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Artificial intelligence (AI) has recently seen explosive growth and remarkable successes in several application areas. However, it is becoming clear that the methods that have made this possible are subject to several limitations that might inhibit progress towards replicating the more general intelligence seen in humans and other animals. In contrast to current AI methods that focus on specific tasks and rely on large amounts of offline data and extensive, slow, and mostly supervised learning, this natural intelligence is quick, versatile, agile, and open-ended. This position paper brings together ideas from neuroscience, evolutionary and developmental biology, and complex systems to analyze why such natural intelligence is possible in animals and suggests that AI should exploit the same strategies to move in a different direction. In particular, it argues that integrated embodiment, modularity, synergy, developmental learning, and evolution are key enablers of natural intelligence and should be at the core of AI systems as well. The analysis in the paper leads to the description of a biologically grounded deep intelligence (DI) framework for understanding natural intelligence and developing a new approach to building more versatile, autonomous, and integrated AI. The paper concludes that the dominant paradigm of AI today is unlikely to lead to truly natural general intelligence and that something like the biologically inspired DI framework is needed for that. [ABSTRACT FROM AUTHOR]

Peer collaboration is a foundational skill that emerges in early childhood. Children spend significant time in early educational settings, making it an important setting where young children can learn how to collaborate with peers. However, research on how to support children's collaboration effectively is limited and findings in this area have been inconsistent. This systematic review synthesises the effectiveness of interventions designed to enhance peer collaboration among children aged zero to six in early educational settings. The searches were conducted in Education Resource Information Centre (ERIC), PsycINFO, Education Resource, and Child Development and Adolescent Studies. A total of 18 studies met our inclusion criteria and were included in the systematic review. Included interventions targeted five components of peer collobaration: (1) communication skills; (2) ability to share goals; (3) collaborative products; (4) knowledge exchange; and (5) collaborative prosocial skills. The structure and implementation of the interventions were examined. Diverse strategies such as grouping children based on criteria, evaluations of collaborative products, role assignments, and adult observation and guidance were used to enhance young children's peer collaboration. The interventions primarily focused on children's direct engagement in tasks, with limited attention given to educators. The systematic review found mixed results regarding the impact of interventions on children's peer collaboration. Our findings provide researchers, policy makers and educators with empirical guidance on how to support this skill in young children. Context and implicationsRationale for this studyEarly educational settings are in a unique position to support children's peer collaboration. This study synthesised research on how to support the development of peer collaboration in these settings.Why the new findings matterThis study identified heterogeneity in how peer collaboration is supported and measured. Findings about the effectiveness of interventions were mixed.Implications for policy makersThe heterogeneity in measures found in this study highlights the need to develop and utilise consistent measures of peer collaboration. It is important for interventions to identify the specific type of peer collaboration skills that they target and tailor interventions accordingly. Future studies should continuously aim to ensure the quality of research and the replicability and clarity of intervention procedures across contexts for integration of evidence. Finally, more research is needed to understand how to support process‐oriented collaboration outcomes in children. [ABSTRACT FROM AUTHOR]

The aim of this article is to explore improvisational handling of critical work practices during the COVID-19 pandemic and interpret these practices from a learning perspective. Based on an interview study with representatives of private, public and intermediary organisations, the study identified three different types of improvisational handling as responses to the pandemic crisis involving 'scaling up' and 'scaling down' critical work practices. By 'scaling up' and 'scaling down', we refer to practices for which, due to the pandemic, it has been imperative to urgently scale up an existing operational process or develop a new process, and alternatively extensively scale down or cease an existing process. The types of improvisational handling differed depending on the discretion of involved actors in terms of the extent to which the tasks, methods and/or results were given beforehand. These types of improvisational handling resulted in temporary solutions that may become permanent after the pandemic. The framework and model proposed in the article can be used as a tool to analyse and learn from the changes in work practices that have been set in motion during the pandemic. Such learning may improve the ability to cope with future extensive crises and other rapid change situations. [ABSTRACT FROM AUTHOR]

