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acase@tulane.edu / 1 / Emily A. Lewis

An architecture for actionbased planning and cooperation between multiple AI-agents based on the GOAP-architecture was developed together with a system to be used in advanced AI-courses at Linköping unversity. The architecture was implemented in this system to show the possibilities of our work.

It is still controversial whether mental practice – the internal rehearsal of movements to improve later performance – relies on processes engaged during physical motor performance and, if so, which processes these are. This series of experiments investigates this question. It utilizes a framework of ideomotor action planning theories, and tests whether mental practice may specifically draw upon planning- rather than execution-related motor processes, specifically those processes that “bind” intended action features to action plans. Experiments 1 to 4 utilize a classical stimulus response compatibility paradigm. Participants mentally practiced complex rhythms with either feet or hands while using the same or different body parts to respond to unrelated sounds. In contrast to previous work on stimulus response compatibility, we indeed found that responses were impaired – rather than facilitated – for those body parts that were concurrently used in mental practice. This result was found when participants mentally trained to memorize the rhythms (Experiment 1), to merely improve their performance (Experiment 3), when mental practice and execution directly followed one another and when separated by a different task (Experiment 4). These data link mental practice not to execution but planning related motor processes that are involved in binding intended action features to intended action plans. Experiment 5 and 6 then extend these results to imitation learning. Participants were instructed to learn the rhythms by observing somebody else, while again making unrelated responses with their hand and feet. While previous work on stimulus response compatibility focussed on testing automatic imitation processes, here imitation was therefore goal directed. We found, as in the previous experiments, that responses with the same body parts as used in the observed rhythms were impaired, suggesting that goal-directed imitation might rely on the same planning-related motor processes as the mental practice of action (Experiment 5). Importantly, these effects were only found as long as participants observed the actions with VI the purpose of imitating them later (i.e. formed action plans), but not when they merely tried to memorize the rhythms for later recognition (Experiment 6). The previous experiments suggest that mental practice and observation learning draw upon body-part specific planning processes. Ideomotor theories suggest, however, that action plans can be relatively abstract, and represented in terms of higher-level goals (i.e. the sequence of left and right button presses independent of the body part used). Experiment 7 and 8 therefore tested whether rhythms learned through mental practice or observation learning could be transferred to other body parts. As expected, we found a relatively high amount of potential transfer when rhythms were mentally practiced with one body part, and then had to be transferred to another body part (Experiment 7). However, this only held when participants learned the rhythms based on an abstract rhythm description, as in Experiments 1 to 4. If participants learned the same rhythms during action observation, any benefits were only obtained when the rhythms later had to be executed with the same (rather than a different) body part. Together, the present data suggest that mental practice does not rely on execution related-motor processes, and points to an involvement of planning related motor processes instead. We argue that such a planning-based account of mental practice is more compatible with the available evidence from body neuroscientific and behavioral studies, and allows one to resolve several debates. Moreover, it allows one to conceptualize goal-directed imitation in a similar manner as mental practice.

<strong>Objective:</strong> This study was designed to inform the development of a web tool to simplify access to and analysis of available evidence for youth tobacco control. This tool will support planning, evaluation and research related to youth tobacco control. Primary objectives were to examine useful functions and characteristics of potential end-users. <br /> <strong>Methods:</strong> A pilot-tested, web-based questionnaire was administered to potential end-users (N=43). A purposeful sample of participants was selected to represent individuals working in youth tobacco control from research, health, and education sectors in Western, Central, and Eastern Regions of Canada. Data were analyzed using frequency calculations and cross-tabulations by sector. Results guided the creation of a prototype. Interviews were conducted with a subset of participants (N=6) to validate the prototype and identify further functions. Data were analyzed using content analysis. <br /> <strong>Results:</strong> Useful functions of the prototype identified varied slightly across sectors. Research participants felt that access to raw data was a useful function. Health sector practitioners were interested in accessing data and creating summary reports of data. Educators were mostly interested in obtaining summary information from data, through reports. Further, health and research participants felt the information resources function was redundant. This research has provided important insights that will guide the development of a functional web tool. <br /> <strong>Implications:</strong> This tool can enable users to identify effective interventions, track the progress of school or health regions relative to benchmarks, and identify high risk schools or communities to target intervention efforts. This tool is an innovative way to maximize the use of available resources to link research, policy, and practice.

<p>Children’s ability to manipulate objects is the end-point of several important developments. To imagine objects in different positions greatly improves children’s action capabilities. They can relate objects to each other successfully, and plan actions involving more than one object. We know that one-year-olds can insert an object into an aperture. Earlier research has focused on the start and goal of such actions, but ignored the way in between. This thesis shows that children are unable to fit an object into an aperture unless they can imagine the different projections of the object and rotate it in advance. The problem of how to proceed with an object-aperture matching was studied in 14- to 40-month-old children with a box, different holes and a set of fitting wooden blocks. Study I focused on how to orient a single object to make it fit. Studies II and III added a second object or aperture, introducing choice. In Study I there was a huge difference between 18 and 22 months in solving the fitting problem. Successful insertion was related to appropriate pre-adjustments. The older children pre-adjusted the object orientation before arriving at the aperture(s). The younger used a feedback strategy and that did not work for this task. To choose was more difficult than expected; one must not only choose one alternative, but also inhibit the other. Fifteen-month-olds were unable to choose between sizes and shapes, 20-month-olds could choose between sizes, 30-month-olds could choose between sizes and shapes, but not even 40-month-olds could choose between objects with different triangular cross-sections. Finally, the relationships between an object and an aperture, supporting surface or form were investigated. When comparing tasks requiring relationships between an object’s positive and an aperture’s negative form, between a 3D and a 2D, and between two 3D-forms, we found that the main difficulties is relating positive and negative form.</p>

