Jen-Hsun "Jensen" Huang (Chinese: 黃仁勳; Wade–Giles: Huáng Jén-hsūn; Tâi-lô: N̂g Jîn-hun; born February 17, 1963) is a Taiwanese and American business executive and electrical engineer who is the founder, president, and CEO of Nvidia, the world's most valuable company. As of 2026, Forbes estimates his net worth at over US$200 billion, making him the seventh-wealthiest individual in the world. The son of Taiwanese immigrants, Huang spent his childhood in Taiwan and Thailand before moving to the United States, where he was a student in Kentucky and Oregon. After earning a master's degree from Stanford University, Huang launched Nvidia in 1993 from a Denny's restaurant in San Jose, California, at age 30 and has remained its president and CEO ever since. He led the company out of near-bankruptcy during the 1990s and oversaw its expansion into GPU production, high-performance computing, and artificial intelligence (AI). Under Huang, Nvidia experienced rapid growth during the AI boom, becoming the first company to reach a market capitalization of over $5 trillion in October 2025. In 2021 and 2024, Time magazine included Huang in their list of the most influential people. In 2025, he was named as one of the "Architects of AI" for Time's Person of the Year. == Early life and education == Huang was born in Taipei, Taiwan, on February 17, 1963, and moved to the southern city of Tainan as a child. He is the younger of two sons of Huang Hsing-tai, a chemical engineer at an oil refinery, and Lo Tsai-hsiu, a schoolteacher. They were a middle-class Taiwanese family that relocated often, and were native speakers of Taiwanese Hokkien. Each day, Jensen's mother randomly selected 10 words from the dictionary to teach her sons English. When he was five years old, Huang's family moved to Thailand to support his father's refinery career and remained there for approximately four years. He attended Ruamrudee International School while in Bangkok. In the late 1960s, Hsing-tai traveled from Taiwan to New York City to train under an air conditioning company and, after returning home, resolved to send his sons to the United States. At age nine, Jensen, despite not yet being able to speak English fluently, was sent by his parents to live in the United States. He and his older brother moved in 1973 to live with an uncle in Tacoma, Washington, escaping widespread social unrest in Thailand. Both Huang's aunt and uncle were recent immigrants to Washington state; they accidentally enrolled him and his brother in the Oneida Baptist Institute, a religious reform academy in Kentucky for troubled youth, mistakenly believing it to be a prestigious boarding school. In order to afford the academy's tuition, Jensen's parents sold nearly all their possessions. When he was 10 years old, Huang lived with his older brother in the Oneida boys' dormitory. Each student was expected to work every day, and his brother was assigned to perform manual labor on a nearby tobacco farm. Because he was too young to attend classes at the reform academy, Huang was educated at a separate public school—the Oneida Elementary school in Oneida, Kentucky—arriving as "an undersized Asian immigrant with long hair and heavily accented English" and was frequently bullied and beaten. In Oneida, Huang cleaned toilets every day, learned to play table-tennis, joined the swimming team, and appeared in Sports Illustrated at age 14. He taught his illiterate roommate, a "17-year-old covered in tattoos and knife scars," how to read in exchange for being taught how to bench press. In 2002, Huang said he remembered his life in Kentucky "more vividly than just about any other". Two years after Huang arrived in Oneida, his parents moved to the United States and settled in Beaverton, Oregon, after which the brothers withdrew from school in Kentucky to live back with them. As a teenager, Huang attended Aloha High School in Aloha, Oregon, where he excelled academically. He skipped two grades, graduated at age 16, and became a nationally ranked table-tennis player in addition to being a member of its mathematics, computer, and science clubs. In 1977, the school purchased an Apple II computer. Huang used the machine to play Super Star Trek, a text-based game, and to program in BASIC, creating his own version of Snake. Beginning at age 15, Huang got his first job working the graveyard shift at a local Denny's restaurant as a dishwasher, busboy, and waiter from 1978 to 1983. After high school, he chose to enroll at Oregon State University due to its low in-state tuition. He studied electrical engineering and graduated in 1984 with a bachelor's degree with highest honors. Huang later recalled, "I was the youngest kid in school, in class" and the only student who "looked like a child". Years later, while working as a microchip designer in Silicon Valley, he concurrently pursued graduate night classes at Stanford University, where he earned a master's degree in electrical engineering in 1992. == AMD and LSI Logic == After graduating from college, Huang was a microchip designer in Silicon Valley. He was recruited for positions at Texas Instruments, Advanced Micro Devices (AMD), and LSI Logic, ultimately choosing the California-based AMD due to already being familiar with the company. Huang designed AMD microprocessors while simultaneously attending Stanford and raising his two children. However, when he heard of new chip design processes at LSI Logic, Huang left AMD to assume a role as a technical officer at the LSI Corporation, working under a startup company, Sun Microsystems, where he met engineers Chris Malachowsky and Curtis Priem. LSI was in contract with