Cognitive simulation of analogical processing can be used to answer comparison questions such as: What are the similarities and/or differences between A and B, for concepts A and B in a knowledge base (KB). Previous attempts to use a general-purpose analogical reasoner to answer such questions revealed three major problems: (a) the system presented too much information in the answer, and the salient similarity or difference was not highlighted; (b) analogical inference found some incorrect differences; and (c) some expected similarities were not found. The cause of these problems was primarily a lack of a well-curated KB and, and secondarily, algorithmic deficiencies. In this paper, relying on a well-curated biology KB, we present a specific implementation of comparison questions inspired by a general model of analogical reasoning. We present numerous examples of answers produced by the system and empirical data on answer quality to illustrate that we have addressed many of the problems of the previous system.

Maintaining and cultivating student engagement is critical for learning. Understanding factors affecting student engagement will help in designing better courses and improving student retention. The large number of participants in massive open online courses (MOOCs) and data collected from their interaction with the MOOC open up avenues for studying student engagement at scale. In this work, we develop a framework for modeling and understanding student engagement in online courses based on student behavioral cues. Our first contribution is the abstraction of student engagement types using latent representations and using that in a probabilistic model to connect student behavior with course completion. We demonstrate that the latent formulation for engagement helps in predicting student survival across three MOOCs. Next, in order to initiate better instructor interventions, we need to be able to predict student survival early in the course. We demonstrate that we can predict student survival early in the course reliably using the latent model. Finally, we perform a closer quantitative analysis of user interaction with the MOOC and identify student activities that are good indicators for survival at different points in the course.

This paper presents a semi-automated methodology for generating geometric proof problems of the kind found in a high-school curriculum. We formalize the notion of a geometry proof problem and describe an algorithm for generating such problems over a user-provided figure. Our experimental results indicate that our problem generation algorithm can effectively generate proof problems in elementary geometry. On a corpus of 110 figures taken from popular geometry textbooks, our system generated an average of about 443 problems per figure in an average time of 4.7 seconds per figure.

We introduce a new application of online dialogue analysis: supporting pedagogical assessment of online Q&A discussions. Extending the existing speech act framework, we capture common emotional expressions that often appear in student discussions, such as frustration and degree of certainty, and present a viable approach for the classification. We demonstrate how such dialogue information can be used in analyzing student discussions and identifying difficulties. In particular, the difficulty expressions are aligned to discussion patterns and student performance. We found that frustration occurs more frequently in longer discussions. The students who frequently express frustration tend to get lower grades than others. On the other hand, frequency of high certainty expressions is positively correlated with the performance. We expect such online dialogue analyses can become a powerful assessment tool for instructors and education researchers.

Many Artificial Intelligence tasks need large amounts of commonsense knowledge. Because obtaining this knowledge through machine learning would require a huge amount of data, a better alternative is to elicit it from people through human computation. We consider the sentiment classification task, where knowledge about the contexts that impact word polarities is crucial, but hard to acquire from data. We describe a novel task design that allows us to crowdsource this knowledge through Amazon Mechanical Turk with high quality. We show that the commonsense knowledge acquired in this way dramatically improves the performance of established sentiment classification methods.

COGSCI2013, the 35th annual meeting of the Cognitive Science Society and the first to take place in Germany, was held from the 31st of July to the 3rd of August. Cognitive scientists with varied backgrounds gathered in Berlin to report and discuss on expanding lines of research, spanning multiple fields but striving in one direction: to understand cognition with all its properties and peculiarities. A rich program featuring keynotes, symposia, workshops and tutorials, along regular oral and poster sessions, offered the attendees a vivid and exciting overview of where the discipline is going while serving as a fertile forum of interdisciplinary discussion and exchange. This report attempts to point out why this should matter to artificial intelligence as a whole.

Have you ever been surprised by poor class performance on a midterm question, and wondered why you were met with silence each time you asked “Any questions?” during the lecture on that topic? Do your students sometimes feel like they understood everything that was said in lecture, only to go home, start the homework, and immediately get stuck? Do you find that you only really learn something when you have to explain it to others? Peer instruction is an active learning pedagogy that addresses these challenges and opportunities

This paper reviews recent advances in Bayesian nonparametric techniques for constructing and performing inference in infinite hidden Markov models. We focus on variants of Bayesian nonparametric hidden Markov models that enhance a posteriori state-persistence in particular. This paper also introduces a new Bayesian nonparametric framework for generating left-to-right and other structured, explicit-duration infinite hidden Markov models that we call the infinite structured hidden semi-Markov model.

We study the problem of building generative models of natural source code (NSC); that is, source code written and understood by humans. Our primary contribution is to describe a family of generative models for NSC that have three key properties: First, they incorporate both sequential and hierarchical structure. Second, we learn a distributed representation of source code elements. Finally, they integrate closely with a compiler, which allows leveraging compiler logic and abstractions when building structure into the model. We also develop an extension that includes more complex structure, refining how the model generates identifier tokens based on what variables are currently in scope. Our models can be learned efficiently, and we show empirically that including appropriate structure greatly improves the models, measured by the probability of generating test programs.

We give some lectures on the work on formal logic of Jacques Herbrand, and sketch his life and his influence on automated theorem proving. The intended audience ranges from students interested in logic over historians to logicians. Besides the well-known correction of Herbrand's False Lemma by Goedel and Dreben, we also present the hardly known unpublished correction of Heijenoort and its consequences on Herbrand's Modus Ponens Elimination. Besides Herbrand's Fundamental Theorem and its relation to the Loewenheim-Skolem-Theorem, we carefully investigate Herbrand's notion of intuitionism in connection with his notion of falsehood in an infinite domain. We sketch Herbrand's two proofs of the consistency of arithmetic and his notion of a recursive function, and last but not least, present the correct original text of his unification algorithm with a new translation.