Completing rule bases in symbolic domains by analogy making

The paper considers the problem of completing a set of parallel if-then rules that provides a partial description of how a conclusion variable depends on the values of condition variables, where each variable takes its value among a finite ordered set of labels. The proposed approach does not require the use of fuzzy sets for the interpretation of these labels or for defining similarity measures, but rather relies on the extrapolation of missing rules on the basis of analogical proportions that hold for each variable between the labels of several parallel rules. The analogical proportions are evaluated for binary and multiple-valued variables on the basis of a logical expression involving lukasiewicz implication. The underlying assumption is that the mapping partially specified by the given rules is as regular as suggested by these rules. A comparative discussion with other approaches is presented. © 2011. The authors-Published by Atlantis Press

Application of expert systems in project management decision aiding

The feasibility of developing an expert systems-based project management decision aid to enhance the performance of NASA project managers was assessed. The research effort included extensive literature reviews in the areas of project management, project management decision aiding, expert systems technology, and human-computer interface engineering. Literature reviews were augmented by focused interviews with NASA managers. Time estimation for project scheduling was identified as the target activity for decision augmentation, and a design was developed for an Integrated NASA System for Intelligent Time Estimation (INSITE). The proposed INSITE design was judged feasible with a low level of risk. A partial proof-of-concept experiment was performed and was successful. Specific conclusions drawn from the research and analyses are included. The INSITE concept is potentially applicable in any management sphere, commercial or government, where time estimation is required for project scheduling. As project scheduling is a nearly universal management activity, the range of possibilities is considerable. The INSITE concept also holds potential for enhancing other management tasks, especially in areas such as cost estimation, where estimation-by-analogy is already a proven method

Machine learning : techniques and foundations

The field of machine learning studies computational methods for acquiring new knowledge, new skills, and new ways to organize existing knowledge. In this paper we present some of the basic techniques and principles that underlie AI research on learning, including methods for learning from examples, learning in problem solving, learning by analogy, grammar acquisition, and machine discovery. In each case, we illustrate the techniques with paradigmatic examples

The Relationship between Fuzzy Reasoning and Its Temporal Characteristics for Knowledge Management

The knowledge management systems based on artificial reasoning (KMAR) tries to provide computers the capabilities of performing various intelligent tasks for which their human users resort to their knowledge and collective intelligence. There is a need for incorporating aspects of time and imprecision into knowledge management systems, considering appropriate semantic foundations. The aim of this paper is to present the FRTES, a real-time fuzzy expert system, embedded in a knowledge management system. Our expert system is a special possibilistic expert system, developed in order to focus on fuzzy knowledge.Knowledge Management, Artificial Reasoning, predictability

Integrating ontologies and vector space embeddings using conceptual spaces

Ontologies and vector space embeddings are among the most popular frameworks for encoding conceptual knowledge. Ontologies excel at capturing the logical dependencies between concepts in a precise and clearly defined way. Vector space embeddings excel at modelling similarity and analogy. Given these complementary strengths, there is a clear need for frameworks that can combine the best of both worlds. In this paper, we present an overview of our recent work in this area. We first discuss the theory of conceptual spaces, which was proposed in the 1990s by Gärdenfors as an intermediate representation layer in between embeddings and symbolic knowledge bases. We particularly focus on a number of recent strategies for learning conceptual space representations from data. Next, building on the idea of conceptual spaces, we discuss approaches where relational knowledge is modelled in terms of geometric constraints. Such approaches aim at a tight integration of symbolic and geometric representations, which unfortunately comes with a number of limitations. For this reason, we finally also discuss methods in which similarity, and other forms of conceptual relatedness, are derived from vector space embeddings and subsequently used to support flexible forms of reasoning with ontologies, thus enabling a looser integration between embeddings and symbolic knowledge

Aha? Is Creativity Possible in Legal Problem Solving and Teachable in Legal Education?

This article continues and expands on my earlier project of seeking to describe how legal negotiation should be understood conceptually and undertaken behaviorally to produce better solutions to legal problems. As structured problem solving requires interests, needs and objectives identification, so too must creative solution seeking have its structure and elements in order to be effectively taught. Because research and teaching about creativity and how we think has expanded greatly since modern legal negotiation theory has been developed, it is now especially appropriate to examine how we might harness this new learning to how we might examine and teach legal creativity in the context of legal negotiation and problem solving. This article explores both the cognitive and behavioral dimensions of legal creativity and offers suggestions for how it can be taught more effectively in legal education, both within the more narrow curricula of negotiation courses and more generally throughout legal education

Interpolative and extrapolative reasoning in propositional theories using qualitative knowledge about conceptual spaces

International audienceMany logical theories are incomplete, in the sense that non-trivial conclusions about particular situations cannot be derived from them using classical deduction. In this paper, we show how the ideas of interpolation and extrapolation, which are of crucial importance in many numerical domains, can be applied in symbolic settings to alleviate this issue in the case of propositional categorization rules. Our method is based on (mainly) qualitative descriptions of how different properties are conceptually related, where we identify conceptual relations between properties with spatial relations between regions in Gärdenfors conceptual spaces. The approach is centred around the view that categorization rules can often be seen as approximations of linear (or at least monotonic) mappings between conceptual spaces. We use this assumption to justify that whenever the antecedents of a number of rules stand in a relationship that is invariant under linear (or monotonic) transformations, their consequents should also stand in that relationship. A form of interpolative and extrapolative reasoning can then be obtained by applying this idea to the relations of betweenness and parallelism respectively. After discussing these ideas at the semantic level, we introduce a number of inference rules to characterize interpolative and extrapolative reasoning at the syntactic level, and show their soundness and completeness w.r.t. the proposed semantics. Finally, we show that the considered inference problems are PSPACE-hard in general, while implementations in polynomial time are possible under some relatively mild assumptions

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

Knowledge transfer in cognitive systems theory: models, computation, and explanation

Knowledge transfer in cognitive systems can be explicated in terms of structure mapping and control. The structure of an effective model enables adaptive control for the system's intended domain of application. Knowledge is transferred by a system when control of a new domain is enabled by mapping the structure of a previously effective model. I advocate for a model-based view of computation which recognizes effective structure mapping at a low level. Artificial neural network systems are furthermore viewed as model-based, where effective models are learned through feedback. Thus, many of the most popular artificial neural network systems are best understood in light of the cybernetic tradition as error-controlled regulators. Knowledge transfer with pre-trained networks (transfer learning) can, when automated like other machine learning methods, be seen as an advancement towards artificial general intelligence. I argue this is convincing because it is akin to automating a general systems methodology of knowledge transfer in scientific reasoning. Analogical reasoning is typical in such a methodology, and some accounts view analogical cognition as the core of cognition which provides adaptive benefits through efficient knowledge transfer. I then discuss one modern example of analogical reasoning in physics, and how an extended Bayesian view might model confirmation given a structural mapping between two systems. In light of my account of knowledge transfer, I finally assess the case of quantum-like models in cognition, and whether the transfer of quantum principles is appropriate. I conclude by throwing my support behind a general systems philosophy of science framework which emphasizes the importance of structure, and which rejects a controversial view of scientific explanation in favor of a view of explanation as enabling control