The global digital divide describes global disparities, primarily between developed and developing countries, in regards to access to computing and information resources such as the Internet and the opportunities derived from such access. The Internet is expanding very quickly, and not all countries—especially developing countries—can keep up with the constant changes. The term "digital divide" does not necessarily mean that someone does not have technology; it could mean that there is simply a difference in technology. These differences can refer to, for example, high-quality computers, fast Internet, technical assistance, or telephone services. == Statistics == There is a large inequality worldwide in terms of the distribution of installed telecommunication bandwidth. In 2014 only three countries (China, US, Japan) host 50% of the globally installed bandwidth potential (see pie-chart Figure on the right). This concentration is not new, as historically only ten countries have hosted 70–75% of the global telecommunication capacity (see Figure). The U.S. lost its global leadership in terms of installed bandwidth in 2011, being replaced by China, which hosts more than twice as much national bandwidth potential in 2014 (29% versus 13% of the global total). == Versus the digital divide == The global digital divide is a special case of the digital divide; the focus is set on the fact that "Internet has developed unevenly throughout the world" causing some countries to fall behind in technology, education, labor, democracy, and tourism. The concept of the digital divide was originally popularized regarding the disparity in Internet access between rural and urban areas of the United States of America; the global digital divide mirrors this disparity on an international scale. The global digital divide also contributes to the inequality of access to goods and services available through technology. Computers and the Internet provide users with improved education, which can lead to higher wages; the people living in nations with limited access are therefore disadvantaged. This global divide is often characterized as falling along what is sometimes called the North–South divide of "northern" wealthier nations and "southern" poorer ones. == Obstacles to a solution == Some people argue that necessities need to be considered before achieving digital inclusion, such as an ample food supply and quality health care. Minimizing the global digital divide requires considering and addressing the following types of access: === Physical access === Involves "the distribution of ICT devices per capita…and land lines per thousands". Individuals need to obtain access to computers, landlines, and networks in order to access the Internet. This access barrier is also addressed in Article 21 of the convention on the Rights of Persons with Disabilities by the United Nations. === Financial access === The cost of ICT devices, traffic, applications, technician and educator training, software, maintenance, and infrastructures require ongoing financial means. Financial access and "the levels of household income play a significant role in widening the gap". === Socio-demographic access === Empirical tests have identified that several socio-demographic characteristics foster or limit ICT access and usage. Among different countries, educational levels and income are the most powerful explanatory variables, with age being a third one. While a Global Gender Gap in access and usage of ICT's exist, empirical evidence shows that this is due to unfavorable conditions concerning employment, education and income and not to technophobia or lower ability. In the contexts understudy, women with the prerequisites for access and usage turned out to be more active users of digital tools than men. In the US, for example, the figures for 2018 show 89% of men and 88% of women use the Internet. === Cognitive access === In order to use computer technology, a certain level of information literacy is needed. Further challenges include information overload and the ability to find and use reliable information. === Design access === Computers need to be accessible to individuals with different learning and physical abilities including complying with Section 508 of the Rehabilitation Act as amended by the Workforce Investment Act of 1998 in the United States. === Institutional access === In illustrating institutional access, Wilson states "the numbers of users are greatly affected by whether access is offered only through individual homes or whether it is offered through schools, community centers, religious institutions, cybercafés, or post offices, especially in poor countries where computer access at work or home is highly limited". === Political access === Guillen & Suarez argue that "democratic political regimes enable faster growth of the Internet than authoritarian or totalitarian regimes." The Internet is considered a form of e-democracy, and attempting to control what citizens can or cannot view is in contradiction to this. Recently situations in Iran and China have denied people the ability to access certain websites and disseminate information. Iran has prohibited the use of high-speed Internet in the country and has removed many satellite dishes in order to prevent the influence of Western culture, such as music and television. === Cultural access === Many experts claim that bridging the digital divide is not sufficient and that the images and language needed to be conveyed in a language and images that can be read across different cultural lines. A 2013 study conducted by Pew Research Center noted how participants taking the survey in Spanish were nearly twice as likely not to use the internet. == Examples == In the early 21st century, residents of developed countries enjoy many Internet services which are not yet widely available in developing countries, including: Mobile phones and small electronic