Many beginning design curricula utilize instructors who misconstrue the core pedagogical focus of initiating development of creative processes by importing ill-suited pedagogical approaches either from advanced studios or from external design practices. Others teach only basic proficiencies in the belief that they can only be applied in advanced studios (that they teach) or they feel they lower themselves in teaching beginning design courses. Teaching at the foundation level of curriculum should instead be an opportunity for fundamental explorations of creative practices, with students whose unencumbered approaches allow for discovery and fresh inquiries. A schism exists between the "base" of curriculum and the "top" of the curriculum. Education psychology finds causes of this schism in instructor biases, curriculum structure, and other systemic factors, resulting in beginning design pedagogies that fail to support development of emergent creative skills. Research in the psychology of skill characterizes four systematic stages of development into maturity: experiential, cognitive, associative, and autonomous. Education researcher Anne Bore demonstrates that curricular implementation of creative skills best occurs when its instructors develop it through four stages: uncertainty, visioning, realization, readiness. This article demonstrates parallels between the four stages of skill development and presents a model of developmental design curriculum that brings about reduction of assumed or derived schisms by giving schema to pedagogical intentions that better support student development of creative capacities. [ABSTRACT FROM AUTHOR]

Copyright of Acta Scientiarum Naturalium Universitatis Pekinensis is the property of Editorial Office of Acta Scientiarum Naturalium Universitatis Pekinensis and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Improving the efficiency of training of specialists with higher education who have a high level of professional qualification and are able to take an active position in their professional activities at the present stage is one of the primary strategic objectives of the educational policy and the main goal of higher physical education institutions. The leading place in the system of training specialists in this area is occupied by pedagogical disciplines, the study of which lays the foundations of pedagogical skills, which determine the professional and pedagogical readiness of graduates for future activities. On the other hand, the postmodernist paradigm of education is a crosscultural and synchronously oriented phenomenon, an important component of which is world physical culture and sports, which adds relevance to the study. The author's technique for formation of pedagogical skill in future teachers of physical culture on the basis of integrated development is stated in the article. [ABSTRACT FROM AUTHOR]

Promoting the capacity for critical reflection is a pivotal part of management learning and education. Based on the concept of developmental learning, the purpose of this paper is to explore and outline two types of critical reflection: critique for improvement and critique for emancipation. Critique for improvement is based on a performative intent and is aimed at using critical reflection to improve organizational practices. Critique for emancipation is based on a critical performative intent and focuses on emancipation from repressive ideological and social conditions that place unnecessary restrictions on the development of human consciousness. In this paper, it is argued that managers and leaders enrolled in management education need to be exposed to both critique for improvement and critique for emancipation. A heuristic conceptual framework is therefore proposed, along with strategies for how to balance the two types of critique in management learning and education and propositions to be explored in further research. [ABSTRACT FROM AUTHOR]

Wind patterns shape migratory pathways and detours of many procellariiform bird species that seasonally migrate between hemispheres. These seabirds are long-lived, and the period of immaturity is presumed to be a time of development and learning the environment, specifically how to use wind to their advantage. We assess how wind encountered by individual Great Shearwaters (Ardenna gravis) varies along the migration journey and compare responses between presumed mature and immature birds (early and late, respectively) in southbound migration and mature birds in northbound migration. We analyze modeled Argos locations from 71 individual tracks of migratory Great Shearwaters with concurrent U (East/West) and V (North/South) wind components. Migration in seabirds is well studied, but there is limited quantitative work measuring individual birds directly interacting with wind and their associated changes in flight behavior during migration. We show that Great Shearwaters made optimal use of winds, and that different age groups made decisions that exposed them to different wind constraints. Overall, Great Shearwaters derived positive responses from wind under most conditions and did not rely on a drifting strategy, which would be suggested if wind effect (difference between ground and airspeed) was predominantly positive during migrations. Instead, they appeared to use a compensating strategy to achieve an acceptable course and speed. The difference we observed in migration phenologies suggests that by migrating later, immature birds might travel the path of least resistance and experience flight conditions that are less risky furthering their ability to withstand a variety of wind conditions encountered later in life as done by adults, which migrate earlier and are subject to more variable flight conditions. We conclude that like other procellariiforms, a longer period of sexual maturity is required to enhance flight performance and mediate energy expenditure through experiential learning and increased fitness.

