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Interpretation as Abduction
, 1990
"... An approach to abductive inference developed in the TACITUS project has resulted in a dramatic simplification of how the problem of interpreting texts is conceptualized. Its use in solving the local pragmatics problems of reference, compound nominals, syntactic ambiguity, and metonymy is described ..."
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Cited by 687 (38 self)
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An approach to abductive inference developed in the TACITUS project has resulted in a dramatic simplification of how the problem of interpreting texts is conceptualized. Its use in solving the local pragmatics problems of reference, compound nominals, syntactic ambiguity, and metonymy is described and illustrated. It also suggests an elegant and thorough integration of syntax, semantics, and pragmatics. 1
What Are Plans for?
- Robotics and Autonomous Systems
, 1989
"... What plans are like depends on how they're used. We contrast two views of plan use. On the plan-as-program view, plan use is the execution of an effective procedure. On the plan-as-communication view, plan use is like following natural language instructions. We have begun work on computational ..."
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Cited by 203 (1 self)
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What plans are like depends on how they're used. We contrast two views of plan use. On the plan-as-program view, plan use is the execution of an effective procedure. On the plan-as-communication view, plan use is like following natural language instructions. We have begun work on computational models of plans-as-communications, building on our previous work on improvised activity and on ideas from sociology.
Self-regulation of goal setting: Turning free fantasies about the future into binding goals
- Journal of Psychology and Social Psychology
, 2001
"... Fantasy realization theory states that when people contrast their fantasies about a desired future with reflections on present reality, a necessity to act is induced that leads to the activation and use of relevant expectations. Strong goal commitment arises in light of favorable expectations, and w ..."
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Cited by 103 (39 self)
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Fantasy realization theory states that when people contrast their fantasies about a desired future with reflections on present reality, a necessity to act is induced that leads to the activation and use of relevant expectations. Strong goal commitment arises in light of favorable expectations, and weak goal commitment arises in light of unfavorable expectations. To the contrary, when people only fantasize about a desired future or only reflect on present reality, expectancy-independent moderate goal commitment emerges. Four experiments pertaining to various life domains supported these hypotheses. Strength of goal commitment was assessed in cognitive (e.g., making plans), affective (e.g., felt attachment), and behavioral terms (e.g., effort expenditure, quality of performance). Implications for theories on goal setting and goal striving are discussed.
Goal Processing In Autonomous Agents
, 1994
"... This technical definition will only make sense toe reader by Ch. 4, once goals and management processes have been described. All that matters forrs section is that a difference between goals and perturbance be noted by the reader. Astate perturbance is not a goal, but it arises out of the processing ..."
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Cited by 99 (3 self)
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This technical definition will only make sense toe reader by Ch. 4, once goals and management processes have been described. All that matters forrs section is that a difference between goals and perturbance be noted by the reader. Astate perturbance is not a goal, but it arises out of the processing of goals. In Ch. 7, arelation00 perturbance and "emotion" is discussed. 43 . Sloman says of certain moods that they are "persistent states with dispositional power to color and modify a host of other states and processes. Such moodscan39061-6 be caused by cognitive events with semantic content, though they need not be.[...]0-64000 their control function does not require specific semantic content, though theycan0371-62 cognitive processes that do involve semantic content." (Sloman, 1992b Section 6).A 39642 view is taken in (Oatley, 1992). To be more precise, moods are temporary control stateswhich9881-5 the prominence of some motivators while decreasing others. In particular, they affectthe 41330-5 that certain "goal generators" are triggered. Moreover, moods affect the valenceofce 39476 evaluations, and the likelihood of affective evaluations (perhaps by modifying thresholdsofsholds 42 that trigger evaluations). It is not yet clear whether moods as defined here are9531 - or whether they merely emerge as side-effects of functional processes. . A reflex is a ballistic form of behaviour that can be specified by a narrow setw rules based on input integration and a narrow amount of internal state. There aretwo0981 of reflexes: simple reflexes and fixed action patterns. A simple reflex involves oneaction,-43000 a fixed action pattern involves a collection of actions. Usually, at most only asmall-4120 of perceptual feedback influences reflex action. This would require a definit...
Case-Based Planning: A Framework for Planning from Experience.
- Cognitive Science
, 1990
"... This paper presents a view of planning as a task supported by a dynamic memory. This view attempts to integrate models of memory, learning and planning into a single system that learns about planning by creating new plans and analyzing how they interact with the world. We call this view of planning ..."
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Cited by 98 (0 self)
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This paper presents a view of planning as a task supported by a dynamic memory. This view attempts to integrate models of memory, learning and planning into a single system that learns about planning by creating new plans and analyzing how they interact with the world. We call this view of planning Case-Based Planning. A case-based planner makes use of its own past experience in developing new plans. It relies on its memory of observed effects, rather than a set of causal rules, to create and modify new plans. Memories of past successes are accessed and modified to create new plans. Memories of past failures are used to warn the planner of impending problems, and memories of past repairs are called upon to tell the planner how to how to deal with them. This view of planning from experience supports and is supported by a learning system that incorporates new experiences into the planner's episodic memory. This learning algorithm gains from the planner's failures as well as its successe...