communication devices; E-communities and social-networking; Fast broadband Internet connections, enabling advanced Internet applications; Affordable and widespread Internet access, either through personal computers at home or work, through public terminals in public libraries and Internet cafes, and through wireless access points; E-commerce enabled by efficient electronic payment networks like credit cards and reliable shipping services; Virtual globes featuring street maps searchable down to individual street addresses and detailed satellite and aerial photography; Online research systems which enable users to peruse newspaper and magazine articles that may be centuries old, without having to leave home; Electronic readers such as Kindle, Sony Reader, Samsung Papyrus and Iliad by iRex Technologies; Price engines which help consumers find the best possible online prices and similar services which find the best possible prices at local retailers; Electronic services delivery of government services, such as the ability to pay taxes, fees, and fines online. Further civic engagement through e-government and other sources such as finding information about candidates regarding political situations. == Proposed remedies == There are four specific arguments why it is important to "bridge the gap": Economic equality – For example, the telephone is often seen as one of the most important components, because having access to a working telephone can lead to higher safety. If there were to be an emergency, one could easily call for help if one could use a nearby phone. In another example, many work-related tasks are online, and people without access to the Internet may not be able to complete work up to company standards. The Internet is regarded by some as a basic component of civic life that developed countries ought to guarantee for their citizens. Additionally, welfare services, for example, are sometimes offered via the Internet. Social mobility – Computer and Internet use is regarded as being very important to development and success. However, some children are not getting as much technical education as others, because lower socioeconomic areas cannot afford to provide schools with computer facilities. For this reason, some kids are being separated and not receiving the same chance as others to be successful. Democracy – Some people believe that eliminating the digital divide would help countries become healthier democracies. They argue that communities would become much more involved in events such as elections or decision making. Economic growth – It is believed that less-developed nations could gain quick access to economic growth if the information infrastructure were to be developed and well used. By improving the latest technologies, certain countries and industries can gain a competitive advantage. While these four arguments are meant to lead to a solution to the digital divide, there are a couple of other components that need to be considered. The first one is rural living versus s
Cobocards
CoboCards is a web application for creation, study and sharing of flashcards. They also provide mobile application for Android and iOS mobile devices, to help study of flashcards on the move. Based on the freemium model, CoboCards provides users a free account with two card sets compared to paid subscription with premium features such as unlimited card sets, Leitner system based trainer and collaborative learning. == History == CoboCards is a project of Jamil Soufan and Tamim Swaid. Tamim Swaid has developed the concept and interface of a collaboratively usable e-learning platform in his diploma thesis at the University of Applied Sciences in February 2007. In January 2010 they founded the CoboCards GmbH (limited company) together with Ali Yildirim. CoboCards is supported by its strategic partners Prof. Schroeder (RWTH Aachen University), Prof. Oliver Wrede (University for Applied Sciences Aachen) and Prof. Klaus Gasteier (University of Arts Berlin). With the idea of creating and studying flashcards online and offering an active control of learning progress they won the start2grow business idea competition in September 2009 (€25.000 ). Additionally CoboCards was funded by German Authorities with approximately €100.000 .
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
Decision tree pruning
Pruning is a data compression technique in machine learning and search algorithms that reduces the size of decision trees by removing sections of the tree that are non-critical and redundant to classify instances. Pruning reduces the complexity of the final classifier, and hence improves predictive accuracy by the reduction of overfitting. One of the questions that arises in a decision tree algorithm is the optimal size of the final tree. A tree that is too large risks overfitting the training data and poorly generalizing to new samples. A small tree might not capture important structural information about the sample space. However, it is hard to tell when a tree algorithm should stop because it is impossible to tell if the addition of a single extra node will dramatically decrease error. This problem is known as the horizon effect. A common strategy is to grow the tree until each node contains a small number of instances then use pruning to remove nodes that do not provide additional information. Pruning should reduce the size of a learning tree without reducing predictive accuracy as measured by a cross-validation set. There are many techniques for tree pruning that differ in the measurement that is used to optimize performance. == Techniques == Pruning processes can be divided into two types (pre- and post-pruning). Pre-pruning procedures prevent a complete induction of the training set by replacing a stop () criterion in the induction algorithm (e.g. max. Tree depth or information gain (Attr)> minGain). Pre-pruning methods are considered to be more efficient because they