Sun Microsystems and had introduced Huang to Malachowsky and Priem, who were working on a new graphics accelerator card. While the three produced the card's manufacturing process, the relationship between Malachowsky and Priem became strained as the two disputed the chip's design, leading to infighting; according to Malachowsky, they "broke every tool that LSI Logic had in their standard portfolio". In 1989, Huang, Malachowsky, and Priem finalized the accelerator, which they called the "GX graphics engine". GX was a widespread financial success; the sales of the graphics engine contributed to Sun Microsystem's revenue increasing from $262 million in 1987 to $656 million in 1990, and Huang was promoted to be the director of LSI's CoreWare, a division that manufactured chips for hardware vendors. == Nvidia == === Founding (1993) === When business began to slow for Sun Microsystems after 1990, Huang, along with Priem and Malachowsky, each resigned their jobs to pursue a venture together in making graphics chips for PC games. They initially named their new company "NVision" until Huang suggested that the company be named "Nvidia" based on the Latin word invidia, as Priem wanted competitors to turn "green with envy". They eventually dropped the "i" to honor the NV1 chip that they were then developing. The three met frequently in 1992 at a Denny's roadside diner in East San Jose to formulate a business plan. Huang chose for them to meet at Denny's due to his prior work experience at the restaurant chain and because it was "quieter than home and had cheap coffee". The three founded the company during one meeting at a breakfast booth at the diner. To formally incorporate the company, Huang found a lawyer, James Gaither of Cooley Godward, who demanded the $200 in cash in Huang's pockets to capitalize the company. After that meeting, Huang went back to Priem and Malachowsky to ask each of them for $200 for their respective shares of the company, which meant that Nvidia's initial capital was $600. On April 5, 1993, Huang personally signed Nvidia's original articles of incorporation into effect. Although he left LSI, Huang remained in good standing with the company and was able to secure funding for Nvidia from LSI's CEO, Wilfred Corrigan, who introduced Huang to venture capitalist Don Valentine. An account cited how Huang's presentation pitch went badly. Valentine, the leader of Sequoia Capital, chose to invest in Nvidia through Corrigan's support, as did Sutter Hill Ventures. The funding enabled Nvidia to begin development efforts toward its first chip and to begin paying wages for its employees. By the first day of operation, Huang was made Nvidia's president and CEO. Even though Huang, at age 30, was younger than Priem and Malachowsky, both Priem and Malachowsky believed that he was prepared to be CEO. According to Priem, "we basically deferred to Jensen on day one" and told Huang, "you're in charge of running the company—all the stuff Chris and I don't know how to do". === President and CEO (1993–present) === As of 2024, Huang has been Nvidia's chief executive for over three decades, a tenure described by The Wall Street Journal as "almost unheard of in fast-moving Silicon Valley". He owns 3.6% of Nvidia's stock, which went public in 1999. He earned US$24.6 million as CEO i
List of JavaScript libraries
This is a list of notable JavaScript libraries. == Constraint programming == Cassowary (software) CHR.js == DOM (manipulation) oriented == Google Polymer Dojo Toolkit jQuery MooTools Prototype JavaScript Framework == Graphical/visualization (canvas, SVG, or WebGL related) == AnyChart Apache ECharts Babylon.js Chart.js Cytoscape D3.js Dojo Toolkit FusionCharts Google Charts JointJS p5.js Plotly.js Processing.js Raphaël RGraph SWFObject Teechart Three.js Velocity.js Verge3D Webix == GUI (Graphical user interface) and widget related == Angular (application platform) by Google AngularJS by Google Bootstrap Dojo Widgets Ext JS by Sencha Foundation by ZURB jQuery UI jQWidgets OpenUI5 by SAP Polymer (library) by Google qooxdoo React.js by Meta/Facebook Vue.js Webix WinJS Svelte === No longer actively developed === Glow Lively Kernel Script.aculo.us YUI Library == Pure JavaScript/Ajax == Google Closure Library JsPHP Microsoft's Ajax library MochiKit PDF.js Socket.IO Spry framework Underscore.js == Template systems == jQuery Mobile Mustache Jinja-JS Twig.js == Unit testing == Jasmine Mocha QUnit == Test automation == Playwright Cypress == Web-application related (MVC, MVVM) == Angular (application platform) by Google AngularJS by Google Backbone.js Echo Ember.js Enyo Express.js Ext JS Google Web Toolkit JsRender/JsViews Knockout Meteor Mojito MooTools Next.js Nuxt.js OpenUI5 by SAP Polymer (library) by Google Prototype JavaScript Framework qooxdoo React.js SproutCore svelte Vue.js == Other == Blockly Cannon.js MathJax Modernizr TensorFlow Brain.js
And–or tree