Children’s ability to manipulate objects is the end-point of several important developments. To imagine objects in different positions greatly improves children’s action capabilities. They can relate objects to each other successfully, and plan actions involving more than one object. We know that one-year-olds can insert an object into an aperture. Earlier research has focused on the start and goal of such actions, but ignored the way in between. This thesis shows that children are unable to fit an object into an aperture unless they can imagine the different projections of the object and rotate it in advance. The problem of how to proceed with an object-aperture matching was studied in 14- to 40-month-old children with a box, different holes and a set of fitting wooden blocks. Study I focused on how to orient a single object to make it fit. Studies II and III added a second object or aperture, introducing choice. In Study I there was a huge difference between 18 and 22 months in solving the fitting problem. Successful insertion was related to appropriate pre-adjustments. The older children pre-adjusted the object orientation before arriving at the aperture(s). The younger used a feedback strategy and that did not work for this task. To choose was more difficult than expected; one must not only choose one alternative, but also inhibit the other. Fifteen-month-olds were unable to choose between sizes and shapes, 20-month-olds could choose between sizes, 30-month-olds could choose between sizes and shapes, but not even 40-month-olds could choose between objects with different triangular cross-sections. Finally, the relationships between an object and an aperture, supporting surface or form were investigated. When comparing tasks requiring relationships between an object’s positive and an aperture’s negative form, between a 3D and a 2D, and between two 3D-forms, we found that the main difficulties is relating positive and negative form.

Goal-Oriented Action Planning (GOAP) är en AI-arkitektur som tillämpar ett måldrivet beteende åt agenter i spel. Mål uppnås genom att planer med åtgärder genereras med hjälp av en sökalgoritm. Syftet med denna rapport är att undersöka hur två sökalgoritmer, A* och IDA*, presterar under planering i GOAP. De experimenten som används är dels en miljö där agenter simuleras, samt ett test där planer genereras för samtliga implementerade mål utan rendering och simulering av agenter. Data som utvärderas är bl.a. planeringstiden, antal besökta noder under sökning och genererade planer. Utvärderingen visar en tydlig fördel till A*, som i snitt är 38 % snabbare än IDA* vid planering av åtgärder i GOAP. Slutsatsen blir att A* är den algoritm att föredra om prestanda är det som eftertraktas men IDA* kan motiveras för dess egenskaper, så som lägre minneskomplexitet. / <p>För tillgång till implementationen, maila f.helmesjo@gmail.com</p>

<strong>Objective:</strong> This study was designed to inform the development of a web tool to simplify access to and analysis of available evidence for youth tobacco control. This tool will support planning, evaluation and research related to youth tobacco control. Primary objectives were to examine useful functions and characteristics of potential end-users. <br /> <strong>Methods:</strong> A pilot-tested, web-based questionnaire was administered to potential end-users (N=43). A purposeful sample of participants was selected to represent individuals working in youth tobacco control from research, health, and education sectors in Western, Central, and Eastern Regions of Canada. Data were analyzed using frequency calculations and cross-tabulations by sector. Results guided the creation of a prototype. Interviews were conducted with a subset of participants (N=6) to validate the prototype and identify further functions. Data were analyzed using content analysis. <br /> <strong>Results:</strong> Useful functions of the prototype identified varied slightly across sectors. Research participants felt that access to raw data was a useful function. Health sector practitioners were interested in accessing data and creating summary reports of data. Educators were mostly interested in obtaining summary information from data, through reports. Further, health and research participants felt the information resources function was redundant. This research has provided important insights that will guide the development of a functional web tool. <br /> <strong>Implications:</strong> This tool can enable users to identify effective interventions, track the progress of school or health regions relative to benchmarks, and identify high risk schools or communities to target intervention efforts. This tool is an innovative way to maximize the use of available resources to link research, policy, and practice.

As the impacts of climate change become more severe, coastal communities are required to prepare plans for adaptation to the invasive environmental changes. A well-prepared adaptation plan can effectively reduce the overall risks of coastal communities. However, a plan is not the final solution for the climate change on coastal communities. How to take the plan into action and implement it in the local communities and find the opportunities for the enhanced preparedness and development of coastal communities is the primary consideration of this thesis research. Many organizations are engaged in developing adaptation tools and guidebooks. For completing their adaptation plans, communities need to develop clear, operational, action plans, and discover the opportunities to enhance the sustainability of coastal communities. To make coastal communities more sustainable in the face of the changing climate, the public’s attention and community participation is critical. The purpose of this study is to develop an adaptation framework and action plan process system for coastal communities and at the same time, provide the general public with an enhanced opportunity to contribute their understanding about what is being done for their costal community around them and how to react when an event happens. The research is applied to the coastal communities of Richmond County, Cape Breton, Canada as a case study. The result of the work develops an adaptation “Action Plan” website for Richmond County. The website features the development, application, and simulation of a mobile communication “Action plan” application designed and implemented with the action website along to provide coastal community with communication options that exploit the local community network and enhance the community’s capacity for climate change adaptation. The emergency response community mobile app and the accompanying website are models for other communities especially those that from the coastal communities in Canada and the Caribbean as part of the C-Change ICURA project to which this research is affiliated.