Global ETD Search

1	Representing actions in logic-based languages Yang, Fangkai 27 June 2014 (has links) Knowledge about actions is an important part of commonsense knowledge studied in Artificial Intelligence. For decades, researchers have been developing methods for describing how actions affect states of the world and for automating reasoning about actions. In recent years, significant progress has been made. In particular, the frame problem has been solved using nonmonotonic knowledge representation formalisms, such as logic programming under the answer set semantics. New theories of causality have allowed us to express causal dependencies between fluents, which has proved essential for solving the ramification problem. It has been shown that reasoning about actions described by logic programs and causal theories can be automated using answer set programming. Action description languages are high level languages that allow us to represent knowledge about actions more concisely than when logic programs are used. Many action description languages have been described in the literature, including B, C, and C+. Reasoning about dynamic domains described in languages C and C+ can be performed automatically using the Causal Calculator (CCalc), which employs SAT solvers for search, and the systems coala and cplus2asp, which employ answer set solvers such as clingo. The dissertation addresses problems of three kinds. First, we study some mathematical properties of expressive action languages based on nonmonotonic causal logic that were not well understood until now. This includes causal rules expressing synonymy, nondefinite causal rules, and nonpropositional causal rules. We generalize existing translations from nonmonotonic causal theories to logic programming under the answer set semantics. This makes it possible to automate reasoning with a wider class of causal theories by calling answer set solvers. Second, we design and study a new action language BC, which is more expressive in some ways than the existing and previously proposed languages. We develop a framework that combines the most useful expressive features of the languages B and C+, and use program completion to characterize the effects of actions described in these languages. Third, we illustrate the possibilities of the new action language by two practical applications: to the dynamic domain of the Reactive Control System of the space shuttle, and to the task planning of mobile robots. / text Representing actions Dynamic domain Causal theories Logic programming Stable model semantics
2	Läsinlärning med datorns hjälp : En studie om ASL (att skriva sig till läsning) och möjligheter till god skriv- och läsutveckling / Learning to read with help of a computer : A study about WTR (writing to read) and opportunities for good writing and reading development Gunnarsson, Anette, Brogård, Monica January 2016 (has links) Syftet med den kvantitativa undersökningen var att jämföra ASL (att skriva sig till läsning) i ett helordsperspektiv med den traditionella ljudmetoden gällande elevers tidiga läs- och skrivutveckling. Jämförelsen gjordes också för att se vilken läsinlärningsmetod som är mest gynnsam och om någon av dessa har bättre möjligheter att förebygga läs- och skrivsvårigheter. Undersökningen bygger på sekundärdata från cirka 200 elever med olika läsinlärningsmetoder där i första hand ordavkodningsförmågan jämförs. Resultat gällande fonologisk medvetenhet, ordavkodningsförmåga, stavning samt nationella prov i svenska samlades in från två parallellgrupper (ASL - ljudmetod). Testmaterialet har hämtats från förskoleklass till och med årskurs 3. Resultatet visade bättre ordavkodningsförmåga för de flesta elever som har haft ASL som läsinlärningsmetod. Detsamma gäller för elever som hade hög ordavkodningsförmåga från årskurs 1. För elever med låg ordavkodningsförmåga visade resultaten däremot ingen skillnad mellan de båda metoderna. En tolkning skulle kunna göras att ASL gynnar ordavkodningsförmågan för många elever, men inte har större möjligheter än ljudmetoden att förebygga läs- och skrivsvårigheter. / The purpose of the quantitative study was to compare WTR (writing to read) in a whole language perspective with the traditional phonics regarding students' early literacy development. The comparison was also made to see which literacy learning method that is most favourable and if any of them is more able to prevent reading and writing disabilities. The study is based on secondary data from approximately 200 students with different methods of teaching reading in which primarily word decoding ability was compared. Results regarding phonological awareness, word decoding ability, spelling and National tests in Swedish were gathered from two parallel groups (WTR - phonics). The test material has been taken from pre-school to grade 3. The results showed better word decoding ability for most students who have had WTR as literacy learning method. The same applies to students who had high word decoding ability from grade 1. Results from students with low word decoding ability showed however no difference between the two methods. One interpretation would be that WTR favours word decoding ability for many students, but does not have more opportunities than phonics of preventing reading and writing disabilities. learning theories literacy learning methods models of reading methods phonics whole language method WTR (writing to read) inlärningsteorier läsinlärnings-metoder modeller för läsmetoder ljudmetod helordsmetod ASL