do not induce an entire set, but rather trees remain small from the start. Prepruning methods share a common problem, the horizon effect. This is to be understood as the undesired premature termination of the induction by the stop () criterion. Post-pruning (or just pruning) is the most common way of simplifying trees. Here, nodes and subtrees are replaced with leaves to reduce complexity. Pruning can not only significantly reduce the size but also improve the classification accuracy of unseen objects. It may be the case that the accuracy of the assignment on the train set deteriorates, but the accuracy of the classification properties of the tree increases overall. The procedures are differentiated on the basis of their approach in the tree (top-down or bottom-up). === Bottom-up pruning === These procedures start at the last node in the tree (the lowest point). Following recursively upwards, they determine the relevance of each individual node. If the relevance for the classification is not given, the node is dropped or replaced by a leaf. The advantage is that no relevant sub-trees can be lost with this method. These methods include Reduced Error Pruning (REP), Minimum Cost Complexity Pruning (MCCP), or Minimum Error Pruning (MEP). === Top-down pruning === In contrast to the bottom-up method, this method starts at the root of the tree. Following the structure below, a relevance check is carried out which decides whether a node is relevant for the classification of all n items or not. By pruning the tree at an inner node, it can happen that an entire sub-tree (regardless of its relevance) is dropped. One of these representatives is pessimistic error pruning (PEP), which brings quite good results with unseen items. == Pruning algorithms == === Reduced error pruning === One of the simplest forms of pruning is reduced error pruning. Starting at the leaves, each node is replaced with its most popular class. If the prediction accuracy is not affected then the change is kept. While somewhat naive, reduced error pruning has the advantage of simplicity and speed. === Cost complexity pruning === Cost complexity pruning generates a series of trees T 0 … T m {\displaystyle T_{0}\dots T_{m}} where T 0 {\displaystyle T_{0}} is the initial tree and T m {\displaystyle T_{m}} is the root alone. At step i {\displaystyle i} , the tree is created by removing a subtree from tree i − 1 {\displaystyle i-1} and replacing it with a leaf node with value chosen as in the tree building algorithm. The subtree that is removed is chosen as follows: Define the error rate of tree T {\displaystyle T} over data set S {\displaystyle S} as err ( T , S ) {\displaystyle \operatorname {err} (T,S)} . The subtree t {\displaystyle t} that minimizes err ( prune ( T , t ) , S ) − err ( T , S ) | leaves ( T ) | − | leaves ( prune ( T , t ) ) | {\displaystyle {\frac {\operatorname {err} (\operatorname {prune} (T,t),S)-\operatorname {err} (T,S)}{\left\vert \operatorname {leaves} (T)\right\vert -\left\vert \operatorname {leaves} (\operatorname {prune} (T,t))\right\vert }}} is chosen for removal. The function prune ( T , t ) {\displaystyle \operatorname {prune} (T,t)} defines the tree obtained by pruning the subtrees t {\displaystyle t} from the tree T {\displaystyle T} . Once the series of trees has been created, the best tree is chosen by generalized accuracy as measured by a training set or cross-validation. == Examples == Pruning could be applied in a compression scheme of a learning algorithm to remove the redundant details without compromising the model's performances. In neural networks, pruning removes entire neurons or layers of neurons.
List of artificial intelligence journals
This is a list of notable peer-reviewed academic journals that publish research in the field of artificial intelligence (AI), including areas such as machine learning, computer vision, natural language processing, robotics, and intelligent systems. == General artificial intelligence == Artificial Intelligence (journal) – Elsevier Journal of Artificial Intelligence Research (JAIR) – AI Access Foundation Knowledge-Based Systems – Elsevier == Machine learning == Data Mining and Knowledge Discovery – Springer Machine Learning (journal) – Springer Journal of Machine Learning Research – Microtome Pattern Recognition (journal) – Elsevier Neural Networks (journal) – Elsevier Neural Computation (journal) – MIT Press Neurocomputing (journal) - Elsevier == Deep learning and neural computation == IEEE Transactions on Evolutionary Computation – IEEE IEEE Transactions on Neural Networks and Learning Systems – IEEE Nature Machine Intelligence – Springer Nature == Computer vision == International Journal of Computer Vision – Springer IEEE Transactions on Pattern Analysis and Machine Intelligence – IEEE Machine Vision and Applications – Springer == Natural language processing == Computational Linguistics (journal) – MIT Press Natural Language Processing Transactions of the Association for Computational Linguistics – ACL == Robotics and intelligent systems == IEEE Transactions on Robotics – IEEE Autonomous Robots – Springer Journal of Intelligent & Robotic Systems – Springer == Interdisciplinary and ethics in AI == AI & Society – Springer Artificial Life – MIT Press Philosophy & Technology – Springer Minds and Machines – Springer
Limnu
Limnu was an online whiteboarding app founded in 2015 by David DeBry and David Hart. It allowed users to draw on virtual whiteboards and invite others by e-mail or by sharing a link. Invitees see any changes to the board in real time and, if allowed by the owner of the board, can also draw on the board. The service was accessible through a web application in desktop and mobile web browsers, as well as through an iOS application. It was headquartered in San Mateo, California. == History == In 2018, ZipSocket, a maker of online meeting software acquired Limnu. == Staff Directory == Andrew Kunz - CEO & Founder of ZipSocket Jenny Rice - Product Manager Max Requenes - Software Engineer Henry Maguire - Machine Learning Engineer
