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Knowledge graph reasoning (KGR) -- answering complex logical queries over large knowledge graphs -- represents an important artificial intelligence task, entailing a range of applications (e.g., cyber threat hunting). However, despite its surging popularity, the potential security risks of KGR are largely unexplored, which is concerning, given the increasing use of such capability in security-critical domains. This work represents a solid initial step towards bridging the striking gap. We systematize the security threats to KGR according to the adversary's objectives, knowledge, and attack vectors. Further, we present ROAR, a new class of attacks that instantiate a variety of such threats. Through empirical evaluation in representative use cases (e.g., medical decision support, cyber threat hunting, and commonsense reasoning), we demonstrate that ROAR is highly effective to mislead KGR to suggest pre-defined answers for target queries, yet with negligible impact on non-target ones. Finally, we explore potential countermeasures against ROAR, including filtering of potentially poisoning knowledge and training with adversarially augmented queries, which leads to several promising research directions.

In today's world, many technologically advanced countries have realized that real power lies not in physical strength but in educated minds. As a result, every country has embarked on restructuring its education system to meet the demands of technology. As a country in the midst of these developments, we cannot remain indifferent to this transformation in education. In the Information Age of the 21st century, rapid access to information is crucial for the development of individuals and societies. To take our place among the knowledge societies in a world moving rapidly towards globalization, we must closely follow technological innovations and meet the requirements of technology. This can be achieved by providing learning opportunities to anyone interested in acquiring education in their area of interest. This study focuses on the advantages and disadvantages of internet-based learning compared to traditional teaching methods, the importance of computer usage in internet-based learning, negative factors affecting internet-based learning, and the necessary recommendations for addressing these issues. In today's world, it is impossible to talk about education without technology or technology without education.

Rapid advancements in artificial intelligence (AI) have sparked growing concerns among experts, policymakers, and world leaders regarding the potential for increasingly advanced AI systems to pose catastrophic risks. Although numerous risks have been detailed separately, there is a pressing need for a systematic discussion and illustration of the potential dangers to better inform efforts to mitigate them. This paper provides an overview of the main sources of catastrophic AI risks, which we organize into four categories: malicious use, in which individuals or groups intentionally use AIs to cause harm; AI race, in which competitive environments compel actors to deploy unsafe AIs or cede control to AIs; organizational risks, highlighting how human factors and complex systems can increase the chances of catastrophic accidents; and rogue AIs, describing the inherent difficulty in controlling agents far more intelligent than humans. For each category of risk, we describe specific hazards, present illustrative stories, envision ideal scenarios, and propose practical suggestions for mitigating these dangers. Our goal is to foster a comprehensive understanding of these risks and inspire collective and proactive efforts to ensure that AIs are developed and deployed in a safe manner. Ultimately, we hope this will allow us to realize the benefits of this powerful technology while minimizing the potential for catastrophic outcomes.

Natural language is expected to be a key medium for various human-machine interactions in the era of large language models. When it comes to the biochemistry field, a series of tasks around molecules (e.g., property prediction, molecule mining, etc.) are of great significance while having a high technical threshold. Bridging the molecule expressions in natural language and chemical language can not only hugely improve the interpretability and reduce the operation difficulty of these tasks, but also fuse the chemical knowledge scattered in complementary materials for a deeper comprehension of molecules. Based on these benefits, we propose the conversational molecular design, a novel task adopting natural language for describing and editing target molecules. To better accomplish this task, we design ChatMol, a knowledgeable and versatile generative pre-trained model, enhanced by injecting experimental property information, molecular spatial knowledge, and the associations between natural and chemical languages into it. Several typical solutions including large language models (e.g., ChatGPT) are evaluated, proving the challenge of conversational molecular design and the effectiveness of our knowledge enhancement method. Case observations and analysis are conducted to provide directions for further exploration of natural-language interaction in molecular discovery.

In his seminal paper "Computing Machinery and Intelligence", Alan Turing introduced the "imitation game" as part of exploring the concept of machine intelligence. The Turing Test has since been the subject of much analysis, debate, refinement and extension. Here we sidestep the question of whether a particular machine can be labeled intelligent, or can be said to match human capabilities in a given context. Instead, but inspired by Turing, we draw attention to the seemingly simpler challenge of determining whether one is interacting with a human or with a machine, in the context of everyday life. We are interested in reflecting upon the importance of this Human-or-Machine question and the use one may make of a reliable answer thereto. Whereas Turing's original test is widely considered to be more of a thought experiment, the Human-or-Machine question as discussed here has obvious practical significance. And while the jury is still not in regarding the possibility of machines that can mimic human behavior with high fidelity in everyday contexts, we argue that near-term exploration of the issues raised here can contribute to development methods for computerized systems, and may also improve our understanding of human behavior in general.

