Explanation-based learning with analogy for impasse resolution

This paper proposes an algorithm for the inclusion of analogy into Explanation-Based Learning (EBL). Analogy can be used when an impasse is reached to extend the deductive closure of EBL’s domain theory. This enables the generation of control laws, via EBL, for hardware which is not catered for in the domain theory. This advantage addresses a problem which represents a dearth in the current literature. Integrated Modular Avionics (IMA) literature has thus far been concerned with the architectural considerations. This paper seeks to address the impact of hardware changes on the controllers within an IMA architecture. An algorithm is proposed and applied to control an aviation platform with an incomplete domain theory. Control rules are generated when no deductive explanations are possible, which still reflect the intent of the domain theory

The role of falsification in the development of cognitive architectures: insights from a Lakatosian analysis

It has been suggested that the enterprise of developing mechanistic theories of the human cognitive architecture is flawed because the theories produced are not directly falsifiable. Newell attempted to sidestep this criticism by arguing for a Lakatosian model of scientific progress in which cognitive architectures should be understood as theories that develop over time. However, Newell’s own candidate cognitive architecture adhered only loosely to Lakatosian principles. This paper reconsiders the role of falsification and the potential utility of Lakatosian principles in the development of cognitive architectures. It is argued that a lack of direct falsifiability need not undermine the scientific development of a cognitive architecture if broadly Lakatosian principles are adopted. Moreover, it is demonstrated that the Lakatosian concepts of positive and negative heuristics for theory development and of general heuristic power offer methods for guiding the development of an architecture and for evaluating the contribution and potential of an architecture’s research program

A lesson from robotics: Modeling infants as autonomous agents

While computational models are playing an increasingly important role in developmental psychology, at least one lesson from robotics is still being learned: modeling epigenetic processes often requires simulating an embodied, autonomous organism. This paper first contrasts prevailing models of infant cognition with an agent-based approach. A series of infant studies by Baillargeon (1986; Baillargeon & DeVos, 1991) is described, and an eye-movement model is then used to simulate infants' visual activity in this study. I conclude by describing three behavioral predictions of the eyemovement model, and discussing the implications of this work for infant cognition research

Cognitive architectures as Lakatosian research programmes: two case studies

Cognitive architectures - task-general theories of the structure and function of the complete cognitive system - are sometimes argued to be more akin to frameworks or belief systems than scientific theories. The argument stems from the apparent non-falsifiability of existing cognitive architectures. Newell was aware of this criticism and argued that architectures should be viewed not as theories subject to Popperian falsification, but rather as Lakatosian research programs based on cumulative growth. Newell's argument is undermined because he failed to demonstrate that the development of Soar, his own candidate architecture, adhered to Lakatosian principles. This paper presents detailed case studies of the development of two cognitive architectures, Soar and ACT-R, from a Lakatosian perspective. It is demonstrated that both are broadly Lakatosian, but that in both cases there have been theoretical progressions that, according to Lakatosian criteria, are pseudo-scientific. Thus, Newell's defense of Soar as a scientific rather than pseudo-scientific theory is not supported in practice. The ACT series of architectures has fewer pseudo-scientific progressions than Soar, but it too is vulnerable to accusations of pseudo-science. From this analysis, it is argued that successive versions of theories of the human cognitive architecture must explicitly address five questions to maintain scientific credibility

A Grammatical Paradigm

Avram Noam Chomsky is known for his work at Massachusetts Institute of Technology, for his political pursuits, and most importantly, for his theories in the discipline of linguistics. Chomsky linguistic pursuits aimed to answer the following linguistic studies: how a person learns and develops a language, how a person structures and understands a sentence, and what the purpose of linguistics is as a whole. His theories dramatically changed the linguistic paradigm. Due to this change, this paper also attempts to illustrate the correlation between scientific philosopher Thomas Kuhn’s belief in ‘paradigm shifts’ and the subsequent change in linguistic thought spurred by Chomsky’s grammatical theories

Journeys into the Heart of Conflict

This is an excerpt from a forthcoming book by Mr. Cloke. Sweet, indeed, are the uses of adversity, yet this sweetness is often concealed in the ugly, venomous aspects of conflict. The precious jewels our conflicts contain are the deeper truths they are able to teach us. What prevents us from recognizing these deeper truths and learning from our conflicts? What drives us along ugly, venomous paths of aggression and self-destruction rather than dialogue and constructive engagement? What keeps us locked in impasse? And how can a deeper understanding of the origin of our conflicts help us locate these precious jewels and turn them to use

Resolving Special Education Disputes in California

Examines the use of mediation and due process hearings in resolving disputes between parents and school districts over identifying disabilities and designing individualized programs. Analyzes trends in and predictors of higher rates of hearing requests

The role of experience in common sense and expert problem solving

Issued as Progress reports [nos. 1-5], Reports [nos. 1-6], and Final report, Project no. G-36-617 (includes Projects nos. GIT-ICS-87/26, GIT-ICS-85/19, and GIT-ICS-85/18

Consciosusness in Cognitive Architectures. A Principled Analysis of RCS, Soar and ACT-R

This report analyses the aplicability of the principles of consciousness developed in the ASys project to three of the most relevant cognitive architectures. This is done in relation to their aplicability to build integrated control systems and studying their support for general mechanisms of real-time consciousness.\ud To analyse these architectures the ASys Framework is employed. This is a conceptual framework based on an extension for cognitive autonomous systems of the General Systems Theory (GST).\ud A general qualitative evaluation criteria for cognitive architectures is established based upon: a) requirements for a cognitive architecture, b) the theoretical framework based on the GST and c) core design principles for integrated cognitive conscious control systems

Explanation-Based Learning: A Survey of Programs and Perspectives

"Explanation-Based learning" (EBl) is a technique by which an intelligent system can learn by observing examples. EBl systems are characterized by the ability to create justified generalizations from single training instances. They are also distinguished by their reliance on background knowledge of the domain under study. Although EBl is usually viewed as a method for performing generalization, it can be viewed in other ways as well. In particular, EBl can be seen as a method that performs four different learning tasks: generalization, chunking, operationalization and analogy. This paper provides a general introduction to the field of explanation-based learning. It places considerable emphasis on showing how EBl combines the four learning tasks mentioned above. The paper begins by presenting an intuitive example of the EBl technique. It subsequently places EBl in its historical context and describes the relation between EBl and other areas of machine learning. The major part of this paper is a survey of selected EBl programs. The programs have been chosen to show how EBl manifests each of the four learning tasks. Attempts to formalize the EBl technique are also briefly discussed. The paper concludes by discussing the limitations of EBl and the major open questions in the field