Answer Set Solving with Generalized Learned Constraints

Conflict learning plays a key role in modern Boolean constraint solving. Advanced in satisfiability testing, it has meanwhile become a base technology in many neighboring fields, among them answer set programming (ASP). However, learned constraints are only valid for a currently solved problem instance and do not carry over to similar instances. We address this issue in ASP and introduce a framework featuring an integrated feedback loop that allows for reusing conflict constraints. The idea is to extract (propositional) conflict constraints, generalize and validate them, and reuse them as integrity constraints. Although we explore our approach in the context of dynamic applications based on transition systems, it is driven by the ultimate objective of overcoming the issue that learned knowledge is bound to specific problem instances. We implemented this workflow in two systems, namely, a variant of the ASP solver clasp that extracts integrity constraints along with a downstream system for generalizing and validating them

A foundation for machine learning in design

This paper presents a formalism for considering the issues of learning in design. A foundation for machine learning in design (MLinD) is defined so as to provide answers to basic questions on learning in design, such as, "What types of knowledge can be learnt?", "How does learning occur?", and "When does learning occur?". Five main elements of MLinD are presented as the input knowledge, knowledge transformers, output knowledge, goals/reasons for learning, and learning triggers. Using this foundation, published systems in MLinD were reviewed. The systematic review presents a basis for validating the presented foundation. The paper concludes that there is considerable work to be carried out in order to fully formalize the foundation of MLinD

Help on SOS

In this issue of IEEE Control Systems Magazine, Andy Packard and friends respond to a query on determining the region of attraction using sum-of-squares methods

Acquiring Word-Meaning Mappings for Natural Language Interfaces

This paper focuses on a system, WOLFIE (WOrd Learning From Interpreted Examples), that acquires a semantic lexicon from a corpus of sentences paired with semantic representations. The lexicon learned consists of phrases paired with meaning representations. WOLFIE is part of an integrated system that learns to transform sentences into representations such as logical database queries. Experimental results are presented demonstrating WOLFIE's ability to learn useful lexicons for a database interface in four different natural languages. The usefulness of the lexicons learned by WOLFIE are compared to those acquired by a similar system, with results favorable to WOLFIE. A second set of experiments demonstrates WOLFIE's ability to scale to larger and more difficult, albeit artificially generated, corpora. In natural language acquisition, it is difficult to gather the annotated data needed for supervised learning; however, unannotated data is fairly plentiful. Active learning methods attempt to select for annotation and training only the most informative examples, and therefore are potentially very useful in natural language applications. However, most results to date for active learning have only considered standard classification tasks. To reduce annotation effort while maintaining accuracy, we apply active learning to semantic lexicons. We show that active learning can significantly reduce the number of annotated examples required to achieve a given level of performance

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

Continuous Improvement Through Knowledge-Guided Analysis in Experience Feedback

Continuous improvement in industrial processes is increasingly a key element of competitiveness for industrial systems. The management of experience feedback in this framework is designed to build, analyze and facilitate the knowledge sharing among problem solving practitioners of an organization in order to improve processes and products achievement. During Problem Solving Processes, the intellectual investment of experts is often considerable and the opportunities for expert knowledge exploitation are numerous: decision making, problem solving under uncertainty, and expert configuration. In this paper, our contribution relates to the structuring of a cognitive experience feedback framework, which allows a flexible exploitation of expert knowledge during Problem Solving Processes and a reuse such collected experience. To that purpose, the proposed approach uses the general principles of root cause analysis for identifying the root causes of problems or events, the conceptual graphs formalism for the semantic conceptualization of the domain vocabulary and the Transferable Belief Model for the fusion of information from different sources. The underlying formal reasoning mechanisms (logic-based semantics) in conceptual graphs enable intelligent information retrieval for the effective exploitation of lessons learned from past projects. An example will illustrate the application of the proposed approach of experience feedback processes formalization in the transport industry sector

Fuzzy Least Squares Twin Support Vector Machines

Least Squares Twin Support Vector Machine (LST-SVM) has been shown to be an efficient and fast algorithm for binary classification. It combines the operating principles of Least Squares SVM (LS-SVM) and Twin SVM (T-SVM); it constructs two non-parallel hyperplanes (as in T-SVM) by solving two systems of linear equations (as in LS-SVM). Despite its efficiency, LST-SVM is still unable to cope with two features of real-world problems. First, in many real-world applications, labels of samples are not deterministic; they come naturally with their associated membership degrees. Second, samples in real-world applications may not be equally important and their importance degrees affect the classification. In this paper, we propose Fuzzy LST-SVM (FLST-SVM) to deal with these two characteristics of real-world data. Two models are introduced for FLST-SVM: the first model builds up crisp hyperplanes using training samples and their corresponding membership degrees. The second model, on the other hand, constructs fuzzy hyperplanes using training samples and their membership degrees. Numerical evaluation of the proposed method with synthetic and real datasets demonstrate significant improvement in the classification accuracy of FLST-SVM when compared to well-known existing versions of SVM