Computer Dreams is a 1988 film created by Digital Vision Entertainment and released by MPI Home Video. Written, produced and directed by Geoffrey de Valois and hosted by Amanda Pays, it consists primarily of clips and behind-the-scenes work of early computer graphics animation. Notably included are Luxo Jr. and Red's Dream, the first two short films from Pixar. The film is an hour long and features an electronic score by Music Fantastic. It was revised and re-released on DVD as The History of Computer Animation, Volume 2. It won the Winner Gold Special Jury Award at the 1989 Houston International Film Festival, and the 1989 Golden Decade Award from the US Film & Video Festival. Music used includes: Gail Lennon - Desire, Gail Lennon - Like A Dream, Shandi Sinnamon - Making It,
Natural language understanding
Natural language understanding (NLU) or natural language interpretation (NLI) is a subset of natural language processing in artificial intelligence that deals with machine reading comprehension. NLU has been considered an AI-hard problem. There is considerable commercial interest in the field because of its application to automated reasoning, machine translation, question answering, news-gathering, text categorization, voice-activation, archiving, and large-scale content analysis. == History == The program STUDENT, written in 1964 by Daniel Bobrow for his PhD dissertation at MIT, is one of the earliest known attempts at NLU by a computer. Eight years after John McCarthy coined the term artificial intelligence, Bobrow's dissertation (titled Natural Language Input for a Computer Problem Solving System) showed how a computer could understand simple natural language input to solve algebra word problems. A year later, in 1965, Joseph Weizenbaum at MIT wrote ELIZA, an interactive program that carried on a dialogue in English on any topic, the most popular being psychotherapy. ELIZA worked by simple parsing and substitution of key words into canned phrases and Weizenbaum sidestepped the problem of giving the program a database of real-world knowledge or a rich lexicon. Yet ELIZA gained surprising popularity as a toy project and can be seen as a very early precursor to current commercial systems such as those used by Ask.com. In 1969, Roger Schank at Stanford University introduced the conceptual dependency theory for NLU. This model, partially influenced by the work of Sydney Lamb, was extensively used by Schank's students at Yale University, such as Robert Wilensky, Wendy Lehnert, and Janet Kolodner. In 1970, William A. Woods introduced the augmented transition network (ATN) to represent natural language input. Instead of phrase structure rules ATNs used an equivalent set of finite-state automata that were called recursively. ATNs and their more general format called "generalized ATNs" continued to be used for a number of years. In 1971, Terry Winograd finished writing SHRDLU for his PhD thesis at MIT. SHRDLU could understand simple English sentences in a restricted world of children's blocks to direct a robotic arm to move items. The successful demonstration of SHRDLU provided significant momentum for continued research in the field. Winograd continued to be a major influence in the field with the publication of his book Language as a Cognitive Process. At Stanford, Winograd would later advise Larry Page, who co-founded Google. In the 1970s and 1980s, the natural language processing group at SRI International continued research and development in the field. A number of commercial efforts based on the research were undertaken, e.g., in 1982 Gary Hendrix formed Symantec Corporation originally as a company for developing a natural language interface for database queries on personal computers. However, with the advent of mouse-driven graphical user interfaces, Symantec changed direction. A number of other commercial efforts were started around the same time, e.g., Larry R. Harris at the Artificial Intelligence Corporation and Roger Schank and his students at Cognitive Systems Corp. In 1983, Michael Dyer developed the BORIS system at Yale which bore similarities to the work of Roger Schank and W. G. Lehnert. The third millennium saw the introduction of systems using machine learning for text classification, such as the IBM Watson. However, experts debate how much "understanding" such systems demonstrate: e.g., according to John Searle, Watson did not even understand the questions. John Ball, cognitive scientist and inventor of the Patom Theory, supports this assessment. Natural language processing has made inroads for applications to support human productivity in service and e-commerce, but this has largely been made possible by narrowing the scope of the application. There are thousands of ways to request something in a human language that still defies conventional natural language processing. According to Wibe Wagemans, "To have a meaningful conversation with machines is only possible when we match every word to the correct meaning based on the meanings of the other words in the sentence – just like a 3-year-old does without guesswork." == Scope and context == The umbrella term "natural language understanding" can be applied to a diverse set of computer applications, ranging from small, relatively simple tasks such as short commands issued to robots, to highly complex endeavors such as the full comprehension of newspaper articles or poetry passages. Many real-world applications fall between the two extremes, for instance text classification for the automatic analysis of emails and their routing to a suitable department in a corporation