Situation awareness and ability in coalitions

This paper proposes a discussion on the formal links between the Situation Calculus and the semantics of interpreted systems as far as they relate to Higher-Level Information Fusion tasks. Among these tasks Situation Analysis require to be able to reason about the decision processes of coalitions. Indeed in higher levels of information fusion, one not only need to know that a certain proposition is true (or that it has a certain numerical measure attached), but rather needs to model the circumstances under which this validity holds as well as agents' properties and constraints. In a previous paper the authors have proposed to use the Interpreted System semantics as a potential candidate for the unification of all levels of information fusion. In the present work we show how the proposed framework allow to bind reasoning about courses of action and Situation Awareness. We propose in this paper a (1) model of coalition, (2) a model of ability in the situation calculus language and (3) a model of situation awareness in the interpreted systems semantics. Combining the advantages of both Situation Calculus and the Interpreted Systems semantics, we show how the Situation Calculus can be framed into the Interpreted Systems semantics. We illustrate on the example of RAP compilation in a coalition context, how ability and situation awareness interact and what benefit is gained. Finally, we conclude this study with a discussion on possible future works

Unpacking the logic of mathematical statements

This study focuses on undergraduate students' ability to unpack informally written mathematical statements into the language of predicate calculus. Data were collected between 1989 and 1993 from 61students in six small sections of a “bridge" course designed to introduce proofs and mathematical reasoning. We discuss this data from a perspective that extends the notion of concept image to that of statement image and introduces the notion of proof framework to indicate the top-level logical structure of a proof. For simplified informal calculus statements, just 8.5% of unpacking attempts were successful; for actual statements from calculus texts, this dropped to 5%. We infer that these students would be unable to reliably relate informally stated theorems with the top-level logical structure of their proofs and hence could not be expected to construct proofs or evaluate their validity

Abstraction of Agents Executing Online and their Abilities in the Situation Calculus

We develop a general framework for abstracting online behavior of an agent that may acquire new knowledge during execution (e.g., by sensing), in the situation calculus and ConGolog. We assume that we have both a high-level action theory and a low-level one that represent the agent's behavior at different levels of detail. In this setting, we define ability to perform a task/achieve a goal, and then show that under some reasonable assumptions, if the agent has a strategy by which she is able to achieve a goal at the high level, then we can refine it into a low-level strategy to do so

Effect of Scaffolding on Helping Introductory Physics Students Solve Quantitative Problems Involving Strong Alternative Conceptions

It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong alternative conceptions correctly, appropriate scaffolding support can be helpful. The goal of this study is to examine how different scaffolding supports involving analogical problem solving influence introductory physics students' performance on a target quantitative problem in a situation where many students' solution process is derailed due to alternative conceptions. Three different scaffolding supports were designed and implemented in calculus-based and algebra-based introductory physics courses to evaluate the level of scaffolding needed to help students learn from an analogical problem that is similar in the underlying principles but for which the problem solving process is not derailed by alternative conceptions. We found that for the quantitative problem involving strong alternative conceptions, simply guiding students to work through the solution of the analogical problem first was not enough to help most students discern the similarity between the two problems. However, if additional scaffolding supports that directly helped students examine and repair their knowledge elements involving alternative conceptions were provided, students were more likely to discern the underlying similarities between the problems and avoid getting derailed by alternative conceptions when solving the targeted problem. We also found that some scaffolding supports were more effective in the calculus-based course than in the algebra-based course. This finding emphasizes the fact that appropriate scaffolding support must be determined via research in order to be effective

Virtual Evidence: A Constructive Semantics for Classical Logics

This article presents a computational semantics for classical logic using constructive type theory. Such semantics seems impossible because classical logic allows the Law of Excluded Middle (LEM), not accepted in constructive logic since it does not have computational meaning. However, the apparently oracular powers expressed in the LEM, that for any proposition P either it or its negation, not P, is true can also be explained in terms of constructive evidence that does not refer to "oracles for truth." Types with virtual evidence and the constructive impossibility of negative evidence provide sufficient semantic grounds for classical truth and have a simple computational meaning. This idea is formalized using refinement types, a concept of constructive type theory used since 1984 and explained here. A new axiom creating virtual evidence fully retains the constructive meaning of the logical operators in classical contexts. Key Words: classical logic, constructive logic, intuitionistic logic, propositions-as-types, constructive type theory, refinement types, double negation translation, computational content, virtual evidenc

A class of Poisson-Nijenhuis structures on a tangent bundle

Equipping the tangent bundle TQ of a manifold with a symplectic form coming from a regular Lagrangian L, we explore how to obtain a Poisson-Nijenhuis structure from a given type (1,1) tensor field J on Q. It is argued that the complete lift of J is not the natural candidate for a Nijenhuis tensor on TQ, but plays a crucial role in the construction of a different tensor R, which appears to be the pullback under the Legendre transform of the lift of J to co-tangent manifold of Q. We show how this tangent bundle view brings new insights and is capable also of producing all important results which are known from previous studies on the cotangent bundle, in the case that Q is equipped with a Riemannian metric. The present approach further paves the way for future generalizations.Comment: 22 page