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

Cognitive Modeling for Computer Animation: A Comparative Review

Cognitive modeling is a provocative new paradigm that paves the way towards intelligent graphical characters by providing them with logic and reasoning skills. Cognitively empowered self-animating characters will see in the near future a widespread use in the interactive game, multimedia, virtual reality and production animation industries. This review covers three recently-published papers from the field of cognitive modeling for computer animation. The approaches and techniques employed are very different. The cognition model in the first paper is built on top of Soar, which is intended as a general cognitive architecture for developing systems that exhibit intelligent behaviors. The second paper uses an active plan tree and a plan library to achieve the fast and robust reactivity to the environment changes. The third paper, based on an AI formalism known as the situation calculus, develops a cognitive modeling language called CML and uses it to specify a behavior outline or sketch plan to direct the characters in terms of goals. Instead of presenting each paper in isolation then comparatively analyzing them, we take a top-down approach by first classifying the field into three different categories and then attempting to put each paper into a proper category. Hopefully in this way it can provide a more cohesive, systematic view of cognitive modeling approaches employed in computer animation

The Semantic Web: Apotheosis of annotation, but what are its semantics?

This article discusses what kind of entity the proposed Semantic Web (SW) is, principally by reference to the relationship of natural language structure to knowledge representation (KR). There are three distinct views on this issue. The first is that the SW is basically a renaming of the traditional AI KR task, with all its problems and challenges. The second view is that the SW will be, at a minimum, the World Wide Web with its constituent documents annotated so as to yield their content, or meaning structure, more directly. This view makes natural language processing central as the procedural bridge from texts to KR, usually via some form of automated information extraction. The third view is that the SW is about trusted databases as the foundation of a system of Web processes and services. There's also a fourth view, which is much more difficult to define and discuss: If the SW just keeps moving as an engineering development and is lucky, then real problems won't arise. This article is part of a special issue called Semantic Web Update

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

Formulaic Sequences as Fluency Devices in the Oral Production of Native Speakers of Polish

In this paper we attempt to determine the nature and strength of the relationship between the use of formulaic sequences and productive fluency of native speakers of Polish. In particular, we seek to validate the claim that speech characterized by a higher incidence of formulaic sequences is produced more rapidly and with fewer hesitation phenomena. The analysis is based on monologic speeches delivered by 45 speakers of L1 Polish. The data include both the recordings and their transcriptions annotated for a number of objective fluency measures. In the first part of the study the total of formulaic sequences is established for each sample. This is followed by determining a set of temporal measures of the speakers’ output (speech rate, articulation rate, mean length of runs, mean length of pauses, phonation time ratio). The study provides some preliminary evidence of the fluency-enhancing role of formulaic language. Our results show that the use of formulaic sequences is positively and significantly correlated with speech rate, mean length of runs and phonation time ratio. This suggests that a higher concentration of formulaic material in output is associated with faster speed of speech, longer stretches of speech between pauses and an increased amount of time filled with speech

Knowledge-Level Reflection

This paper presents an overview of the REFLECT project. It defines the notion of knowledge level reflection that has been central to the project, it compares this notion with existing approaches to reflection in related fields, and investigates some of the consequences of the concept of knowledge level reflection: what is a general architecture for knowledge level reflection, how to model the object component in such an architecture, what is the nature of reflective theories, how can we design such architectures, and what are the results of our actual experiments with such systems

From Bounded Rationality to Behavioral Economics

The paper provides an brief overview of the “state of the art” in the theory of rational decision making since the 1950’s, and focuses specially on the evolutionary justification of rationality. It is claimed that this justification, and more generally the economic methodology inherited from the Chicago school, becomes untenable once taking into account Kauffman’s Nk model, showing that if evolution it is based on trial-and-error search process, it leads generally to sub- optimal stable solutions: the ‘as if’ justification of perfect rationality proves therefore to be a fallacious metaphor. The normative interpretation of decision-making theory is therefore questioned, and the two challenging views against this approach , Simon’s bounded rationality and Allais’ criticism to expected utility theory are discussed. On this ground it is shown that the cognitive characteristics of choice processes are becoming more and more important for explanation of economic behavior and of deviations from rationality. In particular, according to Kahneman’s Nobel Lecture, it is suggested that the distinction between two types of cognitive processes – the effortful process of deliberate reasoning on the one hand, and the automatic process of unconscious intuition on the other – can provide a different map with which to explain a broad class of deviations from pure ‘olympian’ rationality. This view requires re-establishing and revising connections between psychology and economics: an on-going challenge against the normative approach to economic methodology.Bounded Rationality, Behavioral Economics, Evolution, As If

The change in public attitudes to danger and its implications for major projects

Nanotechnologies, GMOs, fracking, radioactivity… Modern societies are characterized by both the proliferation of risks and an increasing difficulty in assuaging public opinion. This article analyzes how perceptions of danger have evolved and identifies key questions when it comes to social acceptability of projects

Leadership and the ATHE

In today’s increasingly globalized, competitive, and fiscally-afflicted, higher-education environment, academic leaders are regularly expected to serve as both “visionaries” and “managers” adept in all forms of political, economic, and social engagement. Likewise, performing arts leaders share a similar fate, as they need to be versatile tacticians skilled equally in both business and art. Given these realities, for higher education performing arts programs, the challenges are greater. These programs — and their parent institutions — require leadership and leaders capable of handling both immediate complexity and long-term transformation. As such, leadership development critical to this mission is a priority. This article explores the intricacies of higher education and the performing arts, and discusses the correlative characteristics of leadership, management, mentoring, coaching, and networking. Additionally, it provides in-depth description and critical analysis of the Association for Theatre in Higher Education Leadership Institute — as the institute is a unique leadership initiative specifically designed to address this enigmatic niche subset of higher education