to convince others in a social environment. Key evidence for their theory includes the errors in reasoning that solitary individuals are prone to when their arguments are not criticized, such as logical fallacies, and how groups become much better at performing cognitive reasoning tasks when they communicate with one another and can evaluate each other's arguments. Sperber and Mercier offer one attempt to resolve the apparent paradox that the confirmation bias is so strong despite the function of reasoning naively appearing to be to come to veridical conclusions about the world. The study of the development of reasoning abilities is an ongoing area of research in psychology, and multiple factors have been proposed to explain how, why, and when reasoning develops from infancy to adulthood. Recent research has suggested that early experiences and social interactions play a critical role in the development of reasoning abilities. For example, studies have shown that infants as young as six months old can engage in basic logical reasoning, such as reasoning about the relationship between objects and their properties. Furthermore, research has highlighted the importance of parental interaction and cognitive stimulation in the development of children's reasoning abilities. Additionally, studies have suggested that cultural factors, such as educational practices and the emphasis on critical thinking, can also influence the development of reasoning skills across different populations. == Different sorts of reasoning == Philip Johnson-Laird trying to taxonomize thought, distinguished between goal-directed thinking and thinking without goal, noting that association was involved in unrelated reading. He argues that goal directed reasoning can be classified based on the problem space involved in a solution, citing Allen Newell and Herbert A. Simon. Inductive reasoning makes broad generalizations from specific cases or observations. In this process of reasoning, general assertions are made based on past specific pieces of evidence. This kind of reasoning allows the conclusion to be false even if the original statement is true. For example, if one observes a college athlete, one makes predictions and assumptions about other college athletes based on that one observation. Scientists use inductive reasoning to create theories and hypotheses. Philip Johnson-Laird distinguished inductive from deductive reasoning, in that the former creates semantic information while the later does not . In opposition, deductive reasoning is a basic form of valid reasoning. In this reasoning process a person starts with a known claim or a general belief and from there asks what follows from these foundations or how will these premises influence other beliefs. In other words, deduction starts with a hypothesis and examines the possibilities to reach a conclusion. Deduction helps people understand why their predictions are wrong and indicates that their prior knowledge or beliefs are off track. An example of deduction can be seen in the scientific method when testing hypotheses and theories. Although the conclusion usually corresponds and therefore proves the hypothesis, there are some cases where the conclusion is logical, but the generalization is not. For example, the argument, "All young girls wear skirts; Julie is a young

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  Compute (machine learning)

