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Machine Learning Proceedings 1989.
Multistrategy learning is one of the newest and most promising research directions in the development of machine learning systems. The objectives of research in this area are to study trade-offs between different learning strategies and to develop learning systems that employ multiple types of inference or computational paradigms in a learning process. Multistrategy systems offer significant advantages over monostrategy systems. They are more flexible in the type of input they can learn from and the type of knowledge they can acquire. As a consequence, multistrategy systems have the potential to be applicable to a wide range of practical problems. This volume is the first book in this fast growing field. It contains a selection of contributions by leading researchers specializing in this area. See below for earlier volumes in the series.
This is the 68th volume (supplement 31) in a series which examines library and information science.
Inductive logic programming is a new research area emerging at present. Whilst inheriting various positive characteristics of the parent subjects of logic programming an machine learning, it is hoped that the new area will overcome many of the limitations of its forbears. This book describes the theory, implementations and applications of Inductive Logic Programming.
This book presents a collection of thoroughly refereed revised papers selected from two international workshops on mining complex data: Multimedia Data Mining, MDM/KDD at KDD 2002 and Knowledge Discovery from Multimedia and Complex Data, KDMCD at PAKDD 2002. The 17 revised full papers presented together with a detailed introduction give a coherent survey of the state of the art in the area. Among the topics addressed are mining spatial multimedia data, mining audio data and multimedia support, mining image and video data, frameworks for multimedia mining, multimedia for information retrieval, and applications of multimedia mining.
AISB91 is the eighth conference organized by the Society for the Study of Artificial Intelligence and Simulation of Behaviour. It is not only the oldest regular conference in Europe on AI - which spawned the ECAI conferences in 1982 - but it is also the conference that has a tradition for focusing on research as opposed to applications. The 1991 edition of the conference was no different in this respect. On the contrary, research, and particularly newly emerging research dir ections such as knowledge level expert systems research, neural networks and emergent functionality in autonomous agents, was strongly emphasised. The conference was organized around the following sessions: dis tributed intelligent agents, situatedness and emergence in autonomous agents, new modes of reasoning, the knowledge level perspective, and theorem proving and machine learning. Each of these sessions is discussed below in more detail. DISTRIBUTED INTELLIGENT AGENTS Research in distributed AI is concerned with the problem of how multiple agents and societies of agents can be organized to co-operate and collectively solve a problem. The first paper by Chakravarty (MIT) focuses on the problem of evolving agents in the context of Minsky's society of mind theory. It addesses the question of how new agents can be formed by transforming existing ones and illustrates the theory with an example from game playing. Smieja (GMD, Germany) focuses on the problem of organizing networks of agents which consist internally of neural networks.
Machine Learning: An Artificial Intelligence Approach, Volume III presents a sample of machine learning research representative of the period between 1986 and 1989. The book is organized into six parts. Part One introduces some general issues in the field of machine learning. Part Two presents some new developments in the area of empirical learning methods, such as flexible learning concepts, the Protos learning apprentice system, and the WITT system, which implements a form of conceptual clustering. Part Three gives an account of various analytical learning methods and how analytic learning can be applied to various specific problems. Part Four describes efforts to integrate different learning strategies. These include the UNIMEM system, which empirically discovers similarities among examples; and the DISCIPLE multistrategy system, which is capable of learning with imperfect background knowledge. Part Five provides an overview of research in the area of subsymbolic learning methods. Part Six presents two types of formal approaches to machine learning. The first is an improvement over Mitchell's version space method; the second technique deals with the learning problem faced by a robot in an unfamiliar, deterministic, finite-state environment.
As the first book devoted to relational data mining, this coherently written multi-author monograph provides a thorough introduction and systematic overview of the area. The first part introduces the reader to the basics and principles of classical knowledge discovery in databases and inductive logic programming; subsequent chapters by leading experts assess the techniques in relational data mining in a principled and comprehensive way; finally, three chapters deal with advanced applications in various fields and refer the reader to resources for relational data mining. This book will become a valuable source of reference for R&D professionals active in relational data mining. Students as well as IT professionals and ambitioned practitioners interested in learning about relational data mining will appreciate the book as a useful text and gentle introduction to this exciting new field.
Most machine learning research has been concerned with the development of systems that implememnt one type of inference within a single representational paradigm. Such systems, which can be called monostrategy learning systems, include those for empirical induction of decision trees or rules, explanation-based generalization, neural net learning from examples, genetic algorithm-based learning, and others. Monostrategy learning systems can be very effective and useful if learning problems to which they are applied are sufficiently narrowly defined. Many real-world applications, however, pose learning problems that go beyond the capability of monostrategy learning methods. In view of this, recent years have witnessed a growing interest in developing multistrategy systems, which integrate two or more inference types and/or paradigms within one learning system. Such multistrategy systems take advantage of the complementarity of different inference types or representational mechanisms. Therefore, they have a potential to be more versatile and more powerful than monostrategy systems. On the other hand, due to their greater complexity, their development is significantly more difficult and represents a new great challenge to the machine learning community. Multistrategy Learning contains contributions characteristic of the current research in this area.
Brings together a diversity of research on goal-driven learning to establish a broad, interdisciplinary framework that describes the goal-driven learning process. In cognitive science, artificial intelligence, psychology, and education, a growing body of research supports the view that the learning process is strongly influenced by the learner's goals. The fundamental tenet of goal-driven learning is that learning is largely an active and strategic process in which the learner, human or machine, attempts to identify and satisfy its information needs in the context of its tasks and goals, its prior knowledge, its capabilities, and environmental opportunities for learning. This book brings together a diversity of research on goal-driven learning to establish a broad, interdisciplinary framework that describes the goal-driven learning process. It collects and solidifies existing results on this important issue in machine and human learning and presents a theoretical framework for future investigations. The book opens with an an overview of goal-driven learning research and computational and cognitive models of the goal-driven learning process. This introduction is followed by a collection of fourteen recent research articles addressing fundamental issues of the field, including psychological and functional arguments for modeling learning as a deliberative, planful process; experimental evaluation of the benefits of utility-based analysis to guide decisions about what to learn; case studies of computational models in which learning is driven by reasoning about learning goals; psychological evidence for human goal-driven learning; and the ramifications of goal-driven learning in educational contexts. The second part of the book presents six position papers reflecting ongoing research and current issues in goal-driven learning. Issues discussed include methods for pursuing psychological studies of goal-driven learning, frameworks for the design of active and multistrategy learning systems, and methods for selecting and balancing the goals that drive learning. A Bradford Book