Report of Comest on Robotics Ethics
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Current Advances in Cognitive Robotics Amir Aly, Sascha Griffiths, Francesca Stramandinoli
Towards Intelligent Social Robots: Current Advances in Cognitive Robotics Amir Aly, Sascha Griffiths, Francesca Stramandinoli To cite this version: Amir Aly, Sascha Griffiths, Francesca Stramandinoli. Towards Intelligent Social Robots: Current Advances in Cognitive Robotics . France. 2015. hal-01673866 HAL Id: hal-01673866 https://hal.archives-ouvertes.fr/hal-01673866 Submitted on 1 Jan 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Proceedings of the Full Day Workshop Towards Intelligent Social Robots: Current Advances in Cognitive Robotics in Conjunction with Humanoids 2015 South Korea November 3, 2015 Amir Aly1, Sascha Griffiths2, Francesca Stramandinoli3 1- ENSTA ParisTech – France 2- Queen Mary University – England 3- Italian Institute of Technology – Italy Towards Emerging Multimodal Cognitive Representations from Neural Self-Organization German I. Parisi, Cornelius Weber and Stefan Wermter Knowledge Technology Institute, Department of Informatics University of Hamburg, Germany fparisi,weber,[email protected] http://www.informatik.uni-hamburg.de/WTM/ Abstract—The integration of multisensory information plays a processing of a huge amount of visual information to learn crucial role in autonomous robotics. In this work, we investigate inherent spatiotemporal dependencies in the data. To tackle how robust multimodal representations can naturally develop in this issue, learning-based mechanisms have been typically used a self-organized manner from co-occurring multisensory inputs. -
Artificial Intelligence and the Ethics of Self-Learning Robots Shannon Vallor Santa Clara University, [email protected]
Santa Clara University Scholar Commons Philosophy College of Arts & Sciences 10-3-2017 Artificial Intelligence and the Ethics of Self-learning Robots Shannon Vallor Santa Clara University, [email protected] George A. Bekey Follow this and additional works at: http://scholarcommons.scu.edu/phi Part of the Philosophy Commons Recommended Citation Vallor, S., & Bekey, G. A. (2017). Artificial Intelligence and the Ethics of Self-learning Robots. In P. Lin, K. Abney, & R. Jenkins (Eds.), Robot Ethics 2.0 (pp. 338–353). Oxford University Press. This material was originally published in Robot Ethics 2.0 edited by Patrick Lin, Keith Abney, and Ryan Jenkins, and has been reproduced by permission of Oxford University Press. For permission to reuse this material, please visit http://www.oup.co.uk/academic/rights/permissions. This Book Chapter is brought to you for free and open access by the College of Arts & Sciences at Scholar Commons. It has been accepted for inclusion in Philosophy by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. ARTIFICIAL INTELLIGENCE AND 22 THE ETHICS OF SELF - LEARNING ROBOTS Shannon Va ll or and George A. Bekey The convergence of robotics technology with the science of artificial intelligence (or AI) is rapidly enabling the development of robots that emulate a wide range of intelligent human behaviors.1 Recent advances in machine learning techniques have produced significant gains in the ability of artificial agents to perform or even excel in activities for merly thought to be the exclusive province of human intelligence, including abstract problem-solving, perceptual recognition, social interaction, and natural language use. -
Introduction to Robotics. Sensors and Actuators
Introduction to Computer Vision and Robotics Florian Teich and Tomas Kulvicius* Introduction to Robotics. Sensors and Actuators Large portion of slides are adopted from Florentin Wörgötter, John Hallam and Simon Reich *[email protected] Perception-Action loop Environment Object Eyes Action Perception Arm Brain Perception-Action loop (cont.) Environment Sense Object Cameras Action Perception Robot-arm Computer Act Plan Outline of the course • L1.CV1: Introduction to Computer Vision. Thresholding, Filtering & Connected Coomponents • L2.CV2: Bilateral Filtering, Morphological Operators & Edge Detection • L3.CV3: Corner Detection & Non-Local Filtering • L4.R1: Introduction to Robotics. Sensors and actuators • L5.R2: Movement generation methods • L6.R3: Path planning algorithms • L7.CV4: Line/Circle Detection, Template Matching & Feature Detection • L8.CV5: Segmentation • L9.CV6: Fate Detection, Pedestrian Tracking & Computer Vision in 3D • L10.R4: Robot kinematics and control • L11.R5: Learning algorithms in robotics I: Supervised and unsupervised learning • L12.R6: Learning algorithms in robotics II: Reinforcement learning and genetic algorithms Introduction to Robotics History of robotics • Karel Čapek was one of the most influential Czech writers of the 20th century and a Nobel Prize nominee (1936). • He introduced and made popular the frequently used international word robot, which first appeared in his play R.U.R. (Rossum's Universal Robots) in 1921. 