does not require an in-depth understanding of the text, but needs to deal with a much larger vocabulary and more diverse syntax than the management of simple queries to database tables with fixed schemata. Throughout the years various attempts at processing natural language or English-like sentences presented to computers have taken place at varying degrees of complexity. Some attempts have not resulted in systems with deep understanding, but have helped overall system usability. For example, Wayne Ratliff originally developed the Vulcan program with an English-like syntax to mimic the English speaking computer in Star Trek. Vulcan later became the dBase system whose easy-to-use syntax effectively launched the personal computer database industry. Systems with an easy-to-use or English-like syntax are, however, quite distinct from systems that use a rich lexicon and include an internal representation (often as first order logic) of the semantics of natural language sentences. Hence the breadth and depth of "understanding" aimed at by a system determine both the complexity of the system (and the implied challenges) and the types of applications it can deal with. The "breadth" of a system is measured by the sizes of its vocabulary and grammar. The "depth" is measured by the degree to which its understanding approximates that of a fluent native speaker. At the narrowest and shallowest, English-like command interpreters require minimal complexity, but have a small range of applications. Narrow but deep systems explore and model mechanisms of understanding, but they still have limited application. Systems that attempt to understand the contents of a document such as a news release beyond simple keyword matching and to judge its suitability for a user are broader and require significant complexity, but they are still somewhat shallow. Systems that are both very broad and very deep are beyond the current state of the art. == Components and architecture == Regardless of the approach used, most NLU systems share some common components. The system needs a lexicon of the language and a parser and grammar rules to break sentences into an internal representation. The construction of a rich lexicon with a suitable ontology requires significant effort, e.g., the Wordnet lexicon required many person-years of effort. The system also needs theory from semantics to guide the comprehension. The interpretation capabilities of a language-understanding system depend on the semantic theory it uses. Competing semantic theories of language have specific trade-offs in their suitability as the basis of computer-automated semantic interpretation. These range from naive semantics or stochastic semantic analysis to the use of pragmatics to derive meaning from context. Semantic parsers convert natural-language texts into formal meaning representations. Advanced applications of NLU also attempt to incorporate logical inference within their framework. This is generally achieved by mapping the derived meaning into a set of assertions in predicate logic, then using logical deduction to arrive at conclusions. Therefore, systems based on functional languages such as Lisp need to include a subsystem to represent logical assertions, while logic-oriented systems such as those using the language Prolog generally rely on an extension of the built-in logical representation framework. The management of context in NLU can present special challenges. A large variety of examples and counter examples have resulted in multiple approaches to the formal modeling of context, each with specific strengths and weaknesses.
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.
Histogram of oriented displacements
Histogram of oriented displacements (HOD) is a 2D trajectory descriptor. The trajectory is described using a histogram of the directions between each two consecutive points. Given a trajectory T = {P1, P2, P3, ..., Pn}, where Pt is the 2D position at time t. For each pair of positions Pt and Pt+1, calculate the direction angle θ(t, t+1). Value of θ is between 0 and 360. A histogram of the quantized values of θ is created. If the histogram is of 8 bins, the first bin represents all θs between 0 and 45. The histogram accumulates the lengths of the consecutive moves. For each θ, a specific histogram bin is determined. The length of the line between Pt and Pt+1 is then added to the specific histogram bin. To show the intuition behind the descriptor, consider the action of waving hands. At the end of the action, the hand falls down. When describing this down movement, the descriptor does not care about the position from which the hand started to fall. This fall will affect the histogram with the appropriate angles and lengths, regardless of the position where the hand started to fall. HOD records for each moving point: how much it moves in each range of directions. HOD has a clear physical interpretation. It proposes that, a simple way to describe the motion of an object, is to indicate how much distance it moves in each direction. If the movement in all directions are saved accurately, the movement can be repeated from the initial position to the final destination regardless of the displacements order. However, the temporal information will be lost, as the order of movements is not stored-this is what we solve by applying the temporal pyramid, as shown in section \ref{sec:temp-pyramid}. If the angles quantization range is small, classifiers that use the descriptor will overfit. Generalization needs some slack in directions-which can be done by increasing the quantization range.