  In machine learning and deep learning, compute is the amount of computing power or computational resources required to train machine learning models and large language models. More broadly, compute is the computational power or resources necessary for a computer or computer program to function. == Definition == Compute is commonly defined as the amount of computing power or computational resources required to train machine learning and large language models. The term "compute" has also been more broadly applied to cloud computing, referencing processing power, memory, networking, storage, and other resources required for the computation of any program. Compute is measured in petaflop/s-days and is used to document AI training. A petaflop/s-day (pfs-day) consists of performing 1015 neural net operations per second for one day, or a total of about 1020 operations. The compute-time product serves as a mental convenience, similar to kilowatt-hour for energy. An amount of compute is meant to give an idea of the number of actual operations performed. == History == In a 2018 analysis titled "AI and compute", artificial intelligence company OpenAI introduced the concept of compute. OpenAI identified two eras of training AI systems in terms of compute-usage. From 1959 to 2012, compute roughly followed Moore’s law. Between 2012 and 2018, the amount of compute used in the largest AI training runs increased exponentially, growing by more than 300,000 times — roughly doubling every 3.4 months. By comparison, Moore’s Law doubled every two years over the same period. One of the largest models, released in 2020, used 600,000 times more computing power than the 2012 model. After 2020, compute growth began to slow down, with the compute needed for the largest AI models continuing to slow down in 2023. The notion of compute has become increasingly used from the mid-2020s onwards. == Compute growth and AI progress == Larger AI models trained on more data and using more computational resources, tend to perform better. This happens even if the algorithms themselves remain unchanged. As early as 2018, OpenAI noted the exponential increase in compute to be have a key role in AI progress. OpenAI considers three factors drive the advance of AI: algorithmic innovation, data, and the amount of compute available for training. AI models with more compute not only improve in the tasks they were trained on but can develop emergent abilities. Incremental improvements can lead to more abrupt leaps in capabilities. AI provider SpaceXAI said in 2026 that their AI progress is driven by compute and used it a key metric in the AI training of its supercomputer Colossus, the which contains 1 million GPUs. Anthropic has a contract of $1.25 billion per month with SpaceXAI to buy all the compute capacity at Colossus 1 data center. === Criticism and policy === Increasing, promoting or constraining progress in artificial intelligence has often be done via controlling the amount of compute. Policymarkers have enacted policies and provided support to make compute resources more accessible to domestic AI researchers. In a January 2022 report, the Center for Security and Emerging Technology (CSET) suggested to institutions that increasingly powerful and generalizable AI (AGI) will likely require other strategies than maximizing compute. Some AI researchers are also concerned that government might exclusively focus on scaling compute instead of other strategies. The CSET has reported on the various bottlenecks which could explain why deep learning needs for compute have slow down: training is expensive and training extremely large models generates traffic jams across many processors that are difficult to manage. there is a limited supply of AI chips (see AI chip memory shortage). CSET advances that the main resource is human capital, specifically talented researchers — according to a 2023 published survey of more than 400 AI researchers, academic and private sector workers. The survey found that AI researchers are not primarily or exclusively constrained by compute access. However, both academic and industry AI researchers equally report concerns that insufficient compute could prevent them from contributing meaningfully to AI research in the future. High compute users are more concerned about compute access. When asked about which resource provided by the government would be the most useful to them, some AI researchers select compute, other prefer grant funding. For this goal, CSET advised policymakers to ensure that even researchers with smaller budgets could effectively contribute to AI research. Other proposed strategies include using contemporary AI algorithms, managing modern AI infrastructure or focusing on interdisciplinary work between the AI field and other fields of computer science. A 2024 study on compute access found that academic-only AI research teams often have less compute intensive research topics, especially foundation models, compared to industry AI labs. As a consequence, academia is likely to play a smaller role in advancing such techniques. The researchers suggest nationally-sponsored computing infrastructure as well as open science initiatives to boost academic compute access. === Data === A 2022 study found that current large language models are significantly under-trained, a consequence of focusing on scaling language models whilst keeping the amount of training data constant. By training over 400 language models of various parameter and token size, they found that "for compute-optimal training", the model size and the number of training tokens should ideally be scaled equally: for every doubling of model size the number of training tokens should also be doubled.

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  MovieRide FX

  MovieRide FX is a patented automated special visual effects video compositing engine used in the MovieRide FX mobile application for Android (requires Android 2.3 or later) and iOS (compatible with iPhone 4 and up, iPad, and iPod Touch (new generation), requires iOS 7 or later). MovieRide FX allows the user to personalize a "Hollywood-style" movie clip by inserting themself into the clip as the "actor". == Features == The MovieRide FX app uses the relevant mobile device's camera to record a video of the user and insert it into a pre-packaged "Hollywood style" movie clip. The "actor" is extracted from their recorded video clip through various known effects such as masking, keying, and motion tracking. The "actor" is then inserted into one of the pre-packaged movie clips created by the MovieRide FX visual effects artists. This is done through an automated process requiring little or no artistic or technical skill from the user. The custom movie clips pre-packaged with MovieRide FX offer the user a variety of movie scenarios. Additional clips based on popular television and movie themes are continually being developed and are available on a freemium basis. == Sharing == Once the user's footage has automatically been composited into a movie clip and rendered as an .mp4 file, it can be shared via social media, such as Facebook, YouTube, and Twitter, and by e-mail. == History == === 2012 === MovieRide FX was created by Grant Waterston and Johann Mynhardt, who started development in 2012. === 2013 === The beta version was released on Google Play in July 2013. In August 2013 MovieRide FX was a New Media Award winner in the "New Media" category of the Accolade International Awards in Los Angeles. In October 2013 MovieRide FX was awarded exhibitor space in the ‘start-up village’ at the Apps-World Expo in London. === 2014 === MovieRide FX reached the 100 000 – 500 000 downloads category on the Google Play Store in June 2014. The official Android version was launched in July 2014. iOS version released in August 2014. MovieRide FX was selected as one of the "Top 150" startups at the Pioneer Festival in Vienna in September 2014. In November 2014 MovieRide FX was shortlisted for the Appster Awards in the "Best Entertainment App" and "Most Innovative App" categories and was awarded exhibitor space at the ‘start-up village’ at the Apps-World Expo in London. Patent applications were filed in South Africa, the EU and USA in April 2014. === 2015 === In September 2015 MovieRide FX was shortlisted for "Best Software innovation" at The Technology Expo Awards in London. === 2016 === In April 2016 MovieRide FX was nominated for a National Science and Technology Forum (NSTF) award for 'Research leading to Innovation by a corporate organization' In August 2016 Movie Ride FX won two Gold Awards at the 2016 Mobile Marketing Awards (MMA Smarties SA). These two Gold awards were for the 'Innovation' and 'Best in Show’ categories. In December 2016 FlicJam Inc. was formed in the US to access the larger global market. EU patent application was published in March 2016. === 2017 === South African patent was granted in February 2017. === 2018 === US patent was granted in March 2018.