This scientific essay focuses on the work and personality of an outstanding psychologist E.E. Kravtsova, who passed away in spring 2020, on the eve of her anniversary. Continuing the work of her grandfather L.S. Vygotsky, she regarded it not as a “family” matter, but as common heritage, where new forms of social practice, primarily educational, emerge.

The article describes the theoretical grounds and structure of a literature course as a part of aesthetic education at school, based on the concept of developmental learning by D.B. Elkonin and V.V Davydov. This course became a first attempt to create a program from the first to the final year at school, which required finding a solution to a complicated problem of transferring the practice of developmental learning from primary to secondary school. The conception was innovative in that it considered literature as a part of Arts rather than Philology. The purpose of the course is to educate a cultured reader who would be able to engage in a text-mediated dialogue with an author. The course is based on the ‘author – literary text – reader’ relation (M.Bakhtin). It is shown that a child’s experience of creative work in literature (as the author) is essential for fostering the cultured reader. Learning happens through acquiring and interchanging the positions of the author, reader, critic and theorist, and furthermore, on different educational stages these positions play different roles in literature development of schoolchildren. The main educational paths are: “Readers’ practice and creative work of children” and “History of the world literature”.

The article analyzes the provisions of the cultural-historical psychology that serve as a theoretical and methodological basis for the practice of general education in biology. International monitoring of educational achievements reveals low biological literacy of Russian schoolchildren. The authors see the main reason in the insufficiently thought-out selection of the subject content. In middle school courses, it is mostly empirical, reduced to the study of the structure and functions of organisms and their diversity. In high school courses, it is theoretical, but theoretical concepts are given in a ready-made form, are not sufficiently interconnected and are often reduced to dictionary definitions, which negatively affects the development of cognitive and personal abilities of students. Currently, general biological education is being reformed, and the concentric construction of the subject content is being replaced with a linear one, which completely eliminates theoretical concepts from the middle school courses. The authors see the solution to the problem in updating the content of the school course in biology. As a methodological basis for the selection of content, a system approach is considered, the provisions of which were implemented by L.S. Vygotsky in the construction of the subject area of the cultural-historical psychology. Vygotsky’s ideas about developmental learning and their further elaboration in the general psychological and psychological-pedagogical theory of activity are suggested as a theoretical basis for the organization of the educational process. Special attention is paid to the theory of learning activity developed in the works of D.B. Elkonin, V.V. Davydov, their disciples and followers. The paper presents the concept of the content for the school course in biology and describes the experience of its implementation.

The reinforcement learning (RL) research area is very active, with an important number of new contributions, especially considering the emergent field of deep RL (DRL). However, a number of scientific and technical challenges still need to be resolved, among which we acknowledge the ability to abstract actions or the difficulty to explore the environment in sparse-reward settings which can be addressed by intrinsic motivation (IM). We propose to survey these research works through a new taxonomy based on information theory: we computationally revisit the notions of surprise, novelty, and skill-learning. This allows us to identify advantages and disadvantages of methods and exhibit current outlooks of research. Our analysis suggests that novelty and surprise can assist the building of a hierarchy of transferable skills which abstracts dynamics and makes the exploration process more robust.