Humankind is entering a novel creative era in which anybody can synthesize digital information using generative artificial intelligence (AI). Text-to-image generation, in particular, has become vastly popular and millions of practitioners produce AI-generated images and AI art online. This chapter first gives an overview of the key developments that enabled a healthy co-creative online ecosystem around text-to-image generation to rapidly emerge, followed by a high-level description of key elements in this ecosystem. A particular focus is placed on prompt engineering, a creative practice that has been embraced by the AI art community. It is then argued that the emerging co-creative ecosystem constitutes an intelligent system on its own - a system that both supports human creativity, but also potentially entraps future generations and limits future development efforts in AI. The chapter discusses the potential risks and dangers of cultivating this co-creative ecosystem, such as the bias inherent in today's training data, potential quality degradation in future image generation systems due to synthetic data becoming common place, and the potential long-term effects of text-to-image generation on people's imagination, ambitions, and development.

This paper explores educational interactions involving humans and artificial intelligences not as sequences of prompts and responses, but as a social process of conversation and exploration. In this conception, learners continually converse with AI language models within a dynamic computational medium of internet tools and resources. Learning happens when this distributed system sets goals, builds meaning from data, consolidates understanding, reconciles differences, and transfers knowledge to new domains. Building social generative AI for education will require development of powerful AI systems that can converse with each other as well as humans, construct external representations such as knowledge maps, access and contribute to internet resources, and act as teachers, learners, guides and mentors. This raises fundamental problems of ethics. Such systems should be aware of their limitations, their responsibility to learners and the integrity of the internet, and their respect for human teachers and experts. We need to consider how to design and constrain social generative AI for education.

With the widespread use of large artificial intelligence (AI) models such as ChatGPT, AI-generated content (AIGC) has garnered increasing attention and is leading a paradigm shift in content creation and knowledge representation. AIGC uses generative large AI algorithms to assist or replace humans in creating massive, high-quality, and human-like content at a faster pace and lower cost, based on user-provided prompts. Despite the recent significant progress in AIGC, security, privacy, ethical, and legal challenges still need to be addressed. This paper presents an in-depth survey of working principles, security and privacy threats, state-of-the-art solutions, and future challenges of the AIGC paradigm. Specifically, we first explore the enabling technologies, general architecture of AIGC, and discuss its working modes and key characteristics. Then, we investigate the taxonomy of security and privacy threats to AIGC and highlight the ethical and societal implications of GPT and AIGC technologies. Furthermore, we review the state-of-the-art AIGC watermarking approaches for regulatable AIGC paradigms regarding the AIGC model and its produced content. Finally, we identify future challenges and open research directions related to AIGC.

Recently, ChatGPT, along with DALL-E-2 and Codex,has been gaining significant attention from society. As a result, many individuals have become interested in related resources and are seeking to uncover the background and secrets behind its impressive performance. In fact, ChatGPT and other Generative AI (GAI) techniques belong to the category of Artificial Intelligence Generated Content (AIGC), which involves the creation of digital content, such as images, music, and natural language, through AI models. The goal of AIGC is to make the content creation process more efficient and accessible, allowing for the production of high-quality content at a faster pace. AIGC is achieved by extracting and understanding intent information from instructions provided by human, and generating the content according to its knowledge and the intent information. In recent years, large-scale models have become increasingly important in AIGC as they provide better intent extraction and thus, improved generation results. With the growth of data and the size of the models, the distribution that the model can learn becomes more comprehensive and closer to reality, leading to more realistic and high-quality content generation. This survey provides a comprehensive review on the history of generative models, and basic components, recent advances in AIGC from unimodal interaction and multimodal interaction. From the perspective of unimodality, we introduce the generation tasks and relative models of text and image. From the perspective of multimodality, we introduce the cross-application between the modalities mentioned above. Finally, we discuss the existing open problems and future challenges in AIGC.

AI is undergoing a paradigm shift with the rise of models (e.g., BERT, DALL-E, GPT-3) that are trained on broad data at scale and are adaptable to a wide range of downstream tasks. We call these models foundation models to underscore their critically central yet incomplete character. This report provides a thorough account of the opportunities and risks of foundation models, ranging from their capabilities (e.g., language, vision, robotics, reasoning, human interaction) and technical principles(e.g., model architectures, training procedures, data, systems, security, evaluation, theory) to their applications (e.g., law, healthcare, education) and societal impact (e.g., inequity, misuse, economic and environmental impact, legal and ethical considerations). Though foundation models are based on standard deep learning and transfer learning, their scale results in new emergent capabilities,and their effectiveness across so many tasks incentivizes homogenization. Homogenization provides powerful leverage but demands caution, as the defects of the foundation model are inherited by all the adapted models downstream. Despite the impending widespread deployment of foundation models, we currently lack a clear understanding of how they work, when they fail, and what they are even capable of due to their emergent properties. To tackle these questions, we believe much of the critical research on foundation models will require deep interdisciplinary collaboration commensurate with their fundamentally sociotechnical nature.