1890-1938 • “Robot” comes from the Czech word “robota”, meaning “forced labor” • Karel named his brother Josef Čapek as the true inventor of the word robot. History of robotics (cont.) • The word "robotics" also comes from science fiction - it first appeared in the short story "Runaround" (1942) by American writer Isaac Asimov. -
Fun Facts and Activities
Robo Info: Fun Facts and Activities By: J. Jill Rogers & M. Anthony Lewis, PhD Robo Info: Robot Activities and Fun Facts By: J. Jill Rogers & M. Anthony Lewis, PhD. Dedication To those young people who dare to dream about the all possibilities that our future holds. Special Thanks to: Lauren Buttran and Jason Coon for naming this book Ms. Patti Murphy’s and Ms. Debra Landsaw’s 6th grade classes for providing feedback Liudmila Yafremava for her advice and expertise i Iguana Robotics, Inc. PO Box 625 Urbana, IL 61803-0625 www.iguana-robotics.com Copyright 2004 J. Jill Rogers Acknowledgments This book was funded by a research Experience for Teachers (RET) grant from the National Science Foundation. Technical expertise was provided by the research scientists at Iguana Robotics, Inc. Urbana, Illinois. This book’s intended use is strictly for educational purposes. The author would like to thank the following for the use of images. Every care has been taken to trace copyright holders. However, if there have been unintentional omissions or failure to trace copyright holders, we apologize and will, if informed, endeavor to make corrections in future editions. Key: b= bottom m=middle t=top *=new page Photographs: Cover-Iguana Robotics, Inc. technical drawings 2003 t&m; http://robot.kaist.ac.kr/~songsk/robot/robot.html b* i- Iguana Robotics, Inc. technical drawings 2003m* p1- http://www.history.rochester.edu/steam/hero/ *p2- Encyclopedia Mythica t *p3- Museum of Art Neuchatel t* p5- (c) 1999-2001 EagleRidge Technologies, Inc. b* p9- Copyright 1999 Renato M.E. Sabbatini http://www.epub.org.br/cm/n09/historia/greywalter_i.htm t ; http://www.ar2.com/ar2pages/uni1961.htm *p10- http://robot.kaist.ac.kr/~songsk/robot/robot.html /*p11- http://robot.kaist.ac.kr/~songsk/robot/robot.html; Sojourner, http://marsrovers.jpl.nasa.gov/home/ *p12- Sony Aibo, The Sony Corporation of America, 550 Madison Avenue, New York, NY 10022 t; Honda Asimo, Copyright, 2003 Honda Motor Co., Ltd. -
AI, Robots, and Swarms: Issues, Questions, and Recommended Studies
AI, Robots, and Swarms Issues, Questions, and Recommended Studies Andrew Ilachinski January 2017 Approved for Public Release; Distribution Unlimited. This document contains the best opinion of CNA at the time of issue. It does not necessarily represent the opinion of the sponsor. Distribution Approved for Public Release; Distribution Unlimited. Specific authority: N00014-11-D-0323. Copies of this document can be obtained through the Defense Technical Information Center at www.dtic.mil or contact CNA Document Control and Distribution Section at 703-824-2123. Photography Credits: http://www.darpa.mil/DDM_Gallery/Small_Gremlins_Web.jpg; http://4810-presscdn-0-38.pagely.netdna-cdn.com/wp-content/uploads/2015/01/ Robotics.jpg; http://i.kinja-img.com/gawker-edia/image/upload/18kxb5jw3e01ujpg.jpg Approved by: January 2017 Dr. David A. Broyles Special Activities and Innovation Operations Evaluation Group Copyright © 2017 CNA Abstract The military is on the cusp of a major technological revolution, in which warfare is conducted by unmanned and increasingly autonomous weapon systems. However, unlike the last “sea change,” during the Cold War, when advanced technologies were developed primarily by the Department of Defense (DoD), the key technology enablers today are being developed mostly in the commercial world. This study looks at the state-of-the-art of AI, machine-learning, and robot technologies, and their potential future military implications for autonomous (and semi-autonomous) weapon systems. While no one can predict how AI will evolve or predict its impact on the development of military autonomous systems, it is possible to anticipate many of the conceptual, technical, and operational challenges that DoD will face as it increasingly turns to AI-based technologies. -
