Autonomous robots may become our closest companions in the near future. While the technology for physically building such machines is already available today, a problem lies in the generation of the behavior for such complex machines. Nature proposes a solution: young children and higher animals learn to master their complex brain-body systems by playing. Can this be an option for robots? How can a machine be playful? The book provides answers by developing a general principle---homeokinesis, the dynamical symbiosis between brain, body, and environment---that is shown to drive robots to self- determined, individual development in a playful and obviously embodiment- related way: a dog-like robot starts playing with a barrier, eventually jumping or climbing over it; a snakebot develops coiling and jumping modes; humanoids develop climbing behaviors when fallen into a pit, or engage in wrestling-like scenarios when encountering an opponent. The book also develops guided self-organization, a new method that helps to make the playful machines fit for fulfilling tasks in the real world. The book provides two levels of presentation. Students and scientific researchers interested in the field of robotics, self-organization and dynamical systems theory may be satisfied by the in-depth mathematical analysis of the principle, the bootstrapping scenarios, and the emerging behaviors. But the book additionally comes with a robotics simulator inviting also the non- scientific reader to simply enjoy the fabulous world of playful machines by performing the numerous experiments.

How to develop robots that will be more like humans and less like computers, more social than machine-like, and more playful and less programmed. Most robots are not very friendly. They vacuum the rug, mow the lawn, dispose of bombs, even perform surgery—but they aren't good conversationalists. It's difficult to make eye contact. If the future promises more human-robot collaboration in both work and play, wouldn't it be better if the robots were less mechanical and more social? In How to Grow a Robot, Mark Lee explores how robots can be more human-like, friendly, and engaging. Developments in artificial intelligence—notably Deep Learning—are widely seen as the foundation on which our robot future will be built. These advances have already brought us self-driving cars and chess match–winning algorithms. But, Lee writes, we need robots that are perceptive, animated, and responsive—more like humans and less like computers, more social than machine-like, and more playful and less programmed. The way to achieve this, he argues, is to “grow” a robot so that it learns from experience—just as infants do. After describing “what's wrong with artificial intelligence” (one key shortcoming: it's not embodied), Lee presents a different approach to building human-like robots: developmental robotics, inspired by developmental psychology and its accounts of early infant behavior. He describes his own experiments with the iCub humanoid robot and its development from newborn helplessness to ability levels equal to a nine-month-old, explaining how the iCub learns from its own experiences. AI robots are designed to know humans as objects; developmental robots will learn empathy. Developmental robots, with an internal model of “self,” will be better interactive partners with humans. That is the kind of future technology we should work toward.

“Andrew Smart deftly shows why it’s time for us to think deeply about thinking machines before they begin thinking deeply about us.” —Douglas Rushkoff, author, Escaping the Growth Trap,Present Shock, and Program or Be Programmed “Provocative and cool.” —Cory Doctorow “Forget the Turing test—will the supersmart AIs that we hear so much about these days pass the acid test? In this playful, informative, and prescient book, Andrew Smart brings psychedelics into dialogue with neuroscience in order to challenge the whiz-bang computational views of human and machine sentience that dominate the headlines. Giving robots LSD sounds like a joke, but Smart is dead serious in his critique of the hidden and sometimes dangerous biases that underlie both popular and scientific fantasies of digital minds.” —Erik Davis, host of “Expanding Mind” and author, Techgnosis: Myth, Magic, and Mysticism in the Age of Information “Philosophy, psychedelics, robots, and the future; consciousness and intelligence, what else do you desire? Here you will see why those machines that reach singularity will be smarter than us and take over the world—and shall need to be conscious…and maybe they can only be conscious if they are human enough. The thesis of the book, and the path shown us by Smart, leads to a great trip, of imagination and philosophy, of maths and neuroscience.” —Dr. Tristan Bekinschtein, Lecturer, Department of Psychology, University of Cambridge Can we build a robot that trips on acid? This is not a frivolous question, according to neuroscientist Andrew Smart. If we can’t, he argues, we haven’t really created artificial intelligence. In an exposition reminiscent of crossover works such as Gödel, Escher, Bach and Fermat’s Last Theorem, Andrew Smart weaves together Mangarevan binary numbers, the discovery of LSD, Leibniz, computer programming, and much more to connect the vast but largely forgotten world of psychedelic research with the resurgent field of AI and the attempt to build conscious robots. A book that draws on the history of mathematics, philosophy, and digital technology, Beyond Zero and One challenges fundamental assumptions underlying artificial intelligence. Is the human brain based on computation? Can information alone explain human consciousness and intelligence? Smart convincingly makes the case that true intelligence, and artificial intelligence, requires an appreciation of what is beyond the computational.

How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.

" The Playful Revolution is an entertaining journal.... exemplary... " --Illusions " The Playful Revolution breaks new ground by documenting developmental theatre in Asia in its current socio-political and economic ethos... " --New Theatre Quarterly "[T]his book is the account of a personal journey through Asia, a written documentary of a quest to find political theatre that really works and that possesses a vitality and passion that the contemporary Western theatre seems to have lost." --from the book In this groundbreaking book, van Erven reports on the liberation theatre movements throughout Asia, which include a diverse collection of creative artists whose politics range from liberal to revolutionary but who all share a common goal of using grass-roots theatre as an agent of liberation.

This open access book presents the proceedings of the 10th Machine Intelligence and Digital Interaction Conference. Artificial intelligence (AI) is rapidly affecting more aspects of our lives as a result of significant advancements in its research and the widespread usage of interactive technologies. This has led to the birth of several new social phenomena. Many nations have been working to comprehend these phenomena and discover solutions for moving artificial intelligence development in the proper direction to benefit individuals and communities at large. These efforts necessitate multidisciplinary approaches, encompassing not only the scientific fields involved in the creation of artificial intelligence and human–computer interaction but also strong collaboration between academics and practitioners. Because of this, the primary objective of the MIDI conference, which was conducted online on December 13–15, 2022, is to combine two up until recently distinct disciplines of research—artificial intelligence and human–technology interaction.

Roz the robot discovers that she is alone on a remote, wild island with no memory of where she is from or why she is there, and her only hope of survival is to try to learn about her new environment from the island's hostile inhabitants.