Constraint Logic Programming for Hedges: A Semantic Reconstruction

Abstract. We describe the semantics of CLP(H): constraint logic programming over hedges. Hedges are finite sequences of unranked terms, built over variadic function symbols and three kinds of variables: for terms, for hedges, and for function symbols. Constraints involve equations between unranked terms and atoms for regular hedge language membership. We give algebraic semantics of CLP(H) programs, define a sound, terminating, and incomplete constraint solver, and describe some fragments of constraints for which the solver returns a complete set of solutions.

Strategies in PRholog

PRholog is an experimental extension of logic programming with strategic conditional transformation rules, combining Prolog with Rholog calculus. The rules perform nondeterministic transformations on hedges. Queries may have several results that can be explored on backtracking. Strategies provide a control on rule applications in a declarative way. With strategy combinators, the user can construct more complex strategies from simpler ones. Matching with four different kinds of variables provides a flexible mechanism of selecting (sub)terms during execution. We give an overview on programming with strategies in PRholog and demonstrate how rewriting strategies can be expressed

ACUOS: A System for Modular ACU Generalization with Subtyping and Inheritance

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-11558-0_40Computing generalizers is relevant in a wide spectrum of automated reasoning areas where analogical reasoning and inductive inference are needed. The ACUOS system computes a complete and minimal set of semantic generalizers (also called “anti-unifiers”) of two structures in a typed language modulo a set of equational axioms. By supporting types and any (modular) combination of associativity (A), commutativity (C), and unity (U) algebraic axioms for function symbols, ACUOS allows reasoning about typed data structures, e.g. lists, trees, and (multi-)sets, and typical hierarchical/structural relations such as is a and part of. This paper discusses the modular ACU generalization tool ACUOS and illustrates its use in a classical artificial intelligence problem.This work has been partially supported by the EU (FEDER) and the Spanish MINECO under grants TIN 2010-21062-C02-02 and TIN 2013-45732-C4-1-P, by Generalitat Valenciana PROMETEO2011/052, and by NSF Grant CNS 13-10109. J. Espert has also been supported by the Spanish FPU grant FPU12/06223.Alpuente Frasnedo, M.; Escobar Román, S.; Espert Real, J.; Meseguer, J. (2014). ACUOS: A System for Modular ACU Generalization with Subtyping and Inheritance. En Logics in Artificial Intelligence. Springer. 573-581. https://doi.org/10.1007/978-3-319-11558-0_40S573581Alpuente, M., Escobar, S., Espert, J., Meseguer, J.: A Modular Order-sorted Equational Generalization Algorithm. Information and Computation 235, 98–136 (2014)Alpuente, M., Escobar, S., Meseguer, J., Ojeda, P.: A Modular Equational Generalization Algorithm. In: Hanus, M. (ed.) LOPSTR 2008. LNCS, vol. 5438, pp. 24–39. Springer, Heidelberg (2009)Alpuente, M., Escobar, S., Meseguer, J., Ojeda, P.: Order–Sorted Generalization. ENTCS 246, 27–38 (2009)Alpuente, M., Espert, J., Escobar, S., Meseguer, J.: ACUOS: A System for Modular ACU Generalization with Subtyping and Inheritance. Tech. rep., DSIC-UPV (2013), http://www.dsic.upv.es/users/elp/papers.htmlArmengol, E.: Usages of Generalization in Case-Based Reasoning. In: Weber, R.O., Richter, M.M. (eds.) ICCBR 2007. LNCS (LNAI), vol. 4626, pp. 31–45. Springer, Heidelberg (2007)Clavel, M., Durán, F., Eker, S., Lincoln, P., Martí-Oliet, N., Meseguer, J., Talcott, C. (eds.): All About Maude - A High-Performance Logical Framework. LNCS, vol. 4350. Springer, Heidelberg (2007)Clavel, M., Durán, F., Eker, S., Lincoln, P., Martí-Oliet, N., Meseguer, J., Talcott, C.L.: Reflection, metalevel computation, and strategies. In: All About Maude [6], pp. 419–458Gentner, D.: Structure-Mapping: A Theoretical Framework for Analogy*. Cognitive Science 7(2), 155–170 (1983)Krumnack, U., Schwering, A., Gust, H., Kühnberger, K.-U.: Restricted higher order anti unification for analogy making. In: Orgun, M.A., Thornton, J. (eds.) AI 2007. LNCS (LNAI), vol. 4830, pp. 273–282. Springer, Heidelberg (2007)Kutsia, T., Levy, J., Villaret, M.: Anti-Unification for Unranked Terms and Hedges. Journal of Automated Reasoning 520, 155–190 (2014)Meseguer, J.: Conditioned rewriting logic as a united model of concurrency. Theor. Comput. Sci. 96(1), 73–155 (1992)Muggleton, S.: Inductive Logic Programming: Issues, Results and the Challenge of Learning Language in Logic. Artif. Intell. 114(1-2), 283–296 (1999)Ontañón, S., Plaza, E.: Similarity measures over refinement graphs. Machine Learning 87(1), 57–92 (2012)Plotkin, G.: A note on inductive generalization. In: Machine Intelligence, vol. 5, pp. 153–163. Edinburgh University Press (1970)Pottier, L.: Generalisation de termes en theorie equationelle: Cas associatif-commutatif. Tech. Rep. INRIA 1056, Norwegian Computing Center (1989)Schmid, U., Hofmann, M., Bader, F., Häberle, T., Schneider, T.: Incident Mining using Structural Prototypes. In: García-Pedrajas, N., Herrera, F., Fyfe, C., Benítez, J.M., Ali, M. (eds.) IEA/AIE 2010, Part II. LNCS, vol. 6097, pp. 327–336. Springer, Heidelberg (2010