Introspective Multistrategy Learning: Constructing a Learnung Strategy under Reasoning Failure
- Artificial Intelligence
, 1996
"... Officer praised dog for barking at object." Enables Detect Drugs out FK Initiates Retrieval 5 6 Missing Figure 10. Forgetting to fill the tank with gas A=actual intention; E=expectation; Q=question; C=context; I=index; G=goal Tank Out of Gas Tank Full Tank Low Fill Tank ..."
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Cited by 82 (30 self)
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Officer praised dog for barking at object." Enables Detect Drugs out FK Initiates Retrieval 5 6 Missing Figure 10. Forgetting to fill the tank with gas A=actual intention; E=expectation; Q=question; C=context; I=index; G=goal Tank Out of Gas Tank Full Tank Low Fill Tank Should have filled up with gas when tank low Expectation What Action to Do? KEY: G = goal; I = index; C = context; Q = question; E = expectation; A = actual intention Results At Store connections with related concepts. Other learning goals take multiple arguments. For instance, a knowledge differentiation goal (Cox & Ram, 1995) is a goal to determine a change in a body of knowledge such that two items are separated conceptually. In contrast, a knowledge reconciliation goal (Cox & Ram, 1995) is one that seeks to merge two items that were mistakenly considered separate entities. Both expansion goals and reconciliation goals may include or spawn a knowledge organization goal (Ram, 1993) that seeks to reorganize the existing knowledge so that it is made available to the reasoner at the appropriate time, as well as modify the structure or content of a concept itself. Such reorganization of knowledge affects the conditions under which a particular piece of knowledge is retrieved or the kinds of indexes associated with an item in memory.
Historical problem solving: A study of the cognitive processes used in the evaluation of documentary evidence. Unpublished doctoral dissertation
, 1990
"... History teachers are frequently urged to use primary sources in their classrooms. Yet little research exists to guide them, for history has been virtually ignored by researchers interested in cognition and instruction. The present study explored how people evaluate primary and secondary sources when ..."
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Cited by 77 (3 self)
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History teachers are frequently urged to use primary sources in their classrooms. Yet little research exists to guide them, for history has been virtually ignored by researchers interested in cognition and instruction. The present study explored how people evaluate primary and secondary sources when considering questions of historical evidence. A group of working historians and high school seniors "thought aloud " as they reviewed a series of written and pictorial documents about the Battle of Lexington. Differences were found in how each group reasoned about historical evidence. It is suggested that these differences are due in part to beliefs that frame the act of historical inquiry. Over 70 years ago J. Carleton Bell asked in the pages of this journal: "What is the historic sense? How can it be developed? These are questions in which the educational psychologist is interested and which it is incumbent upon him to answer" (1917, p. 317). In the years since Bell asked these questions, we have witnessed an explosion of research on school learning. This explosion, part of the "cognitive revolution " in psychol-ogy (Gardner, 1985), has shed light on students ' thinking in such areas as arithmetic (Nesher & Katriel, 1977; Resnick,
Lexical Disambiguation in a Discourse Context
- Journal of Semantics
, 1997
"... In this paper we investigate how discourse structure affects the meanings of words, and how the meanings of words affect discourse structure. We integrate three ingredients: a theory of discourse structure called sdrt, which represents discourse in terms of rhetorical relations that glue together th ..."
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Cited by 72 (15 self)
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In this paper we investigate how discourse structure affects the meanings of words, and how the meanings of words affect discourse structure. We integrate three ingredients: a theory of discourse structure called sdrt, which represents discourse in terms of rhetorical relations that glue together the propositions introduced by the text segments; an accompanying theory of discourse attachment called dice, which computes which rhetorical relations hold between the constituents, on the basis of the reader's background information; and a formal language for specifying the lexical knowledge---both syntactic and semantic---called the lkb. Through this integration, we can model the information flow from words to discourse, and discourse to words. From words to discourse, we show how the lkb permits the rules for computing rhetorical relations in dice to be generalised and simplified, so that a single law applies to several semantically related lexical items. From discourse to words, we encode...
Concept formation by incremental analogical reasoning and debugging
- Machine Learning: An Artificial Intelligence Approach
, 1986
"... This chapter presents a model of learning by analogical reasoning. The model is based on two main ideas, namely, (1) that the analogies used in learning about an unfamiliar domain depend heavily on the use of previously formed causal abstrac-tions in a familiar or base domain; (2) that these analogi ..."
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Cited by 65 (3 self)
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This chapter presents a model of learning by analogical reasoning. The model is based on two main ideas, namely, (1) that the analogies used in learning about an unfamiliar domain depend heavily on the use of previously formed causal abstrac-tions in a familiar or base domain; (2) that these analogies are extended incremenrally to handle related situations. CARL is a computer program that learns about the semantics of assignment statements for the BASIC programming language. It is described as an illustration of causally driven analogical reasoning and learning. The model maps and debugs inferences drawn from several commonly used analogies to assignment in response to presented examples. It has often been said among A1 researchers that learning something new requires knowing a lot about it already. This is certainly true for learning by analogy. This chapter shows how prior knowledge can be applied in one specific kind of learning by analogy, namely, the formation of new concepts in an unfamiliar domain