An and–or tree is a graphical representation of the reduction of problems (or goals) to conjunctions and disjunctions of subproblems (or subgoals). == Example == The and–or tree: represents the search space for solving the problem P, using the goal-reduction methods: P if Q and R P if S Q if T Q if U == Definitions == Given an initial problem P0 and set of problem solving methods of the form: P if P1 and … and Pn the associated and–or tree is a set of labelled nodes such that: The root of the tree is a node labelled by P0. For every node N labelled by a problem or sub-problem P and for every method of the form P if P1 and ... and Pn, there exists a set of children nodes N1, ..., Nn of the node N, such that each node Ni is labelled by Pi. The nodes are conjoined by an arc, to distinguish them from children of N that might be associated with other methods. A node N, labelled by a problem P, is a success node if there is a method of the form P if nothing (i.e., P is a "fact"). The node is a failure node if there is no method for solving P. If all of the children of a node N, conjoined by the same arc, are success nodes, then the node N is also a success node. Otherwise the node is a failure node. == Search strategies == An and–or tree specifies only the search space for solving a problem. Different search strategies for searching the space are possible. These include searching the tree depth-first, breadth-first, or best-first using some measure of desirability of solutions. The search strategy can be sequential, searching or generating one node at a time, or parallel, searching or generating several nodes in parallel. == Relationship with logic programming == The methods used for generating and–or trees are propositional logic programs (without variables). In the case of logic programs containing variables, the solutions of conjoint sub-problems must be compatible. Subject to this complication, sequential and parallel search strategies for and–or trees provide a computational model for executing logic programs. == Relationship with two-player games == And–or trees can also be used to represent the search spaces for two-person games. The root node of such a tree represents the problem of one of the players winning the game, starting from the initial state of the game. Given a node N, labelled by the problem P of the player winning the game from a particular state of play, there exists a single set of conjoint children nodes, corresponding to all of the opponents responding moves. For each of these children nodes, there exists a set of non-conjoint children nodes, corresponding to all of the player's defending moves. For solving game trees with proof-number search family of algorithms, game trees are to be mapped to and–or trees. MAX-nodes (i.e. maximizing player to move) are represented as OR nodes, MIN-nodes map to AND nodes. The mapping is possible, when the search is done with only a binary goal, which usually is "player to move wins the game".
Robotic process automation
Robotic process automation (RPA) is a form of business process automation that is based on software robots (bots) or artificial intelligence (AI) agents. RPA should not be confused with artificial intelligence as it is based on automation technology following a predefined workflow. It is sometimes referred to as software robotics (not to be confused with robot software). In traditional workflow automation tools, a software developer produces a list of actions to automate a task and interface to the back end system using internal application programming interfaces (APIs) or dedicated scripting language. In contrast, RPA systems develop the action list by watching the user perform that task in the application's graphical user interface (GUI) and then perform the automation by repeating those tasks directly in the GUI. This can lower the barrier to the use of automation in products that might not otherwise feature APIs for this purpose. RPA tools have strong technical similarities to graphical user interface testing tools. These tools also automate interactions with the GUI, and often do so by repeating a set of demonstration actions performed by a user. RPA tools differ from such systems in that they allow data to be handled in and between multiple applications, for instance, receiving email containing an invoice, extracting the data, and then typing that into a bookkeeping system. == Historic evolution == As a form of automation, the concept has been around for a long time in the form of screen scraping, so long that to early PC users the reminder of it often blurs with the idea of malware infection. Yet compared to screen scraping, RPA is much more extensible, consisting of API integration into other enterprise applications, connectors into ITSM systems, terminal services and even some types of AI (e.g. machine learning) services such as image recognition. It is considered to be a significant technological evolution in the sense that new software platforms are emerging which are sufficiently mature, resilient, scalable and reliable to make this approach viable for use in large enterprises (who would otherwise be reluctant due to perceived risks to quality and reputation). == Use == The hosting of RPA services also aligns with the metaphor of a software robot, with each robotic instance having its own virtual workstation, much like a human worker. The robot uses keyboard and mouse controls to take actions and execute automations. Normally, all of these actions take place in a virtual environment and not on screen; the robot does not need a physical screen to operate, rather it interprets the screen display electronically. The scalability of modern solutions based on architectures such as these owes much to the advent of virtualization technology, without which the scalability of large deployments would be limited by the available capacity to manage physical hardware and by the associated costs. The implementation of RPA in business enterprises has shown dramatic cost savings when compared to traditional non-RPA solutions. === RPA actual use === Banking and finance process automation Mortgage and lending processes Customer care automation eCommerce merchandising operations Social media marketing Optical character recognition applications Data extraction process Fixed automation process Manual and repetitive tasks automation