The Responsibility of Law Schools: Educating Lawyers as Counselors and Problem Solvers

American legal education is as strong as ever in doctrine and legal analysis; however, it is strikingly weak in teaching other foundational skills and knowledge that lawyers need as counselors, problem solvers and negotiators. Brest proposes a series of advanced courses that integrate the fundamental lawyering skills of counseling, problem solving and negotiation with insights from other disciplines

AI Extenders: The Ethical and Societal Implications of Humans Cognitively Extended by AI

Humans and AI systems are usually portrayed as separate sys- tems that we need to align in values and goals. However, there is a great deal of AI technology found in non-autonomous systems that are used as cognitive tools by humans. Under the extended mind thesis, the functional contributions of these tools become as essential to our cognition as our brains. But AI can take cognitive extension towards totally new capabil- ities, posing new philosophical, ethical and technical chal- lenges. To analyse these challenges better, we define and place AI extenders in a continuum between fully-externalized systems, loosely coupled with humans, and fully-internalized processes, with operations ultimately performed by the brain, making the tool redundant. We dissect the landscape of cog- nitive capabilities that can foreseeably be extended by AI and examine their ethical implications. We suggest that cognitive extenders using AI be treated as distinct from other cognitive enhancers by all relevant stakeholders, including developers, policy makers, and human users

Highly prevalent but not always persistent: undergraduate and graduate student's misconceptions about psychology.

Although past research has documented the prevalence of misconceptions in introductory psychology classes, few studies have assessed how readily upper-level undergraduate and graduate students endorse erroneous beliefs about the discipline. In Study 1, we administered a 30-item misconception test to an international sample of 670 undergraduate, Master’s and doctoral students. Analyses indicated that participants identified and rejected the majority of misconceptions, with doctoral students performing better than their Master’s or undergraduate peers. In Study 2, we administered a revised version of our questionnaire to a novel sample of 557 students while controlling for number of years spent at university, psychology courses completed and need for cognition. Once again, we found that graduate students rejected more, affirmed less and reported lower levels of uncertainty than their undergraduate counterparts. Educational implications and future research directions are discussed

Towards an AI assistant for human grid operators

Power systems are becoming more complex to operate in the digital age. As a result, real-time decision-making is getting more challenging as the human operator has to deal with more information, more uncertainty, more applications and more coordination. While supervision has been primarily used to help them make decisions over the last decades, it cannot reasonably scale up anymore. There is a great need for rethinking the human-machine interface under more unified and interactive frameworks. Taking advantage of the latest developments in Human-machine Interactions and Artificial intelligence, we share the vision of a new assistant framework relying on an hypervision interface and greater bidirectional interactions. We review the known principles of decision-making that drives the assistant design and supporting assistance functions we present. We finally share some guidelines to make progress towards the development of such an assistant

Enablers and Inhibitors of AI-Powered Voice Assistants: A Dual-Factor Approach by Integrating the Status Quo Bias and Technology Acceptance Model

This study investigates the factors that build resistance and attitude towards AI voice assistants (AIVA). A theoretical model is proposed using the dual-factor framework by integrating status quo bias factors (sunk cost, regret avoidance, inertia, perceived value, switching costs, and perceived threat) and Technology Acceptance Model (TAM; perceived ease of use and perceived usefulness) variables. The study model investigates the relationship between the status quo factors and resistance towards adoption of AIVA, and the relationship between TAM factors and attitudes towards AIVA. A sample of four hundred and twenty was analysed using structural equation modeling to investigate the proposed hypotheses. The results indicate an insignificant relationship between inertia and resistance to AIVA. Perceived value was found to have a negative but significant relationship with resistance to AIVA. Further, the study also found that inertia significantly differs across gender (male/female) and age groupings. The study's framework and results are posited as adding value to the extant literature and practice, directly related to status quo bias theory, dual-factor model and TAM

Questioning, exploring, narrating and playing in the control room to maintain system safety

Systems whose design is primarily aimed at ensuring efficient, effective and safe working, such as control rooms, have traditionally been evaluated in terms of criteria that correspond directly to those values: functional correctness, time to complete tasks, etc. This paper reports on a study of control room working that identified other factors that contributed directly to overall system safety. These factors included the ability of staff to manage uncertainty, to learn in an exploratory way, to reflect on their actions, and to engage in problem-solving that has many of the hallmarks of playing puzzles which, in turn, supports exploratory learning. These factors, while currently difficult to measure or explicitly design for, must be recognized and valued in design