Psychological Aspect of Cognitive Robotics
VI Psychological Aspect of Cognitive Robotics 169 CHAPTER 9 Robotic Action Control: On the Crossroads of Cognitive Psychology and Cognitive Robotics Roy de Kleijn Leiden Institute for Brain and Cognition, Leiden University, The Netherlands. George Kachergis Leiden Institute for Brain and Cognition, Leiden University, The Netherlands. Bernhard Hommel Leiden Institute for Brain and Cognition, Leiden University, The Netherlands. CONTENTS 9.1 Early history of the fields .................................... 172 9.1.1 History of cognitive psychology .................... 172 9.1.2 The computer analogy ............................... 173 9.1.3 Early cognitive robots ................................ 174 9.2 Action control ................................................. 174 9.2.1 Introduction ........................................... 175 9.2.2 Feedforward and feedback control in humans ..... 175 9.2.3 Feedforward and feedback control in robots ....... 176 9.2.4 Robotic action planning .............................. 177 9.3 Acquisition of action control ................................. 178 9.3.1 Introduction ........................................... 178 9.3.2 Human action-effect learning ....................... 179 171 172 Cognitive Robotics 9.3.2.1 Traditional action-effect learning research .................................. 179 9.3.2.2 Motor babbling .......................... 179 9.3.3 Robotic action-effect learning ........................ 180 9.4 Directions for the future ...................................... 181 9.4.1 Introduction .......................................... -
An Ethical Framework for Smart Robots Mika Westerlund
An Ethical Framework for Smart Robots Mika Westerlund Never underestimate a droid. Leia Organa Star Wars: The Rise of Skywalker This article focuses on “roboethics” in the age of growing adoption of smart robots, which can now be seen as a new robotic “species”. As autonomous AI systems, they can collaborate with humans and are capable of learning from their operating environment, experiences, and human behaviour feedback in human-machine interaction. This enables smart robots to improve their performance and capabilities. This conceptual article reviews key perspectives to roboethics, as well as establishes a framework to illustrate its main ideas and features. Building on previous literature, roboethics has four major types of implications for smart robots: 1) smart robots as amoral and passive tools, 2) smart robots as recipients of ethical behaviour in society, 3) smart robots as moral and active agents, and 4) smart robots as ethical impact-makers in society. The study contributes to current literature by suggesting that there are two underlying ethical and moral dimensions behind these perspectives, namely the “ethical agency of smart robots” and “object of moral judgment”, as well as what this could look like as smart robots become more widespread in society. The article concludes by suggesting how scientists and smart robot designers can benefit from a framework, discussing the limitations of the present study, and proposing avenues for future research. Introduction capabilities (Lichocki et al., 2011; Petersen, 2007). Hence, Lin et al. (2011) define a “robot” as an Robots are becoming increasingly prevalent in our engineered machine that senses, thinks, and acts, thus daily, social, and professional lives, performing various being able to process information from sensors and work and household tasks, as well as operating other sources, such as an internal set of rules, either driverless vehicles and public transportation systems programmed or learned, that enables the machine to (Leenes et al., 2017). -
Designing for Human Rights in AI