Voice recognition and digital dictation software linked to join up business processes for straight through processing without manual intervention Specialised remote infrastructure management software featuring automated investigation and resolution of problems, using robots for the first line IT support Chatbots used by internet retailers and service providers to service customer requests for information. Also used by companies to service employee requests for information from internal databases Presentation layer automation software, increasingly used by business process outsourcers to displace human labour Interactive voice response (IVR) systems incorporating intelligent interaction with callers == Impact on employment == According to Harvard Business Review, most operations groups adopting RPA have promised their employees that automation would not result in layoffs. Instead, workers have been redeployed to do more interesting work. One academic study highlighted that knowledge workers did not feel threatened by automation: they embraced it and viewed the robots as team-mates. The same study highlighted that, rather than resulting in a lower "headcount", the technology was deployed in such a way as to achieve more work and greater productivity with the same number of people. Conversely, however, some analysts proffer that RPA represents a threat to the business process outsourcing (BPO) industry. The thesis behind this notion is that RPA will enable enterprises to "repatriate" processes from offshore locations into local data centers, with the benefit of this new technology. The effect, if true, will be to create high-value jobs for skilled process designers in onshore locations (and within the associated supply chain of IT hardware, data center management, etc.) but to decrease the available opportunity to low-skilled workers offshore. On the other hand, this discussion appears to be healthy ground for debate as another academic study was at pains to counter the so-called "myth" that RPA will bring back many jobs from offshore. === Impact on society === Academic studies project that RPA, among other technological trends, is expected to drive a new wave of productivity and efficiency gains in the global labour market. Although not directly attributable to RPA alone, Oxford University conjectures that up to 35% of all jobs might be automated by 2035. There are geographic implications to the trend in robotic automation. In the example above where an offshored process is "repatriated" under the control of the client organization (or even displaced by a business process outsourcer) from an offshore location to a data centre, the impact will be a deficit in economic activity to the offshore location and an economic benefit to the originating economy. On this basis, developed economies – with skills and technological infrastructure to develop and support a robotic automation capability – can be expected to achieve a net benefit from the trend. In a TEDx talk hosted by University College London (UCL), entrepreneur David Moss explains that digital labour in the form of RPA is likely to revolutionize the cost model of the services industry by driving the price of products and services down, while simultaneously improving the quality of outcomes and creating increased opportunity for the personalization of services. In a separate TEDx in 2019 talk, Japanese business executive, and former CIO of Barclays bank, Koichi Hasegawa noted that digital robots can be a positive effect on society if we start using a robot with empathy to help every person. He provides a case study of the Japanese insurance companies – Sompo Japan and Aioi – both of whom introduced bots to speed up the process of insurance pay-outs in past massive disaster incidents. Meanwhile, Professor Willcocks, author of the LSE paper cited above, speaks of increased job satisfaction and intellectual stimulation, characterising the technology as having the ability to "take the robot out of the human", a reference to the notion that robots will take over the mundane and repetitive portions of people's daily workload, leaving them to be used in more interpersonal roles or to concentrate on the remaining, more meaningful, portions of their day. It was also found in a 2021 study observing the effects of robotization in Europe that, the gender pay gap increased at a rate of .18% for every 1% increase in robotization of a given industry. == Unassisted RPA == Unassisted RPA, or RPAAI, is the next generation of RPA related technologies. Technological advancements around artificial intelligence allow a process to be run on a computer without needing input from a user. == Hyperautomation == Hyperautomation is the application of advanced technologies like RPA, artificial intelligence, machine learning (ML) and process mining to augment workers and automate processes in ways that are significantly more impactful than traditional automation capabilities. Hyperautomation is the combination of technologies that allow faster application authorship (like low-code and no-code) with automation technologies that coordinate different worker types (i.e. human and artificial) for intelligent and strategic workflow optimization. Gartner's report notes that this trend was kicked off with robotic process automation (RPA). The report notes that, "RPA alone is not hyperautomation. Hyperautomation requires a combination of tools to help support replicating pieces of where the human is involved in a task." == Outsourcing == Back office clerical processes outsourced by large organisations
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.
