4,947 research outputs found
Recommended from our members
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
Mapping Big Data into Knowledge Space with Cognitive Cyber-Infrastructure
Big data research has attracted great attention in science, technology,
industry and society. It is developing with the evolving scientific paradigm,
the fourth industrial revolution, and the transformational innovation of
technologies. However, its nature and fundamental challenge have not been
recognized, and its own methodology has not been formed. This paper explores
and answers the following questions: What is big data? What are the basic
methods for representing, managing and analyzing big data? What is the
relationship between big data and knowledge? Can we find a mapping from big
data into knowledge space? What kind of infrastructure is required to support
not only big data management and analysis but also knowledge discovery, sharing
and management? What is the relationship between big data and science paradigm?
What is the nature and fundamental challenge of big data computing? A
multi-dimensional perspective is presented toward a methodology of big data
computing.Comment: 59 page
Exploring the Reasoning Abilities of Multimodal Large Language Models (MLLMs): A Comprehensive Survey on Emerging Trends in Multimodal Reasoning
Strong Artificial Intelligence (Strong AI) or Artificial General Intelligence
(AGI) with abstract reasoning ability is the goal of next-generation AI. Recent
advancements in Large Language Models (LLMs), along with the emerging field of
Multimodal Large Language Models (MLLMs), have demonstrated impressive
capabilities across a wide range of multimodal tasks and applications.
Particularly, various MLLMs, each with distinct model architectures, training
data, and training stages, have been evaluated across a broad range of MLLM
benchmarks. These studies have, to varying degrees, revealed different aspects
of the current capabilities of MLLMs. However, the reasoning abilities of MLLMs
have not been systematically investigated. In this survey, we comprehensively
review the existing evaluation protocols of multimodal reasoning, categorize
and illustrate the frontiers of MLLMs, introduce recent trends in applications
of MLLMs on reasoning-intensive tasks, and finally discuss current practices
and future directions. We believe our survey establishes a solid base and sheds
light on this important topic, multimodal reasoning
The 1990 progress report and future plans
This document describes the progress and plans of the Artificial Intelligence Research Branch (RIA) at ARC in 1990. Activities span a range from basic scientific research to engineering development and to fielded NASA applications, particularly those applications that are enabled by basic research carried out at RIA. Work is conducted in-house and through collaborative partners in academia and industry. Our major focus is on a limited number of research themes with a dual commitment to technical excellence and proven applicability to NASA short, medium, and long-term problems. RIA acts as the Agency's lead organization for research aspects of artificial intelligence, working closely with a second research laboratory at JPL and AI applications groups at all NASA centers
- …