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\"The aim of the book is to introduce the state-of-the-art technologies in the field of brain and cognitive intelligence used in robotics control, particularly on studying how brain learns and controls complex motor skills and apply such to robots. This will be the first book that systematically and thoroughly deals with above topics. Advances made in the past decades will be well described in this book. Interesting topics such as human-robot interactions, neurorobotics, Biomechanics in robotic control, robot vision, force control, and control and coordination of humanoid robots are covered\"-- Provided by publisher.

The passing of time can be precisely measured by using clocks, whereas humans’ estimation of temporal durations is influenced by many physical, cognitive and contextual factors, which distort our internal clock. Although it has been shown that temporal estimation accuracy is impaired by non-temporal tasks performed at the same time, no studies have investigated how concurrent cognitive and motor tasks interfere with time estimation. Moreover, most experiments only tested time intervals of a few seconds. In the present study, participants were asked to perform cognitive tasks of different difficulties (look, read, solve simple and hard mathematical operations) and estimate durations of up to two minutes, while walking or sitting. The results show that if observers pay attention only to time without performing any other mental task, they tend to overestimate the durations. Meanwhile, the more difficult the concurrent task, the more they tend to underestimate the time. These distortions are even more pronounced when observers are walking. Estimation biases and uncertainties change differently with durations depending on the task, consistent with a fixed relative uncertainty. Our findings show that cognitive and motor systems interact non-linearly and interfere with time perception processes, suggesting that they all compete for the same resources.

\"It is well known that every animal species obeys Darwin's law of evolution, which requires permanent adaptation of animals to their environment. To be precise, every species except man, who behaves exactly contrariwise, adapting the workplace to himself in order to survive. For that he generally enjoys a particular gift of nature: intelligence. That reverse adaptation, which accumulated over centuries, led to what we call \"progress\". This was enhanced by the development of machines which began to be also intelligent and now compete fiercely with humans through the development of an \"artificial intelligence\". Some famous people in the world of science and technology recently sounded the alarm about the threats which these improvements are posing. They invoked a possible domination by the machines due to their uncontrolled superior intelligence, potentially leading us into a certain kind of slavery. In this book we take a look at this new challenge of the human brain versus the computer. The brain is a very complex organ and we are just beginning to understand how it works; many things remain mysterious and can lead to surprises. We will see how current investigations bring new information about this strange organ. We will also see how the \"artificial challenger\" plans to win the battle, how computers are getting more and more powerful and subtle as the AI advances. Would a transfer of minds in a machine be possible? Would the computer be capable of a self, nonneuromorphic intelligence? These questions are now open. Who will win? We do not know yet. But it is certain that many things are going to change in our lives in the very near future\" -- From the publisher.

The Scaffolding Theory of Maturation, Cognition, Motor Performance, and Motor Skill Acquisition (SMART COMPASS) provides a revised, integrative framework for understanding the dynamic relationship between motor and cognitive systems across the lifespan. Integrating concepts from the Scaffolding Theory of Aging, the Integrated Framework for Cognitive and Motor Skill Development, and the OPTIMAL Theory of Motor Learning, the model demonstrates how neural, environmental, and behavioral factors jointly shape cognitive and motor performance. Its unique contribution lies in bridging neurobiological mechanisms (e.g., neuroplasticity and cognitive reserve), psychological drivers (e.g., autonomy and self-efficacy), and motor learning principles into a unified, lifespan-oriented approach. Unlike existing frameworks, SMART COMPASS explicitly links structured physical training and motor skill learning to long-term brain adaptability. The model is based on three core pillars: (1) Nature and Nurture, emphasizing the interaction between genetic predispositions and environmental influences; (2) Structural-Functional Neurocognition, focusing on neuroplasticity, brain reserve, and compensatory scaffolding; and (3) Motor Behavior, which explores the role of executive functions, representations, and autonomy in skill acquisition and learning efficiency. A key aspect of SMART COMPASS is emphasizing physical fitness and autonomy-supportive environments to promote cognitive-motor performance. For example, in aging populations, SMART COMPASS can guide tailored interventions combining cardiovascular training with task-specific motor learning to maintain executive function and reduce fall risk. Similarly, structured motor programs supporting autonomy and self-efficacy can enhance motor competence and academic performance in child development. It highlights how exercise, self-efficacy, and autonomy-supportive environments can enhance neuroplasticity and learning potential, providing practical insights for motor skill development, rehabilitation, and lifelong cognitive-motor optimization interventions.