Intrinsically motivated spontaneous exploration is a key enabler of autonomous developmental learning in human children. It enables the discovery of skill repertoires through autotelic learning, i.e. the self-generation, self-selection, self-ordering and self-experimentation of learning goals. We present an algorithmic approach called Intrinsically Motivated Goal Exploration Processes (IMGEP) to enable similar properties of autonomous learning in machines. The IMGEP architecture relies on several principles: 1) self-generation of goals, generalized as parameterized fitness functions; 2) selection of goals based on intrinsic rewards; 3) exploration with incremental goal-parameterized policy search and exploitation with a batch learning algorithm; 4) systematic reuse of information acquired when targeting a goal for improving towards other goals. We present a particularly efficient form of IMGEP, called AMB, that uses a population-based policy and an object-centered spatiotemporal modularity. We provide several implementations of this architecture and demonstrate their ability to automatically generate a learning curriculum within several experimental setups. One of these experiments includes a real humanoid robot exploring multiple spaces of goals with several hundred continuous dimensions and with distractors. While no particular target goal is provided to these autotelic agents, this curriculum allows the discovery of diverse skills that act as stepping stones for learning more complex skills, e.g. nested tool use. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espiga is the property of Revista Espiga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Simulating biological intelligence has been proved to be an effective way to design intelligent robots, and simultaneously can solve the problems existing in machine learning methods. For creatures, their motor skills achieving is the first stage of learning. By combining two important cognitive elements: orientation and curiosity, this article proposes a new neurobiologically-inspired sensorimotor developmental learning method for the mobile robot. In this method, curiosity promotes robot's exploration of the environment, while orientation enhances robot's exploitation knowledge of the environment. The orientation cognitive algorithm is designed based on Skinner's operant conditioning theory, and its rationality is proved. The balance of exploration and exploitation, which is a key problem for all the cognitive learning method, is solved in this method. The developmental learning process can avoid fixed sensorimotor mapping space problem, and help reduce learning waste as well as computing waste. All of the developmental learning method's characters are finally verified via simulations on a virtual mobile robot.

In Brazilian schools, many teachers do not organize their teaching and students’ tasks and actions in a way that facilitates theoretical thinking based on the abstraction and generalization of the work content. Because many students struggle to accomplish the tasks and actions themselves, teachers guide them. Over time, the students begin to have more autonomy in executing the proposed activities, as they completed mental operations while learning. This article aims to investigate how young people’s and adults’ awareness of the countryside is formed based on visual elements and writing, facilitating an understanding of their reality. A didactic–formative experiment was performed based on the cultural–historical theory. The comic books produced by the participants allowed them to develop their overall thinking, moving from the abstract to the concrete. They also formed an awareness of reality, which allowed them to have greater autonomy in the production of these stories as a means of representation and transformation of reality.

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Brazilian schools, many teachers do not organize their teaching and students' tasks and actions in a way that facilitates theoretical thinking based on the abstraction and generalization of the work content. Because many students struggle to accomplish the tasks and actions themselves, teachers guide them. Over time, the students begin to have more autonomy in executing the proposed activities, as they completed mental operations while learning. This article aims to investigate how young people's and adults' awareness of the countryside is formed based on visual elements and writing, facilitating an understanding of their reality. A didactic–formative experiment was performed based on the cultural–historical theory. The comic books produced by the participants allowed them to develop their overall thinking, moving from the abstract to the concrete. They also formed an awareness of reality, which allowed them to have greater autonomy in the production of these stories as a means of representation and transformation of reality. [ABSTRACT FROM AUTHOR]

Infants learn to speak rapidly during their first years of life, gradually improving from simple vowel-like sounds to larger consonant-vowel complexes. Learning to control their vocal tract in order to produce meaningful speech sounds is a complex process which requires to learn the relationship between motor and sensory processes. In this paper, a computational framework is proposed that models the problem of learning articulatory control for a physiologically plausible 3-D vocal tract model using a developmentally-inspired approach. The system babbles and explores efficiently in a low-dimensional space of goals that are relevant to the learner in its synthetic environment. The learning process is goal-directed and self-organized, and yields an inverse model of the mapping between sensory space and motor commands. This study provides a unified framework that can be used for learning static as well as dynamic motor representations. The successful learning of vowel and syllable sounds as well as the benefit of active and adaptive learning strategies are demonstrated. Categorical perception is found in the acquired models, suggesting that the framework has the potential to replicate phenomena of human speech acquisition. [ABSTRACT FROM AUTHOR]

