Artificial Intelligence (cs.AI)

Abstract: While several recent works have identified societal-scale and extinction-level risks to humanity arising from artificial intelligence, few have attempted an {\em exhaustive taxonomy} of such risks. Many exhaustive taxonomies are possible, and some are useful -- particularly if they reveal new risks or practical approaches to safety. This paper explores a taxonomy based on accountability: whose actions lead to the risk, are the actors unified, and are they deliberate? We also provide stories to illustrate how the various risk types could each play out, including risks arising from unanticipated interactions of many AI systems, as well as risks from deliberate misuse, for which combined technical and policy solutions are indicated.

Abstract: AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

Abstract: This paper continues an established line of research about the relations between argumentation theory, particularly assumption-based argumentation, and different kinds of logic programs. In particular, we extend known result of Caminada, Schultz and Toni by showing that assumption-based argumentation can represent not only normal logic programs, but also disjunctive logic programs and their extensions. For this, we consider some inference rules for disjunction that the core logic of the argumentation frameworks should respect, and show the correspondence to the handling of disjunctions in the heads of the logic programs' rules.