Delft University of Technology Designing for human rights in AI Aizenberg, E.; van den Hoven, J. DOI 10.1177/2053951720949566 Publication date 2020 Document Version Final published version Published in Big Data & Society Citation (APA) Aizenberg, E., & van den Hoven, J. (2020). Designing for human rights in AI. Big Data & Society, 7(2). https://doi.org/10.1177/2053951720949566 Important note To cite this publication, please use the final published version (if applicable). Please check the document version above. Copyright Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons. Takedown policy Please contact us and provide details if you believe this document breaches copyrights. We will remove access to the work immediately and investigate your claim. This work is downloaded from Delft University of Technology. For technical reasons the number of authors shown on this cover page is limited to a maximum of 10. Original Research Article Big Data & Society July–December 2020: 1–14 Designing for human rights in AI ! The Author(s) 2020 DOI: 10.1177/2053951720949566 journals.sagepub.com/home/bds Evgeni Aizenberg1,2 and Jeroen van den Hoven2,3 Abstract In the age of Big Data, companies and governments are increasingly using algorithms to inform hiring decisions, employ- ee management, policing, credit scoring, insurance pricing, and many more aspects of our lives. Artificial intelligence (AI) systems can help us make evidence-driven, efficient decisions, but can also confront us with unjustified, discriminatory decisions wrongly assumed to be accurate because they are made automatically and quantitatively. -
An Exploratory Study of a Robotics Educational Platform On
AN EXPLORATORY STUDY OF A ROBOTICS EDUCATIONAL PLATFORM ON STEM CAREER INTERESTS IN MIDDLE SCHOOL STUDENTS by TRACY BARGER HINTON MARGARET L. RICE, COMMITTEE CHAIR ANGELA BENSON ROBERT MAYBEN REBECCA ODOM-BARTEL VIVIAN WRIGHT A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Educational Leadership, Policy, and Technology Studies in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2017 Copyright Tracy Barger Hinton 2017 ALL RIGHTS RESERVED ABSTRACT With the large expected growth in STEM-related careers in American industries, there are not enough graduates to fill these positions (United States Department of Labor, 2015). Increased efforts are being made to reform STEM education from early childhood to college level studies, mainly through increased efforts to incorporate new technologies and project-based learning activities (Hegedorn & Purnamasari, 2012). At the middle school level, a robotics educational platform can be a worthwhile activity that provides hands-on learning as students learn basic programming and engineering skills (Grubbs, 2013). Based on the popularity of LEGO toys, LEGO Education developed an engaging and effective way to learn about computer programming and basic engineering concepts (Welch & Huffman, 2011). LEGO MINDSTORMS offers a project-based learning environment that engages students in real-life, problem-solving challenges. The purpose of this qualitative study was to investigate the instructional use of a robotics educational curriculum on middle school students’ attitudes toward and interests in STEM and their experiences with LEGO Robotics activities. Participants included 23 seventh grade students who were enrolled in a Career Cluster Technologies I class in a suburban middle school. -
Nudging for Good: Robots and the Ethical Appropriateness of Nurturing Empathy and Charitable Behavior
Nudging for Good: Robots and the Ethical Appropriateness of Nurturing Empathy and Charitable Behavior Jason Borenstein* and Ron Arkin** Predictions are being commonly voiced about how robots are going to become an increasingly prominent feature of our day-to-day lives. Beyond the military and industrial sectors, they are in the process of being created to function as butlers, nannies, housekeepers, and even as companions (Wallach and Allen 2009). The design of these robotic technologies and their use in these roles raises numerous ethical issues. Indeed, entire conferences and books are now devoted to the subject (Lin et al. 2014).1 One particular under-examined aspect of human-robot interaction that requires systematic analysis is whether to allow robots to influence a user’s behavior for that person’s own good. However, an even more controversial practice is on the horizon and warrants attention, which is the ethical