Flexibly Instructable Agents

This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.Comment: See http://www.jair.org/ for any accompanying file

A comparative survey of integrated learning systems

This paper presents the duction framework for unifying the three basic forms of inference - deduction, abduction, and induction - by specifying the possible relationships and influences among them in the context of integrated learning. Special assumptive forms of inference are defined that extend the use of these inference methods, and the properties of these forms are explored. A comparison to a related inference-based learning frame work is made. Finally several existing integrated learning programs are examined in the perspective of the duction framework

Types of cost in inductive concept learning

Inductive concept learning is the task of learning to assign cases to a discrete set of classes. In real-world applications of concept learning, there are many different types of cost involved. The majority of the machine learning literature ignores all types of cost (unless accuracy is interpreted as a type of cost measure). A few papers have investigated the cost of misclassification errors. Very few papers have examined the many other types of cost. In this paper, we attempt to create a taxonomy of the different types of cost that are involved in inductive concept learning. This taxonomy may help to organize the literature on cost-sensitive learning. We hope that it will inspire researchers to investigate all types of cost in inductive concept learning in more depth

Using First Order Inductive Learning as an Alternative to a Simulator in a Game Artificial Intelligence

Currently many game artificial intelligences attempt to determine their next moves by using a simulator to predict the effect of actions in the world. However, writing such a simulator is time-consuming, and the simulator must be changed substantially whenever a detail in the game design is modified. As such, this research project set out to determine if a version of the first order inductive learning algorithm could be used to learn rules that could then be used in place of a simulator. By eliminating the need to write a simulator for each game by hand, the entire Darmok 2 project could more easily adapt to additional real-time strategy games. Over time, Darmok 2 would also be able to provide better competition for human players by training the artificial intelligences to play against the style of a specific player. Most importantly, Darmok 2 might also be able to create a general solution for creating game artificial intelligences, which could save game development companies a substantial amount of money, time, and effort.Ram, Ashwin - Faculty Mentor ; Ontañón, Santi - Committee Member/Second Reade

Neurons and symbols: a manifesto

We discuss the purpose of neural-symbolic integration including its principles, mechanisms and applications. We outline a cognitive computational model for neural-symbolic integration, position the model in the broader context of multi-agent systems, machine learning and automated reasoning, and list some of the challenges for the area of neural-symbolic computation to achieve the promise of effective integration of robust learning and expressive reasoning under uncertainty

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel