arXiv:2606. 12441v1 Announce Type: cross Abstract: The four dominant learning theories of behaviorism, cognitivism, constructivism, and connectivism show significant conceptual limitations as generative artificial intelligence (AI) proliferates in educational settings.
By Shan Li, Juan Zheng
arXiv:2608. 16213v1 Announce Type: new Abstract: Intelligence is constituted by \textit{process} (iterative activity through which output emerges), not in the output itself.
By Michael J. Richardson, Ayeh Alhasan, Cassandra Crone, M. Paula Diaz Monfort, Patrick Nalepka, Mark Dras, Rachel W. Kallen, David M. Kaplan
arXiv:2607. 21547v1 Announce Type: new Abstract: The rapid progress of AI has intensified the long-standing pursuit of automation: replacing human participation with algorithms wherever possible.
By Fares Fourati, Hinrich Sch\"utze, Eyke H\"ullermeier, Iryna Gurevych
arXiv:2606. 07489v1 Announce Type: new Abstract: Frontier AI systems are bridging the gap between intelligence and utility by shifting from conversational assistants to autonomous agents that execute tasks end to end.
By Jeremy Yang, Kate Zyskowski, Noah Yonack, Jerry Ma
arXiv:2606. 14306v1 Announce Type: cross Abstract: Current Generative AI (GenAI) interfaces remain largely constrained to chatbox interaction, which can impose high cognitive demands on users and create substantial barriers for people with intellectual disabilities (ID), including prompt formulation difficulties, response overload, and limited mechanisms to assess information reliability.
By Virginia Francisco, Daniel Guasch, Raquel Herv\'as
arXiv:2608. 05545v1 Announce Type: cross Abstract: Generative AI used as a capable servant has greatly accelerated intellectual work, but it also risks eroding human epistemic agency by encouraging uncritical acceptance of AI-generated reasoning.
By Riichiro Mizoguchi, Tomoki Aburatani, Kento Koike, Machi Shimmei