The quality criteria of system P have been guiding qualitative uncertain reasoning now for more than two decades. Different semantical approaches have been presented to provide semantics for system P. The aim of the present paper is to investigate the semantical structures underlying system P in more detail, namely, on the level of the models. In particular, we focus on the approach via conditional objects which relies on Boolean intervals, without making any use of qualitative or quantitative information. Indeed, our studies confirm the singular position of conditional objects, but we are also able to establish semantical relationships via novel variants of model theories.

A possible approach to extend classical logics to probabilistic logics is to consider a probability distribution over the classical interpretations that satisfies some constraints and maximizes entropy. Over the past years miscellaneous languages and semantics have been considered often based on similar ideas. In this paper a hierarchy of general probabilistic semantics is developed. It incorporates some interesting specific semantics and a family of standard semantics that can be used to extend arbitrary languages with finite interpretation sets to probabilistic languages. We use the hierarchy to generalize an approach reducing the complexity of the whole entailment process and sketch the importance for further theoretical and practical applications.

Most of preference representation languages developed in the literature are based on comparative preference statements. The latter offer a simple and intuitive way for expressing preferences. They can be interpreted following different semantics. This paper presents a postulate-based analysis of the different semantics describing their behavior w.r.t. three criteria: coherence, syntax independence and inference.

Decision making has proposed multiple methods to help the decision maker in his analysis, by suggesting ways of formalization of the preferences as well as the assessment of the uncertainties. Although these techniques are established and proven to be mathematically sound, experience has shown that in certain situations we tend to avoid the formal approach by acting intuitively. Especially, when the decision involves a large number of attributes and outcomes, and where we need to use pragmatic and heuristic simplifications such as considering only the most important attributes and omitting the others. In this paper, we provide a model for decision making in situations subject to a large predictive uncertainty with a small learning sample. The high predictive uncertainty is concretized by a countably infinite number of prospects, making the preferences assessment more difficult. Our main result is an extension of the Maximum Entropy utility (MEU) principle into an asymptotic maximum entropy utility principle for preferences elicitation. This will allow us to overcome the limits of the existing MEU method to the extend that we focus on utility assessment when the set of the available discrete prospects is countably infinite. Furthermore, our proposed model can be used to analyze situations of high-cognitive load as well as to understand how humans handle these problems under Ceteris Paribus assumption.

In recent years there has been a significant decline in the number of college students choosing majors in computer science or technology related fields. Although this trend is beginning to turn around at the undergraduate level, there remains disparity in the number of under-represented minority students who earn graduate degrees as compared to majority students. Additionally, within the United States, there is an achievement gap between under-represented minority students and majority students at a time when underrepresented groups are becoming an increasing proportion of the national labor force. This reluctance to study Science, Technology, Engineering, and Mathematics (STEM) disciplines must be confronted and changed if the United States is to maintain a competitive position within the global market. Effective use of learning technologies is vital to solving many of our current STEM learning challenges. Robotics is a growing research area in computer science education. We use robotics as a technology tool captivate and engage students in research in robotics.

Calliope is an open source mobile robot designed in the Tekkotsu Lab at Carnegie Mellon University in collaboration with RoPro Design, Inc. The Calliope5SP model features an iRobot Create base, an ASUS netbook, a 5-degree of freedom arm with a gripper with two independently controllable fingers, and a Sony PlayStation Eye camera and Robotis AX-S1 IR rangefinder on a pan/tilt mount. We use chess as a test of Calliope’s abilities. Since Calliope is a mobile platform we consider how problems in vision and localization directly impact the performance of manipulation. Calliope’s arm is too short to reach across the entire chessboard. The robot must therefore navigate to a location that provides the best position to access the pieces it wants to move. The robot proved capable of performing small-scale manipulation tasks that require careful positioning.

Search algorithms such as Rapidly-exploring Random Trees (RRTs) are common in robot programming. Including graphical representations of the output of these algorithms in a robotics framework can make the algorithms more accessible to students, and can also help programmers analyze and account for unexpected results. For this project, we used the Tekkotsu open source robot programming framework, available at Tekkotsu.org. We extended Tekkotsu’s graphical user interface for displaying vision data and maps to also display the output of an RRT search. We created several demos using two types of searches: one from a navigation path planner, and one from an arm path planner. In some cases the search had no solution, and the graphical output helped to illustrate why. This confirms the utility of the RRT visualization for explaining unexpected search results. We expect that this tool will also contribute to improved student understanding of the search algorithm.

The accuracy of an automated reading tutor in tracking the reader’s position is affected by phenomena at the frontier of the speech recognizer’s output as it evolves in real time. We define metrics of real-time tracking accuracy computed from the recognizer’s successive partial hypotheses, in contrast to previous metrics computed from the final hypothesis. We analyze the resulting considerable loss in real-time accuracy, and propose and evaluate a method to address it. Our method raises real-time accuracy from 58% to 70%, which should improve the quality of the tutor’s feedback.

Reading tutors can provide an unprecedented opportunity to collect and analyze large amounts of data for understanding how students learn. We trained models of oral reading prosody (pitch, intensity, and duration) on a corpus of narrations of 4558 sentences by 11 fluent adults. We used these models to evaluate the oral reading prosody of 85,209 sentences read by 55 children (mostly) 7-10 years old who used Project LISTEN's Reading Tutor during the 2005-2006 school year. We mined the resulting data to pinpoint the specific common syntactic and lexical features of text that children scored best and worst on. These features predict their fluency and comprehension test scores and gains better than previous models. Focusing on these features may help human or automated tutors improve children’s fluency and comprehension more effectively.

Modeling skills are essential during the process of learning programming. ITS systems for modeling are typically hard to build due to the ill-definedness of most modeling tasks. This paper presents a system that can teach UML skills to novice programmers. The system is “simple and cheap” in the sense that it only requires an expert solution against which the student solutions are compared, but still flexible enough to accommodate certain degrees of solution flexibility and variability that are characteristic of modeling tasks. An empirical evaluation via a controlled lab study showed that the system worked fine and, while not leading to significant learning gains as compared to a control condition, still revealed some promising results.