Kenneth Mark Colby, 1920 - 2001 Kenneth Colby was born in Waterbury, Connecticut and graduated from Yale in 1941. Two years later he graduated from Yale's School of Medicine. Colby started his career as a professor of computer science at Stanford, and also did some research for the National Institute of Mental Health. It was there that he created Parry in the university's Artificial Intelligence Library. Parry was a chatterbot, and able to have conversations with people.

The purpose of this section is to review our own research on the use of a computer to solve diagnostic and treatment problems in medicine. A major result of this research has been the development of a computer program that is intended to serve as a consultant in a number of medical problem areas. Here the considerations that underlie the program are discussed. The basic functions of the program are outlined in a nontechnical way, and an example of the use of the program is given. Then the results of the use of the program for several different medical problems are reviewed. Finally, an attempt is made to ascertain the potential of programs such as this in the delivery of appropriate medical care. Detailed reports on various aspects of this research are available in the literature (Gorry, 1967; 1968; Gorry and Barnett, 1968a; 1968b), and so the emphasis here will be on providing a general overview of the work and results obtained to date.

The research reported here concerns the principles used to automatically generate three-dimensional representations from line drawings of scenes. The computer programs involved look at scenes which consist of polyhedra and which may contain shadows and various kinds of coincidentally aligned scene features. Each generated description includes information about edge shape (convex, concave, occluding, shadow, etc.), about the type of illumination for each region (illuminated, projected shadow, or oriented away from the light source), and about the spacial orientation of regions. The methods used are based on the labeling schemes of Huffman and Clowes; this research provides a considerable extension to their work and also gives theoretical explanations to the heuristic scene analysis work of Guzman, Winston, and others. A condensed version appears in Patrick Winston (ed.), The Psychology of Computer Vision, pp. 19{91, New York: McGraw-Hill, 1975. Direct link to . MIT AI Lab Technical Report No AITR-271, November 1

And-or graphs and theorem-proving graphs determine the same kind of search space and differ only in the direction of search: from axioms to goals, in the case of theorem-proving graphs, and in the opposite direction, from goals to axioms, in the case of and-or graphs. Bidirectional search strategies combine both directions of search. We investigate the construction of a single general algorithm which covers unidirectional search both for and-or graphs and for theorem-proving graphs, bidirectional search for path-finding problems and search for a simplest solution as well as search for any solution. We obtain a general theory of completeness which applies to search spaces with infinite or-branching. In the case of search for any solution, we argue against the application of strategies designed for finding simplest solutions, but argue for assigning a major role in guiding the search to the use of symbol complexity (the number of symbol occurrences in a derivation).

"In this paper we describe some major new additions to the STRIPS robot problem-solving system. The first addition is a process for generalizing a plan produced by STRIPS so that problem-specific constants appearing in the plan are replaced by problem-independent parameters.The generalized plan, stored in a convenient format called a triangle table, has two important functions. The more obvious function is as a single macro action that can be used by STRIPS—either in whole or in part—during the solution of a subsequent problem. Perhaps less obviously, the generalized plan also plays a central part in the process that monitors the real-world execution of a plan, and allows the robot to react "intelligently" to unexpected consequences of actions.We conclude with a discussion of experiments with the system on several example problems."Artificial Intelligence 3:251-288

Early programs were written to demonstrate that a particular task could be accomplished and could not periorm other tasks, even if quite similar, without being extensively rewritten. Generality unnecessary for the task at hand was sacrificed to keep the programs as *Currently on leave to The University of Jerusalem **Now at Computer Science Department, Rutgers University ***Is now at NIH, Bethesda, Maryland ****With Lockheed Palo Alto Research Labs //This research was supported by the Advanced research Projects Agency of the Department of Defense under Contract No. SD-183. The views and conclusions contained in this document are those of the authors and should not be interpreted as necessarily representing the official policies, either expressed or implied, of the Advanced Research Projects Agency of the U.S. Government. Bmall as possible so they would fit the core limitations of our computer. The main result of this research was the development of programs which could find and stack cubes, either sorting them by size (1), or ordering them by voice command (2).

"Problem-solving methods using some sort of heurstically guided search process have been the subject of much research in Artificial Intelligence. This paper groups these problem-solving methods under three major headings: the State-Space Approach, the Problem-Reduction Approach and the Formal-Logic Approach." New York: McGraw-Hill.

Some of the world's most advanced artificial intelligence (AI) systems, at least the ones the public hear about, are famous for beating human players at chess or poker. Other algorithms are known for their ability to learn how to recognize cats or their inability to recognize people with darker skin. But are current AI systems anything more than toys? Sure, their ability to play games or identify animals is impressive, but does this help toward creating useful AI systems? To answer this, we need to take a step back and question what the goals of AI are.

Machine learning has ties to statistics. It allows you to detect patterns in the sometimes chaotic mathematical models that exist. Online machine learning courses teach you how to make use of machine learning algorithms in a programming language. The disruptions caused by (and anticipated disruptions of) artificial intelligence is a reality we have come to live with. You do not need to be a techie to appreciate the many inroads artificial intelligence has made into everyday life.