\"If you're like most people, you probably believe that humans are the most intelligent animals on our planet. But there's another kind of entity that can be far smarter: groups of people. In this groundbreaking book, Thomas Malone, the founding director of the MIT Center for Collective Intelligence, shows how groups of people working together in superminds--like hierarchies, markets, democracies, and communities--have been responsible for almost all human achievements in business, government, science, and beyond. And these collectively intelligent human groups are about to get much smarter. Using dozens of striking examples and case studies, Malone shows how computers can help create more intelligent superminds simply by connecting humans to one another in a variety of rich, new ways. And although it will probably happen more gradually than many people expect, artificially intelligent computers will amplify the power of these superminds by doing increasingly complex kinds of thinking. Together, these changes will have far-reaching implications for everything from the way we buy groceries and plan business strategies to how we respond to climate change, and even for democracy itself. By understanding how these collectively intelligent groups work, we can learn how to harness their genius to achieve our human goals. \"-- Publisher's description.

El objetivo del presente estudio fue analizar, desde una perspectiva secuencial, la interacción sociocognitiva durante la resolución colaborativa de problemas lógicos, en díadas de estudiantes de quinto y sexto grado de educación primaria, con composiciones sociocognitivas asimétricas y simétricas. Se trató de un estudio cuasi-experimental de casos, de dos fases: la primera consistió en la resolución individual de ítems lógicos, para evaluar el nivel de competencia específica inicial de cada sujeto. Con base en dicho criterio, se conformaron díadas asimétricas (un compañero de alta competencia con un par de baja competencia) y simétricas (ambos compañeros de baja competencia), que resolvieron la tarea de manera colaborativa. La interacción sociocognitiva fue codificada por un sistema de categorías adaptado. Se realizó un análisis secuencial de la interacción, es decir, de probabilidades de transición entre códigos (eventos); esto se dio al interior de cada condición (asimétrica y simétrica), para detectar patrones secuenciales diferenciales. Los resultados indican patrones de interacción diferentes según la composición de la díada: en las díadas asimétricas, la posibilidad de establecer secuencias de co-construcción de conocimiento depende principalmente de la intervención inicial emitida por el sujeto más competente; en cambio, en las díadas simétricas se constataron niveles altos de alternancia de la participación por ambos compañeros durante la secuencia de interacción. Se ratifica la hipótesis de la influencia de la composición sociocognitiva de la díada sobre la interacción, pero con aporte de considerar a ésta desde una perspectiva secuencial y diacrónica. Palabras clave: Interacción Sociocognitva, Desarrollo Cognitivo, Aprendizaje Colaborativo, Colaboración entre Pares, Resolución de Problemas, Análisis Secuencial. This study aims at analyzing the socio-cognitive interaction during the collaborative resolution of logical problems, from a sequential perspective. It is focused on dyads of fifth and sixth graders, with asymmetric and symmetric socio-cognitive compositions. The design was a quasi-experimentat case study with two phases: the first was an individual resolution of logical items to evaluate the initial specific competence tevet of each subject. Then, it was made up asymmetrical dyads (a high-competence partner with a pair of tow competence) and symmetrical (both tow-competence partners), which solved the task cottaborativety. The socio-cognitive interaction was codified by a system of adapted categories. A sequentiat anatysis of the interaction was performed (anatysis of probabitities of transition between codes or events). This was done in retation to each condition (asymmetric and symmetric), to detect differentiat sequentiat patterns. The resutts indicate different interaction patterns depending on the composition of the dyad: asymmetric dyads showed that the possibitity of estabtishing co-construction knowtedge sequences depends mainty on the initiat intervention issued by the most competent subject; symmetric dyads showed high tevets of atternation referred to participation issued by both partners during the interaction sequence. The hypothesis that the influence of the socio-cognitive composition of the dyad on the interaction is ratified, but it is considered from a sequentiat diachronic perspective. Keywords: Socio-cognitive Interaction, Cognitive Devetopment, Cottaborative Learning, Peer Cottaboration, Probtem Sotving, Sequentiat Anatysis.

A structural/cross-sectional micro-analytic perspective prevails in the Socio-constructivist research of peer knowledge construction. This paper proposes an alternative micro-sequential approach that focuses on the transitions between events during the activity. From this micro-sequential perspective, the study aimed to (a) explore the socio-cognitive interaction of symmetrical dyads of sixth and seventh graders solving a table comprehension task; (b) compare this interaction between symmetrical dyads of basic and advanced levels of competence. Participants were 148 sixth and seventh graders (74 dyads) from public schools in Rosario and nearby areas (Argentina). The dyads were symmetrical because their integrants had similar specific levels of competence (comprehension of a frequencies table) but differed in basic and advanced compositions. The interaction was coded using a system of mutually exclusive and exhaustive categories. An analysis of transition probabilities was performed among all codes, to identify activated/inhibited and inter-subjective/intra-subjective sequences. Transitions between statements aimed at solving the task formed the core of interactivity, as they comprise the codes that play a greater role in the elaboration of the task (shared by both symmetrical conditions). However, only the basic symmetry dyads showed an activating effect of the social feedback units. Transitions between cognitive questions and statements were also registered. Opinion questions were the most activated (inter-subjective) compared to demonstration and evaluation questions. Although these transitions were inter-subjective, they also differed according to the condition of symmetry. The work allows drawing conclusions about the relevance of a micro-sequential approach to interaction, since these results could not have been constructed from a classical structural perspective.