acceptability of allowing a robot to “nudge” a user’s behavior for the good of society. For the purposes of this paper, we will examine the feasibility of creating robots that would seek to nurture a user’s empathy towards other human beings. We specifically draw attention to whether it would be ethically appropriate for roboticists to pursue this type of design pathway. In our prior work, we examined the ethical aspects of encoding Rawls’ Theory of Social Justice into robots in order to encourage users to act more socially just towards other humans (Borenstein and Arkin 2016). Here, we primarily limit the focus to the performance of charitable acts, which could shed light on a range of socially just actions that a robot could potentially elicit from a user and what the associated ethical concerns may be. -
History of Robotics: Timeline
History of Robotics: Timeline This history of robotics is intertwined with the histories of technology, science and the basic principle of progress. Technology used in computing, electricity, even pneumatics and hydraulics can all be considered a part of the history of robotics. The timeline presented is therefore far from complete. Robotics currently represents one of mankind’s greatest accomplishments and is the single greatest attempt of mankind to produce an artificial, sentient being. It is only in recent years that manufacturers are making robotics increasingly available and attainable to the general public. The focus of this timeline is to provide the reader with a general overview of robotics (with a focus more on mobile robots) and to give an appreciation for the inventors and innovators in this field who have helped robotics to become what it is today. RobotShop Distribution Inc., 2008 www.robotshop.ca www.robotshop.us Greek Times Some historians affirm that Talos, a giant creature written about in ancient greek literature, was a creature (either a man or a bull) made of bronze, given by Zeus to Europa. [6] According to one version of the myths he was created in Sardinia by Hephaestus on Zeus' command, who gave him to the Cretan king Minos. In another version Talos came to Crete with Zeus to watch over his love Europa, and Minos received him as a gift from her. There are suppositions that his name Talos in the old Cretan language meant the "Sun" and that Zeus was known in Crete by the similar name of Zeus Tallaios. -
A Modular, Reconfigurable Mold for a Soft Robotic Gripper Design Activity
ORIGINAL RESEARCH published: 26 September 2017 doi: 10.3389/frobt.2017.00046 A Modular, reconfigurable Mold for a Soft Robotic Gripper Design Activity Jiawei Zhang1, Andrew Jackson2,3, Nathan Mentzer2,3 and Rebecca Kramer1,4* 1 School of Mechanical Engineering, Purdue University, West Lafayette, IN, United States, 2 Polytechnic Institute, Purdue University, West Lafayette, IN, United States, 3 College of Education, Purdue University, West Lafayette, IN, United States, 4 Department of Mechanical Engineering and Materials Science, Yale University, New Haven, CT, United States Soft robotics is an emerging field with strong potential to serve as an educational tool due to its advantages such as low costs and shallow learning curves. In this paper, we introduce a modular and reconfigurable mold for flexible design of pneumatic soft robotic grippers. By using simple assembly kits, students at all levels are able to design and construct soft robotic grippers that vary in function and performance. The process of constructing the modular mold enables students to understand how design choices impact system performance. Our unique modular mold allows students to select the number and length of fingers in a gripper, as well as to adjust the internal geometry of the pneumatic actuator cavity, which dictates how and where bending of a finger occurs. In addition, the mold may be deconstructed and reconfigured, which allows for fast iterative design and lowers material costs (since a new mold does not need to be made Edited by: Matteo Cianchetti, to implement a design change). We further demonstrate the feasibility of the modular Sant’Anna School of Advanced mold by implementing it in a soft robot design activity in classrooms and showing a Studies, Italy sufficiently high rate of student success in designing and constructing a functional soft Reviewed by: Gursel ALICI, robotic gripper.