Artificial intelligence
Artificial intelligence (AI) is the capability of computational systems to perform tasks typically associated with human intelligence, such as learning, reasoning, problem-solving, perception, and decision-making. It is a field of research in engineering, mathematics and computer science that develops and studies methods and software that enable machines to perceive their environment and use learning and intelligence to take actions that maximize their chances of achieving defined goals. High-profile applications of AI include advanced web search engines, chatbots, virtual assistants, autonomous vehicles, and play and analysis in strategy games (e.g., chess and Go). Since the 2020s, generative AI has become widely available to generate images, audio, and videos from text prompts. The traditional goals of AI research include learning, reasoning, knowledge representation, planning, natural language processing, and perception, as well as support for robotics. To reach these goals, AI researchers have used techniques including state space search and mathematical optimization, formal logic, artificial neural networks, and methods based on statistics, operations research, and economics. AI also draws upon psychology, linguistics, philosophy, neuroscience, and other fields. Some companies, such as OpenAI, Google DeepMind and Meta, aim to create artificial general intelligence (AGI) – AI that can complete virtually any cognitive task at least as well as a human. Artificial intelligence was founded as an academic discipline in 1956, and the field went through multiple cycles of optimism throughout its history, followed by periods of disappointment and loss of funding, known as AI winters. Funding and interest increased substantially after 2012, when graphics processing units began being used to accelerate neural networks, and deep learning outperformed previous AI techniques. This growth accelerated further after 2017 with the transformer architecture. In the 2020s, an AI boom has coincided with advances in generative AI, which allowed for the creation and modification of media. In addition to AI safety and unintended consequences and harms from the use of AI, ethical concerns, AI's long-term effects, and potential existential risks have prompted discussions of AI regulation. == Goals == The general problem of simulating (or creating) intelligence has been broken into subproblems. These consist of particular traits or capabilities that researchers expect an intelligent system to display. The traits described below have received the most attention and cover the scope of AI research. === Reasoning and problem-solving === Early researchers developed algorithms that imitated step-by-step reasoning that humans use when they solve puzzles or make logical deductions. By the late 1980s and 1990s, methods were developed for dealing with uncertain or incomplete information, employing concepts from probability and economics. Many of these algorithms are insufficient for solving large reasoning problems because they experience a "combinatorial explosion": They become exponentially slower as the problems grow. Even humans rarely use the step-by-step deduction that early AI research could model. They solve most of their problems using fast, intuitive judgments. Accurate and efficient reasoning is an unsolved problem. === Knowledge representation === Knowledge representation and knowledge engineering allow AI programs to answer questions intelligently and make deductions about real-world facts. Formal knowledge representations are used in content-based indexing and retrieval, scene interpretation, clinical decision support, knowledge discovery (mining "interesting" and actionable inferences from large databases), and other areas. A knowledge base is a body of knowledge represented in a form that can be used by a program. An ontology is the set of objects, relations, concepts, and properties used by a particular domain of knowledge. Knowledge bases need to represent things such as objects, properties, categories, and relations between objects; situations, events, states, and time; causes and effects; knowledge about knowledge (what we know about what other people know); default reasoning (things that humans assume are true until they are told differently and will remain true even when other facts are changing); and many other aspects and domains of knowledge. Among the most difficult problems in knowledge representation are the breadth of commonsense knowledge (the set of atomic facts that the average person knows is enormous); and the sub-symbolic form of most commonsense knowledge (much of what people know is not represented as "facts" or "statements" that they could express verbally). There is also the difficulty of knowledge acquisition, the problem of obtaining knowledge for AI applications. === Planning and decision-making === An "agent" is any entity (artificial or not) that perceives and takes actions in the world. A rational agent has goals or preferences and takes actions