What to Read: A Biased Guide to AI Literacy for the Beginner

Acknowledgements. It was Ken Forbus' idea, and he, Howie Shrobe, Dan Weld, and John Batali read various drafts. Dan Huttenlocher and Tom Knight helped with the speech recognition section. The science fiction section was prepared with the aid of my SF/AI editorial board, consisting of Carl Feynman and David Wallace, and of the ArpaNet SF-Lovers community. Even so, all responsibility rests with me.This note tries to provide a quick guide to AI literacy for the beginning AI hacker and for the experienced AI hacker or two whose scholarship isn't what it should be. most will recognize it as the same old list of classic papers, give or take a few that I feel to be under- or over-rated. It is not guaranteed to be thorough or balanced or anything like that.MIT Artificial Intelligence Laborator

Learning and the language of thought

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, 2011.Cataloged from PDF version of thesis.Includes bibliographical references (p. 179-191).This thesis develops the hypothesis that key aspects of learning and development can be understood as rational statistical inferences over a compositionally structured representation system, a language of thought (LOT) (Fodor, 1975). In this setup, learners have access to a set of primitive functions and learning consists of composing these functions in order to created structured representations of complex concepts. We present an inductive statistical model over these representations that formalizes an optimal Bayesian trade-off between representational complexity and fit to the observed data. This approach is first applied to the case of number-word acquisition, for which statistical learning with a LOT can explain key developmental patterns and resolve philosophically troublesome aspects of previous developmental theories. Second, we show how these same formal tools can be applied to children's acquisition of quantifiers. The model explains how children may achieve adult competence with quantifiers' literal meanings and presuppositions, and predicts several of the most-studied errors children make while learning these words. Finally, we model adult patterns of generalization in a massive concept-learning experiment. These results provide evidence for LOT models over other approaches and provide quantitative evaluation of different particular LOTs.by Steven Thomas Piantadosi.Ph.D

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

Decision-making and problem-solving methods in automation technology

The state of the art in the automation of decision making and problem solving is reviewed. The information upon which the report is based was derived from literature searches, visits to university and government laboratories performing basic research in the area, and a 1980 Langley Research Center sponsored conferences on the subject. It is the contention of the authors that the technology in this area is being generated by research primarily in the three disciplines of Artificial Intelligence, Control Theory, and Operations Research. Under the assumption that the state of the art in decision making and problem solving is reflected in the problems being solved, specific problems and methods of their solution are often discussed to elucidate particular aspects of the subject. Synopses of the following major topic areas comprise most of the report: (1) detection and recognition; (2) planning; and scheduling; (3) learning; (4) theorem proving; (5) distributed systems; (6) knowledge bases; (7) search; (8) heuristics; and (9) evolutionary programming

Mind as Machine: Can Computational Processes Be Regarded As Explanatory of Mental Processes?

The aim of the thesis is to evaluate recent work in artificial intelligence (AI). It is argued that such evaluation can be philosophically interesting, and examples are given of areas of the philosophy of AI where insufficient concentration on the actual results of AI has led to missed opportunities for the two disciplines — philosophy and AI — to benefit from cross-fertilization. The particular topic of the thesis is the use of AI techniques in psychological explanation. The claim is that such techniques can be of value in psychology, and the strategy of proof is to exhibit an area where this is the case. The field of model-based knowledge-based system (KBS) development is outlined; a type of model called a conceptual model will be shown to be psychologically explanatory of the expertise that it models. A group of major philosophies of explanation are examined, and it is discovered that such philosophies are too restrictive and prescriptive to be of much value in evaluating many areas of science; they fail to apply to scientific explanation generally. The importance of having sympathetic yardsticks for the evaluation of explanatory practices in arbitrary fields is defended, and a series of such yardsticks is suggested. The practice of providing information processing models in psychology is discussed. A particular type of model, a psychological competence model, is defined, and its use in psychological explanation defended. It is then shown that conceptual models used in model-based KBS development are psychological competence models. It follows therefore that such models are explanatory of the expertise they model. Furthermore, since KBSs developed using conceptual models share many structural characteristics with their conceptual models, it follows that a limited class of those systems are also explanatory of expertise. This constitutes an existence proof that computational processes can be explanatory of mental processes

Constructivism, epistemology and information processing

The author analyzes the main models of artificial intelligence which deal with the transition from one stage to another, a central problem in development. He describes the contributions of rule-based systems and connectionist systems to an explanation of this transition. He considers that Artificial Intelligence models, in spite of their limitations, establish fruitful points of contact with the constructivist position.El autor analiza los principales modelos de inteligencia artificial que dan cuenta del paso de la transición de un estudio a otro, problema central del desarrollo. Describe y señala las aportaciones de los sistemas basados en reglas así como de los sistemas conexionistas para explicar dicha transición. Considera que los modelos de inteligencia artificial, a pesar de sus limitaciones, permiten establecer puntos de contacto muy fructiferos con la posición constructivista

CLiFF Notes: Research in the Language Information and Computation Laboratory of The University of Pennsylvania

This report takes its name from the Computational Linguistics Feedback Forum (CLIFF), an informal discussion group for students and faculty. However the scope of the research covered in this report is broader than the title might suggest; this is the yearly report of the LINC Lab, the Language, Information and Computation Laboratory of the University of Pennsylvania. It may at first be hard to see the threads that bind together the work presented here, work by faculty, graduate students and postdocs in the Computer Science, Psychology, and Linguistics Departments, and the Institute for Research in Cognitive Science. It includes prototypical Natural Language fields such as: Combinatorial Categorial Grammars, Tree Adjoining Grammars, syntactic parsing and the syntax-semantics interface; but it extends to statistical methods, plan inference, instruction understanding, intonation, causal reasoning, free word order languages, geometric reasoning, medical informatics, connectionism, and language acquisition. With 48 individual contributors and six projects represented, this is the largest LINC Lab collection to date, and the most diverse