Quantification (machine learning)
In machine learning, quantification (variously called learning to quantify, or supervised prevalence estimation, or class prior estimation) is the task of using supervised learning in order to train models (quantifiers) that estimate the relative frequencies (also known as prevalence values) of the classes of interest in a sample of unlabelled data items. For instance, in a sample of 100,000 unlabelled tweets known to express opinions about a certain political candidate, a quantifier may be used to estimate the percentage of these tweets which belong to class `Positive' (i.e., which manifest a positive stance towards this candidate), and to do the same for classes `Neutral' and `Negative'. Quantification may also be viewed as the task of training predictors that estimate a (discrete) probability distribution, i.e., that generate a predicted distribution that approximates the unknown true distribution of the items across the classes of interest. Quantification is different from classification, since the goal of classification is to predict the class labels of individual data items, while the goal of quantification it to predict the class prevalence values of sets of data items. Quantification is also different from regression, since in regression the training data items have real-valued labels, while in quantification the training data items have class labels. It has been shown in multiple research works that performing quantification by classifying all unlabelled instances and then counting the instances that have been attributed to each class (the 'classify and count' method) usually leads to suboptimal quantification accuracy. This suboptimality may be seen as a direct consequence of 'Vapnik's principle', which states: If you possess a restricted amount of information for solving some problem, try to solve the problem directly and never solve a more general problem as an intermediate step. It is possible that the available information is sufficient for a direct solution but is insufficient for solving a more general intermediate problem. In our case, the problem to be solved directly is quantification, while the more general intermediate problem is classification. As a result of the suboptimality of the 'classify and count' method, quantification has evolved as a task in its own right, different (in goals, methods, techniques, and evaluation measures) from classification. == Quantification tasks == === Quantification tasks according to the set of classes === The main variants of quantification, according to the characteristics of the set of classes used, are: Binary quantification, corresponding to the case in which there are only n = 2 {\displaystyle n=2} classes and each data item belongs to exactly one of them; Single-label multiclass quantification, corresponding to the case in which there are n > 2 {\displaystyle n>2} classes and each data item belongs to exactly one of them; Multi-label multiclass quantification, corresponding to the case in which there are n ≥ 2 {\displaystyle n\geq 2} classes and each data item can belong to zero, one, or several classes at the same time; Ordinal quantification, corresponding to the single-label multiclass case in which a total order is defined on the set of classes. Regression quantification, a task which stands to 'standard' quantification as regression stands to classification. Strictly speaking, this task is not a quantification task as defined above (since the individual items do not have class labels but are labelled by real values), but has enough commonalities with other quantification tasks to be considered one of them. Most known quantification methods address the binary case or the single-label multiclass case, and only few of them address the multi-label, ordinal, and regression cases. Binary-only methods include the Mixture Model (MM) method, the HDy method, SVM(KLD), and SVM(Q). Methods that can deal with both the binary case and the single-label multiclass case include probabilistic classify and count (PCC), adjusted classify and count (ACC), probabilistic adjusted classify and count (PACC), the Saerens-Latinne-Decaestecker EM-based method (SLD), and KDEy. Methods for multi-label quantification include regression-based quantification (RQ) and label powerset-based quantification (LPQ). Methods for the ordinal case include ordinal versions of the above-mentioned ACC, PACC, and SLD methods, and ordinal versions of the above-mentioned HDy method. Methods for the regression case include Regress and splice and Adjusted regress and sum. === Quantification tasks according to the type of data === Several subtasks of quantification may be identified according to the type of data involved. Example such tasks are: Quantification of networked data. This task consists of performing quantification when the datapoints are members of a relation, i.e., are interlinked. As such, this task is a strict relative of collective classification. Quantification over time. This task consists of performing quantification on sets that become available in a temporal sequence, i.e., as a data stream, and finds application in contexts in which class prevalence values must be monitored over time. == Evaluation measures for quantification == Several evaluation measures can be used for evaluating the error of a quantification method. Since quantification consists of generating a predicted probability distribution that estimates a true probability distribution, these evaluation measures are ones that compare two probability distributions. Most evaluation measures for quantification belong to the class of divergences. Evaluation measures for binary quantification, single-label multiclass quantification, and multi-label quantification, are Absolute Error Squared Error Relative Absolute Error Kullback–Leibler divergence Pearson Divergence Evaluation measures for ordinal quantification are Normalized Match Distance (a particular case of the Earth Mover's Distance) Root Normalized Order-Aware Distance == Applications == Quantification is of special interest in fields such as the social sciences, epidemiology, market research, allocating resources, and ecological modelling, since these fields are inherently concerned with aggregate data. However, quantification is also useful as a building block for solving other downstream tasks, such as improving the accuracy of classifiers on out-of-distribution data, measuring classifier bias and ranker bias, and estimating the accuracy of classifiers on out-of-distribution data. == Resources == LQ 2021: the 1st International Workshop on Learning to Quantify LQ 2022: the 2nd International Workshop on Learning to Quantify LQ 2023: the 3rd International Workshop on Learning to Quantify LQ 2024: the 4th International Workshop on Learning to Quantify LQ 2025: the 5th International Workshop on Learning to Quantify LeQua 2022: the 1st Data Challenge on Learning to Quantify LeQua 2024: the 2nd Data Challenge on Learning to Quantify QuaPy: An open-source Python-based software library for quantification QuantificationLib: A Python library for quantification and prevalence estimation
Socially assistive robot
A socially assistive robot (SAR) aids users through social engagement and support rather than through physical tasks and interactions. == Background == The field of socially assistive robotics emerged in the early 2000s, following the emergence of the field of social robots. In contrast to social robots, SARs aid users with specific goals related to behavior change rather than serving as purely social entities. The term "Socially assistive robot" was initially defined by Maja Matarić and David Feil-Seifer in 2005. Since its inception, the field has gained substantial recognition, featuring numerous research projects, a wealth of global research publications, startup companies, and a growing array of products on the consumer market. The COVID-19 pandemic has underscored the immense potential of socially assistive robots, particularly in addressing the needs of large user populations, including children engaged in remote learning, elderly individuals grappling with loneliness, and those affected by social isolation and its associated negative consequences. == Characteristics of interaction == SARs rely on artificial intelligence (AI) to generate real-time, responsive, natural, and meaningful robot behaviors during interactions with humans. The robots employ various forms of communication, such as facial expressions, gestures, body movements, and speech. In contrast to robots intended for physical tasks, SARs are designed to support and motivate users to perform their own tasks. The tasks a user engages in can be physical (e.g., rehabilitation exercises for post-stroke users), cognitive (e.g., dementia screening for elderly users), or social (e.g., turn-taking for users with autism spectrum disorders). This complex interaction involves detecting and interpreting the user's movement, behavior, intent, goals, speech, and preferences. Machine learning and robot learning techniques are frequently employed to enhance the robot's understanding of the user, predict user preferences, and provide effective assistance. The effectiveness of socially assistive robots is assessed based on objective measurements of user performance and improvement resulting from the robot’s assistance and support. Unlike other branches of robotics, where effectiveness depends on the robot's physical task completion, SAR measures the success of the robot based on the user's progress and achievements. This evaluation is carried out using quantitative objective metrics, such as time spent on tasks, accuracy, retention, and verbalization, as well as quantitative subjective metrics, such as user survey tools. SAR is based on the large body of evidence showing that users tend to respond more positively to interactions with physical robots compared to interactions with screens. Interaction with physical robots also encourages users to learn and retain more information than screen-based interactions. This fundamental insight underlines why physical robots in SAR applications are more effective, as opposed to interactions solely involving screens, tablets, or computers. == Uses and applications == SARs have been developed and validated in a wide array of applications, including healthcare, elder care, education, and training. For example, SARs have been developed to support children on the autism spectrum in acquiring and practicing social and cognitive skills, to motivate and coach stroke patients throughout their rehabilitation exercises, monitoring individuals health (ex. fall detection), and to encourage elderly users to be more physically and socially active. There is a concern that technophobia and lack of trust in robots will pose a barrier to the effectiveness of SARs in older adults.