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  Singularity studies

  Singularity studies is an interdisciplinary academic field which examines the idea of technological singularity — the hypothesised point at which artificial intelligence may surpass human intelligence, might be attained by artificial intelligence (AI), robotics, and other technologies and sciences, and its social impacts. In this academic field, the study and research are conducted across a broad array of terrains such as information science, robotics, social informatics, economics, philosophy, and ethics. The primary aim of singularity studies is to gain an integrative understanding of the transformation of social systems occurring in tandem with the explosive evolution of AI and also the changes to be effected by such transformation in the view of humans, ethics, and legal systems. == History == An academic work on technological singurality has appeared in computer science, philosophy, sociology, and law since the early 1990s. Early discussions of an intelligence explosion were popularised by science-fiction writer Vernor Vinge in 1993 and later systematised by futurist Ray Kurzweil. Since the 2010s, universities such as Oxford, Stanford, and Keio have established dedicated programmes, while peer-reviewed journals have begun to publish scenario analyses and policy studies. Ongoing debates question the predictive value of singularity scenarios and warn against a deterministic view of technology. == Characteristics of research == Singularity studies extends beyond mere future predictions and offer an intellectual foundation for proactively designing and creating a desirable future. Principal research themes in this realm include: Ethics of AI; Social implications of technologies; Possibility of harmonious coexistence of humans and AI; Communication with AI; and Redesign of social systems. == Technologists and academics == Vernor Vinge: Propounded the concept of singularity in 1993, making a massive impact on the academic and science-fiction spheres. Ray Kurzweil: Predicted the advent around 2045 of the technological singularity in his 2005 book The Singularity Is Near. Nick Bostrom: Offered philosophical reflections on superintelligence and the risks posed by AI. He is the founding director of the now-dissolved Future of Humanity Institute at the University of Oxford. === Japan === Kento Sasano: A social informatician, AI educator, and inventor. He is the president of the Japan Society of Singularity Studies. == Challenges and outlook == Singularity studies is still evolving as an academic field, and quite a few challenges remain unresolved in regard to the systematization of their theories, research methods, and educational curricula. That said, in this day and age of accelerating technological and societal shifts, interdisciplinary approaches have gained in importance and are drawing much attention in the arenas of scholarly research, intercorporate collaboration, and policy planning.