to make them happen. In automated planning, the agent has a specific goal. In automated decision-making, the agent has preferences—there are some situations it would prefer to be in, and some situations it is trying to avoid. The decision-making agent assigns a number to each situation (called the "utility") that measures how much the agent prefers it. For each possible action, it can calculate the "expected utility": the utility of all possible outcomes of the action, weighted by the probability that the outcome will occur. It can then choose the action with the maximum expected utility. In classical planning, the agent knows exactly what the effect of any action will be. In most real-world problems, however, the agent may not be certain about the situation they are in (it is "unknown" or "unobservable") and it may not know for certain what will happen after each possible action (it is not "deterministic"). It must choose an action by making a probabilistic guess and then reassess the situation to see if the action worked. Alongside thorough testing and improvement based on previous decisions, having an explanation for why the agent took certain decisions is a way to build trust, especially when the decisions have to be relied upon. In some problems, the agent's preferences may be uncertain, especially if there are other agents or humans involved. These can be learned (e.g., with inverse reinforcement learning), or the agent can seek information to improve its preferences. Information value theory can be used to weigh the value of exploratory or experimental actions. The space of possible future actions and situations is typically intractably large, so the agents must take actions and evaluate situations while being uncertain of what the outcome will be. A Markov decision process has a transition model that describes the probability that a particular action will change the state in a particular way and a reward function that supplies the utility of each state and the cost of each action. A policy associates a decision with each possible state. The policy could be calculated (e.g., by iteration), be heuristic, or it can be learned. Game theory describes the rational behavior of multiple interacting agents and is used in AI programs that make decisions that involve other agents. === Learning === Machine learning is the study of programs that can improve their performance on a given task automatically. It has been a part of AI from the beginning. There are several kinds of machine learning. Unsupervised learning analyzes a stream of data and finds patterns and makes predictions without any other guidance. Supervised learning requires labeling the training data with the expected answers, and comes in two main varieties: classification (where the program must learn to predict what category the input belongs in) and regression (where the program must deduce a numeric function based on numeric input). In reinforcement learning, the agent is rewarded for good responses and punished for bad ones. The agent learns to choose responses that are classified as "good". Transfer learning is when the knowledge gained from one problem is applied to a new problem. Deep learning is a type of machine learning that runs inputs through biologically inspired artificial neural networks for all of these types of learning. Computational learning theory can assess learners by computational complexity, by sample complexity (how much data is required), or by other notions of optimization. === Natural language processing === Natural language processing (NLP) allows programs to read, write and communicate in human languages. Specific problems include speech recognition, speech synthesis, machine translation, information extraction, information retrieval and question answering. Early work, based on Noam Chomsky's generative grammar and semantic networks, had difficulty with word-sense disambiguation unless
Representation collapse
Representation collapse is a phenomenon in machine learning and representation learning where a model maps different inputs to the same or very similar embeddings, which means it loses important information about how the data is spread out. It is frequently encountered in self-supervised learning, especially within contrastive and non-contrastive frameworks, when training objectives or model architectures do not maintain variance across representations. Collapse results in degenerate solutions characterized by uninformative learned features, significantly impairing downstream task performance. Various techniques have been proposed to mitigate representation collapse, including the use of negative samples, architectural asymmetry, stop-gradient operations, variance regularization, and redundancy reduction objectives, as seen in methods such as SimCLR, BYOL, and VICReg. Comprehending and averting representation collapse is regarded as a fundamental challenge in the advancement of stable and efficient self-supervised learning systems.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.