Copyright of Ukrainian Professional Education is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A multi-university project considered how to embed the development of evolving digital capabilities and work practices into university curricula across Design, Communication, Business and Engineering. This article focuses on the industry stakeholder input for developing a learning model in line with digital capabilities needed in industry. An integrated learning framework has been created using disciplinary language to contextualize digital capabilities for specific work practices. Further research should include advertised digital requirements for emerging jobs. We also suggest that professional learning initiatives should be co-designed by higher education institutions and industry organizations, to keep pace with the influence of evolving technologies and associated work practices across disciplines. [ABSTRACT FROM AUTHOR]

Integrating robots into our daily lives, once a distant dream, is gradually becoming a reality, surpassing our initial expectations. Today, we aspire for these robots to not only perform rudimentary tasks but to emulate human behavior, and in some aspects, even exceed it. The realm of research dedicated to achieving human-like competencies in robots has given rise to the fields of Developmental and Cognitive Robotics. These domains find their foundation in cognitive architectures and insights from human development. Despite the substantial progress in these fields, a conspicuous gap exists in the literature related to the evaluation of cognitive architectures and the advanced capabilities exhibited by robots. Recognizing this void, we aim at establishing a bridge between the insights gleaned from human developmental theories and the potential applications in robotics. Central to our investigation is the notion that learning follows a cumulative trajectory of escalating complexity. Consequently, our focus centers on the early stages of human development, particularly within the realm of children aged 0 to 2 years. Drawing inspiration from Piaget's constructivist theory aligned with empirical studies in the Developmental Robotics domain, we unveil a framework that facilitates the classification of these studies. In light of this, we curate a series of progressive experiments, mirroring the motor and cognitive growth exhibited by children from birth to two years of age, to be conducted with robots. We also described a methodology for designing these experiments considering the robotics aspects. [ABSTRACT FROM AUTHOR]

This essay describes one institution’s struggle to grow its EdD program by adding an equivalent online version of a successful face-to-face program. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program. An innovative, all-day, virtual doctoral research conference was developed and implemented. We describe our creative rethinking of the original event, towards a new, successful, and fully-online redesigned event. Although the event continues to be refined, the inaugural event proved to be a successful solution to the challenge of transferring all components of a face-to-face program over to its online equivalent. Feedback from students who participated in the conference is shared, and recommendations for other EdD programs is offered.

This paper presents the results of analyses performed by the authors as part of the doctoral thesis «Teaching Strategy for Teacher Training Oriented toward Developmental Meaningful Learning of Teachers Who Work for the National Training Service (Spanish: Servicio Nacional de Aprendizaje, SENA), Colombia». The authors deal with Ausubel's meaningful learning and developmental learning, based on Vigotsky's cultural-historical approach. Similarities and differences between them are examined. A concept of Developmental Meaningful Learning is suggested, based on the cultural-historical approach, in which the unity of emotion and cognition, the potential of personal development, communication with the others, joint action, and cultural meanings are highlighted. [ABSTRACT FROM AUTHOR]

A randomized controlled trial was conducted to assess the feasibility of Responsive Teaching (RT) with a sample of 28 Saudi Arabian preschool-aged children with diagnoses of autism and their mothers over a 4-month period of time. RT is an early intervention curriculum that attempts to promote children’s development by encouraging parents to engage in highly responsive interactions. Subjects were randomly assigned to treatment conditions: the Control group received standard community services; the RT group received weekly RT parent–child sessions in addition to standard services. Consistent with the focus of the intervention, RT mothers made significantly greater increases in Responsiveness and Affect than Control group mothers. There were also significant group differences in pre- and posttreatment measures of children’s language and social and fine motor developmental scores. On average, the developmental improvements observed for RT children were 44% greater for social development, 37% greater for language development, and 24% greater for fine motor development than the improvements observed for Control group children. Implications of these findings for providing early intervention services for young children with autism and are discussed. [ABSTRACT FROM AUTHOR]