3	The Measure Of Meaning Pollon, Simon Carl January 2007 (has links) There exists a broad inclination among those who theorize about mental representation to assume that the meanings of linguistic units, like words, are going to be identical to, and work exactly like, mental representations, such as concepts. This has the effect of many theorists applying facts that seem to have been discovered about the meanings of linguistic units to mental representations. This is especially so for causal theories of content, which will be the primary exemplars here. It is the contention of this essay that this approach is mistaken. The influence of thinking about language and mental representation in this way has resulted in the adoption of certain positions by a broad swathe of theorists to the effect that the content of a concept is identical to the property in the world that the concept represents, and that because of this a concept only applies to an object in the world or it does not. The consequences of such commitments are what appear to be insoluble problems that arise when trying to account for, or explain, misrepresentation in cognitive systems. This essay presents the position that in order to actually account for misrepresentation, conceptual content must be understood as being very much like measurements, in that the application of a content to an object in the world is akin to measuring said object, and that conceptual content ought be understood as being graded in the same way that measurements are. On this view, then, concepts are the kinds of things that can be applied more, or less, accurately to particular objects in the world, and so are not identical to whatever it is that they represent. Concepts Mental Representation Meaning Content Semantics Language Measurement Naturalizing the Mind Mind Representation Cognition Cognitive Science Philosophy of Mind Philosophy of Language Naturalization Misrepresentation The Disjunction Problem Representational Error Content Identity Content Similarity Isomorphism Accuracy Gradability Causal Theories of Content Conceptual Content Folk Psychology Explanation Propositions Words Sentences Propositional Attitudes Mental States Psychological States Thought Philosophy
4	The Measure Of Meaning Pollon, Simon Carl January 2007 (has links) There exists a broad inclination among those who theorize about mental representation to assume that the meanings of linguistic units, like words, are going to be identical to, and work exactly like, mental representations, such as concepts. This has the effect of many theorists applying facts that seem to have been discovered about the meanings of linguistic units to mental representations. This is especially so for causal theories of content, which will be the primary exemplars here. It is the contention of this essay that this approach is mistaken. The influence of thinking about language and mental representation in this way has resulted in the adoption of certain positions by a broad swathe of theorists to the effect that the content of a concept is identical to the property in the world that the concept represents, and that because of this a concept only applies to an object in the world or it does not. The consequences of such commitments are what appear to be insoluble problems that arise when trying to account for, or explain, misrepresentation in cognitive systems. This essay presents the position that in order to actually account for misrepresentation, conceptual content must be understood as being very much like measurements, in that the application of a content to an object in the world is akin to measuring said object, and that conceptual content ought be understood as being graded in the same way that measurements are. On this view, then, concepts are the kinds of things that can be applied more, or less, accurately to particular objects in the world, and so are not identical to whatever it is that they represent. Concepts Mental Representation Meaning Content Semantics Language Measurement Naturalizing the Mind Mind Representation Cognition Cognitive Science Philosophy of Mind Philosophy of Language Naturalization Misrepresentation The Disjunction Problem Representational Error Content Identity Content Similarity Isomorphism Accuracy Gradability Causal Theories of Content Conceptual Content Folk Psychology Explanation Propositions Words Sentences Propositional Attitudes Mental States Psychological States Thought Philosophy

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