Computational humor
Computational humor is a branch of computational linguistics and artificial intelligence which uses computers in humor research. It is a relatively new area, with the first dedicated conference organized in 1996. The first "computer model of a sense of humor" was suggested by Suslov as early as 1992. Investigation of the general scheme of the information processing show a possibility of a specific malfunction, conditioned by the necessity of a quick deletion from consciousness of a false version. This specific malfunction can be identified with a humorous effect on the psychological grounds; however, an essentially new ingredient, a role of timing, is added to a well known role of ambiguity. In biological systems, a sense of humour inevitably develops in the course of evolution, because its biological function consists in quickening the transmission of processed information into consciousness and in a more effective use of brain resources. A realization of this algorithm in neural networks explains naturally the mechanism of laughter: deletion of a false version corresponds to zeroing of some part of the neural network and excessive energy of neurons is thrown out to the motor cortex, arousing muscular contractions. Unfortunately, a practical realization of this algorithm needs extensive databases, whose creation in the automatic regime was suggested only recently . As a result, this magistral direction was not developed properly and subsequent investigations (see below) accepted somewhat specialized colouring. == Joke generators == === Pun generation === An approach to analysis of humor is classification of jokes. A further step is an attempt to generate jokes basing on the rules that underlie classification. Simple prototypes for computer pun generation were reported in the early 1990s, based on a natural language generator program, VINCI. Graeme Ritchie and Kim Binsted in their 1994 research paper described a computer program, JAPE, designed to generate question-answer-type puns from a general, i.e., non-humorous, lexicon. (The program name is an acronym for "Joke Analysis and Production Engine".) Some examples produced by JAPE are: Q: What is the difference between leaves and a car? A: One you brush and rake, the other you rush and brake. Q: What do you call a strange market? A: A bizarre bazaar. Since then the approach has been improved, and the latest report, dated 2007, describes the STANDUP joke generator, implemented in the Java programming language. The STANDUP generator was tested on children within the framework of analyzing its usability for language skills development for children with communication disabilities, e.g., because of cerebral palsy. (The project name is an acronym for "System To Augment Non-speakers' Dialog Using Puns" and an allusion to standup comedy.) Children responded to this "language playground" with enthusiasm, and showed marked improvement on certain types of language tests. The two young people, who used the system over a ten-week period, regaled their peers, staff, family and neighbors with jokes such as: "What do you call a spicy missile? A hot shot!" Their joy and enthusiasm at entertaining others was inspirational. === Other === Stock and Strapparava described a program to generate funny acronyms. == Joke recognition == A statistical machine learning algorithm to detect whether a sentence contained a "That's what she said" double entendre was developed by Kiddon and Brun (2011). There is an open-source Python implementation of Kiddon & Brun's TWSS system. A program to recognize knock-knock jokes was reported by Taylor and Mazlack. This kind of research is important in analysis of human–computer interaction. An application of machine learning techniques for the distinguishing of joke texts from non-jokes was described by Mihalcea and Strapparava (2006). Takizawa et al. (1996) reported on a heuristic program for detecting puns in the Japanese language. == Applications == A possible application for assistance in language acquisition is described in the section "Pun generation". Another envisioned use of joke generators is in cases of a steady supply of jokes where quantity is more important than quality. Another obvious, yet remote, direction is automated joke appreciation. It is known that humans interact with computers in ways similar to interacting with other humans that may be described in terms of personality, politeness, flattery, and in-group favoritism. Therefore, the role of humor in human–computer interaction is being investigated. In particular, humor generation in user interface to ease communications with computers was suggested. Craig McDonough implemented the Mnemonic Sentence Generator, which converts passwords into humorous sentences. Based on the incongruity theory of humor, it is suggested that the resulting meaningless but funny sentences are easier to remember. For example, the password AjQA3Jtv is converted into "Arafat joined Quayle's Ant, while TARAR Jeopardized thurmond's vase," an example chosen by combining politicians names with verbs and common nouns. == Related research == John Allen Paulos is known for his interest in mathematical foundations of humor. His book Mathematics and Humor: A Study of the Logic of Humor demonstrates structures common to humor and formal sciences (mathematics, linguistics) and develops a mathematical model of jokes based on catastrophe theory. Conversational systems which have been designed to take part in Turing test competitions generally have the ability to learn humorous anecdotes and jokes. Because many people regard humor as something particular to humans, its appearance in conversation can be quite useful in convincing a human interrogator that a hidden entity, which could be a machine or a human, is in fact a human.