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  Learnable function class

  In statistical learning theory, a learnable function class is a set of functions for which an algorithm can be devised to asymptotically minimize the expected risk, uniformly over all probability distributions. The concept of learnable classes are closely related to regularization in machine learning, and provides large sample justifications for certain learning algorithms. == Definition == === Background === Let Ω = X × Y = { ( x , y ) } {\displaystyle \Omega ={\mathcal {X}}\times {\mathcal {Y}}=\{(x,y)\}} be the sample space, where y {\displaystyle y} are the labels and x {\displaystyle x} are the covariates (predictors). F = { f : X ↦ Y } {\displaystyle {\mathcal {F}}=\{f:{\mathcal {X}}\mapsto {\mathcal {Y}}\}} is a collection of mappings (functions) under consideration to link x {\displaystyle x} to y {\displaystyle y} . L : Y × Y ↦ R {\displaystyle L:{\mathcal {Y}}\times {\mathcal {Y}}\mapsto \mathbb {R} } is a pre-given loss function (usually non-negative). Given a probability distribution P ( x , y ) {\displaystyle P(x,y)} on Ω {\displaystyle \Omega } , define the expected risk I P ( f ) {\displaystyle I_{P}(f)} to be: I P ( f ) = ∫ L ( f ( x ) , y ) d P ( x , y ) {\displaystyle I_{P}(f)=\int L(f(x),y)dP(x,y)} The general goal in statistical learning is to find the function in F {\displaystyle {\mathcal {F}}} that minimizes the expected risk. That is, to find solutions to the following problem: f ^ = arg ⁡ min f ∈ F I P ( f ) {\displaystyle {\hat {f}}=\arg \min _{f\in {\mathcal {F}}}I_{P}(f)} But in practice the distribution P {\displaystyle P} is unknown, and any learning task can only be based on finite samples. Thus we seek instead to find an algorithm that asymptotically minimizes the empirical risk, i.e., to find a sequence of functions { f ^ n } n = 1 ∞ {\displaystyle \{{\hat {f}}_{n}\}_{n=1}^{\infty }} that satisfies lim n → ∞ P ( I P ( f ^ n ) − inf f ∈ F I P ( f ) > ϵ ) = 0 {\displaystyle \lim _{n\rightarrow \infty }\mathbb {P} (I_{P}({\hat {f}}_{n})-\inf _{f\in {\mathcal {F}}}I_{P}(f)>\epsilon )=0} One usual algorithm to find such a sequence is through empirical risk minimization. === Learnable function class === We can make the condition given in the above equation stronger by requiring that the convergence is uniform for all probability distributions. That is: The intuition behind the more strict requirement is as such: the rate at which sequence { f ^ n } {\displaystyle \{{\hat {f}}_{n}\}} converges to the minimizer of the expected risk can be very different for different P ( x , y ) {\displaystyle P(x,y)} . Because in real world the true distribution P {\displaystyle P} is always unknown, we would want to select a sequence that performs well under all cases. However, by the no free lunch theorem, such a sequence that satisfies (1) does not exist if F {\displaystyle {\mathcal {F}}} is too complex. This means we need to be careful and not allow too "many" functions in F {\displaystyle {\mathcal {F}}} if we want (1) to be a meaningful requirement. Specifically, function classes that ensure the existence of a sequence { f ^ n } {\displaystyle \{{\hat {f}}_{n}\}} that satisfies (1) are known as learnable classes. It is worth noting that at least for supervised classification and regression problems, if a function class is learnable, then the empirical risk minimization automatically satisfies (1). Thus in these settings not only do we know that the problem posed by (1) is solvable, we also immediately have an algorithm that gives the solution. == Interpretations == If the true relationship between y {\displaystyle y} and x {\displaystyle x} is y ∼ f ∗ ( x ) {\displaystyle y\sim f^{}(x)} , then by selecting the appropriate loss function, f ∗ {\displaystyle f^{}} can always be expressed as the minimizer of the expected loss across all possible functions. That is, f ∗ = arg ⁡ min f ∈ F ∗ I P ( f ) {\displaystyle f^{}=\arg \min _{f\in {\mathcal {F}}^{}}I_{P}(f)} Here we let F ∗ {\displaystyle {\mathcal {F}}^{}} be the collection of all possible functions mapping X {\displaystyle {\mathcal {X}}} onto Y {\displaystyle {\mathcal {Y}}} . f ∗ {\displaystyle f^{}} can be interpreted as the actual data generating mechanism. However, the no free lunch theorem tells us that in practice, with finite samples we cannot hope to search for the expected risk minimizer over F ∗ {\displaystyle {\mathcal {F}}^{}} . Thus we often consider a subset of F ∗ {\displaystyle {\mathcal {F}}^{}} , F {\displaystyle {\mathcal {F}}} , to carry out searches on. By doing so, we risk that f ∗ {\displaystyle f^{}} might not be an element of F {\displaystyle {\mathcal {F}}} . This tradeoff can be mathematically expressed as In the above decomposition, part ( b ) {\displaystyle (b)} does not depend on the data and is non-stochastic. It describes how far away our assumptions ( F {\displaystyle {\mathcal {F}}} ) are from the truth ( F ∗ {\displaystyle {\mathcal {F}}^{}} ). ( b ) {\displaystyle (b)} will be strictly greater than 0 if we make assumptions that are too strong ( F {\displaystyle {\mathcal {F}}} too small). On the other hand, failing to put enough restrictions on F {\displaystyle {\mathcal {F}}} will cause it to be not learnable, and part ( a ) {\displaystyle (a)} will not stochastically converge to 0. This is the well-known overfitting problem in statistics and machine learning literature. == Example: Tikhonov regularization == A good example where learnable classes are used is the so-called Tikhonov regularization in reproducing kernel Hilbert space (RKHS). Specifically, let F ∗ {\displaystyle {\mathcal {F^{}}}} be an RKHS, and | | ⋅ | | 2 {\displaystyle ||\cdot ||_{2}} be the norm on F ∗ {\displaystyle {\mathcal {F^{}}}} given by its inner product. It is shown in that F = { f : | | f | | 2 ≤ γ } {\displaystyle {\mathcal {F}}=\{f:||f||_{2}\leq \gamma \}} is a learnable class for any finite, positive γ {\displaystyle \gamma } . The empirical minimization algorithm to the dual form of this problem is arg ⁡ min f ∈ F ∗ { ∑ i = 1 n L ( f ( x i ) , y i ) + λ | | f | | 2 } {\displaystyle \arg \min _{f\in {\mathcal {F}}^{}}\left\{\sum _{i=1}^{n}L(f(x_{i}),y_{i})+\lambda ||f||_{2}\right\}} This was first introduced by Tikhonov to solve ill-posed problems. Many statistical learning algorithms can be expressed in such a form (for example, the well-known ridge regression). The tradeoff between ( a ) {\displaystyle (a)} and ( b ) {\displaystyle (b)} in (2) is geometrically more intuitive with Tikhonov regularization in RKHS. We can consider a sequence of { F γ } {\displaystyle \{{\mathcal {F}}_{\gamma }\}} , which are essentially balls in F ∗ {\displaystyle {\mathcal {F^{}}}} with centers at 0. As γ {\displaystyle \gamma } gets larger, F γ {\displaystyle {\mathcal {F}}_{\gamma }} gets closer to the entire space, and ( b ) {\displaystyle (b)} is likely to become smaller. However we will also suffer smaller convergence rates in ( a ) {\displaystyle (a)} . The way to choose an optimal γ {\displaystyle \gamma } in finite sample settings is usually through cross-validation. == Relationship to empirical process theory == Part ( a ) {\displaystyle (a)} in (2) is closely linked to empirical process theory in statistics, where the empirical risk { ∑ i = 1 n L ( y i , f ( x i ) ) , f ∈ F } {\displaystyle \{\sum _{i=1}^{n}L(y_{i},f(x_{i})),f\in {\mathcal {F}}\}} are known as empirical processes. In this field, the function class F {\displaystyle {\mathcal {F}}} that satisfies the stochastic convergence are known as uniform Glivenko–Cantelli classes. It has been shown that under certain regularity conditions, learnable classes and uniformly Glivenko-Cantelli classes are equivalent. Interplay between ( a ) {\displaystyle (a)} and ( b ) {\displaystyle (b)} in statistics literature is often known as the bias-variance tradeoff. However, note that in the authors gave an example of stochastic convex optimization for General Setting of Learning where learnability is not equivalent with uniform convergence.

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