Factors influencing academic achievement: the mediating role of motivation in learning strategies and school climate

El objetivo principal de esta investigación consiste en analizar la relación existente entre estrategias de aprendizaje, motivación, clima escolar y el rendimiento académico y establecer cuáles son los mejores predoctores de este rendimiento. Para ello hemos utilizado una muestra de 101 alumnos de 4º ESO de centros de Granada y Málaga, a los que se les administró el CEAM II, para medir estrategias de aprendizaje y motivación; y el CECSCE para medir el clima escolar. Los resultados indican que altas puntuaciones en estrategias de aprendizaje, una mayor motivación y un mejor clima escolar se relacionan con un mejor rendimiento académico. A su vez, los resultados muestran que los factores que mejor predicen el rendimiento académico son la valoración de la tarea y percepción de autoeficacia (motivación), organización y esfuerzo (estrategias de aprendizaje) y percepción del centro (clima escolar). Por último, se observa que la motivación tiene un papel mediador entre las estrategias de aprendizaje y el clima escolar sobre el rendimiento académico. ABSTRACT The main objective of this research is to analyze the relationship between learning strategies, motivation, school climate and academic performance and establish which are the best predictors of this performance. We have used a sample of 101 students of 4 º ESO center of Granada and Malaga, who were administered the CEAM II, to measure learning strategies and motivation, and the CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved school climate are related to better academic performance. In turn, results show that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a mediating role between learning strategies and school climate on student achievement.The main objective of this research is to analyze the relationship between learning strategies, motivation, school climate and academic performance and establish which are the best predictors of this performance. We have used a sample of 101 students of 4º ESO center of Granada and Malaga, who were administered the CEAM II, to measure learning strategies and motivation, and the CECSCE to measure school climate. Results indicate that high scores on learning strategies, increased motivation and improved school climate are related to better academic performance. In turn, results show that the factors that predict academic performance are the assessment of the task and self-efficacy (motivation), organization and effort (learning strategies) and perception of school (school climate). Finally, we observe that motivation has a mediating role between learning strategies and school climate on student achievement.Proyecto de Innovación Docente "ReiDoCrea". Departamento de Psicología Social. Universidad de Granada

Prefix reversals on binary and ternary strings

Given a permutation π, the application of prefix reversal f (i) to π reverses the order of the first i elements of π. The problem of Sorting By Prefix Reversals (also known as pancake flipping), made famous by Gates and Papadimitriou (Bounds for sorting by prefix reversal, Discrete Mathematics 27, pp. 47-57), asks for the minimum number of prefix reversals required to sort the elements of a given permutation. In this paper we study a variant of this problem where the prefix reversals act not on permutations but on strings over a fixed size alphabet. We determine the minimum number of prefix reversals required to sort binary and ternary strings, with polynomial-time algorithms for these sorting problems as a result; demonstrate that computing the minimum prefix reversal distance between two binary strings is NP-hard; give an exact expression for the prefix reversal diameter of binary strings, and give bounds on the prefix reversal diameter of ternary strings. We also consider a weaker form of sorting called grouping (of identical symbols) and give polynomial-time algorithms for optimally grouping binary and ternary strings. A number of intriguing open problems are also discussed