Interactive Wall Exergames (IWE) have been suggested as potentially effective tools for enhancing cognitive functions in older adults. However, the contribution of their different components -specifically physical, motor-cognitive, and social interactions- remains unclear. The goal was to determine whether an IWE reduced to its cognitive-motor component (IWE−) also reduced the associated cognitive benefits in comparison to IWE with incorporated aerobic and resistance exercises (IWE+). 30 healthy older adults were randomly assigned to either IWE− or IWE+, for 8 weeks, 3 times a week, during 45 min for IWE− and 75 min (45 + 30 min) for IWE+. Physical, motor, and cognitive tests were conducted before and after the training period. Secondary outcomes included the assessment of effort and enjoyment, the percentage of respondents and the magnitude of performance improvement in each group. Both groups exhibited high adherence rates (> 85%). Significant improvement in cognitive performance was detected over time in both groups, with no significant advantage of IWE− over IWE+ in terms of cognitive, physical and motor performances. No significant differences were observed in number of respondents, magnitude of performance improvement, or enjoyment levels. Overall, the findings suggest that the motor-cognitive component is the crucial part of IWE effectively enhancing cognitive performance in healthy older adults.

In online learning at scale, wherein instructional videos play a central role, interactive tools are often integrated to counteract passive consumption. For example, the forum or discussion board is widely used, and an emerging functionality, danmaku, which enables messages to be synchronized with video playback, has also been utilized recently. To explore how mass participation is accommodated and what categories of interaction learners implement, this study utilizes analysis of interaction and manual content analysis through learner-generated text data from two specific tools employed in a massive open online course (MOOC) setting: the discussion board (N = 739) and danmaku (N = 2435). Results of the analysis of interaction indicate that mass participation is managed differently by the tools: danmaku fosters a collective space for massive participants, while the discussion board organizes them into threaded small groups. In addition, results of the content analysis show danmaku primarily supports indirect interaction with a focus on the socio-emotional dimension, while the discussion board serves as a platform for direct discussions, particularly in the cognitive dimension. Furthermore, within the context of large-scale engagement, various levels of joint interaction, in addition to collaboration, are discerned and discussed in both socio-emotional and cognitive interactions. The findings offer insights for developing sociable and scalable socio-technical environments in computer-supported collaborative learning (CSCL), addressing emerging educational trends. Practical implications for educational design based on these findings are also discussed.

Clinical decision support systems leveraging artificial intelligence (AI) are increasingly integrated into health care practices, including pharmacy medication verification. Communicating uncertainty in an AI prediction is viewed as an important mechanism for boosting human collaboration and trust. Yet, little is known about the effects on human cognition as a result of interacting with such types of AI advice. This study aimed to evaluate the cognitive interaction patterns of pharmacists during medication product verification when using an AI prototype. Moreover, we examine the impact of AI's assistance, both helpful and unhelpful, and the communication of uncertainty of AI-generated results on pharmacists' cognitive interaction with the prototype. In a randomized controlled trial, 30 pharmacists from professional networks each performed 200 medication verification tasks while their eye movements were recorded using an online eye tracker. Participants completed 100 verifications without AI assistance and 100 with AI assistance (either with black box help without uncertainty information or uncertainty-aware help, which displays AI uncertainty). Fixation patterns (first and last areas fixated, number of fixations, fixation duration, and dwell times) were analyzed in relation to AI help type and helpfulness. Pharmacists shifted 19%-26% of their total fixations to AI-generated regions when these were available, suggesting the integration of AI advice in decision-making. AI assistance did not reduce the number of fixations on fill images, which remained the primary focus area. Unhelpful AI advice led to longer dwell times on reference and fill images, indicating increased cognitive processing. Displaying AI uncertainty led to longer cognitive processing times as measured by dwell times in original images. Unhelpful AI increases cognitive processing time in the original images. Transparency in AI is needed in \"black box\" systems, but showing more information can add a cognitive burden. Therefore, the communication of uncertainty should be optimized and integrated into clinical workflows using user-centered design to avoid increasing cognitive load or impeding clinicians' original workflow. ClinicalTrials.gov NCT06795477; https://clinicaltrials.gov/study/NCT06795477.