This is an integrative review that address the question, "What makes for a good explanation?" with reference to AI systems. Pertinent literatures are vast. Thus, this review is necessarily selective. That said, most of the key concepts and issues are expressed in this Report. The Report encapsulates the history of computer science efforts to create systems that explain and instruct (intelligent tutoring systems and expert systems). The Report expresses the explainability issues and challenges in modern AI, and presents capsule views of the leading psychological theories of explanation. Certain articles stand out by virtue of their particular relevance to XAI, and their methods, results, and key points are highlighted. It is recommended that AI/XAI researchers be encouraged to include in their research reports fuller details on their empirical or experimental methods, in the fashion of experimental psychology research reports: details on Participants, Instructions, Procedures, Tasks, Dependent Variables (operational definitions of the measures and metrics), Independent Variables (conditions), and Control Conditions.

Standard sequential generation methods assume a pre-specified generation order, such as text generation methods which generate words from left to right. In this work, we propose a framework for training models of text generation that operate in non-monotonic orders; the model directly learns good orders, without any additional annotation. Our framework operates by generating a word at an arbitrary position, and then recursively generating words to its left and then words to its right, yielding a binary tree. Learning is framed as imitation learning, including a coaching method which moves from imitating an oracle to reinforcing the policy's own preferences. Experimental results demonstrate that using the proposed method, it is possible to learn policies which generate text without pre-specifying a generation order, while achieving competitive performance with conventional left-to-right generation.

In this paper, we propose a framework that enables a human teacher to shape a robot behaviour by interactively providing it with unlabeled instructions. We ground the meaning of instruction signals in the task learning process, and use them simultaneously for guiding the latter. We implement our framework as a modular architecture, named TICS (Task-Instruction-Contingency-Shaping) that combines different information sources: a predefined reward function, human evaluative feedback and unlabeled instructions. This approach provides a novel perspective for robotic task learning that lies between Reinforcement Learning and Supervised Learning paradigms. We evaluate our framework both in simulation and with a real robot. The experimental results demonstrate the effectiveness of our framework in accelerating the task learning process and in reducing the amount of required teaching signals.

Deep learning often requires the manual collection and annotation of a training set. On robotic platforms, can we partially automate this task by training the robot to be curious, i.e., to seek out beneficial training information in the environment? In this work, we address the problem of curiosity as it relates to online, real-time, human-in-the-loop training of an object detection algorithm onboard a drone, where motion is constrained to two dimensions. We use a 3D simulation environment and deep reinforcement learning to train a curiosity agent to, in turn, train the object detection model. This agent could have one of two conflicting objectives: train as quickly as possible, or train with minimal human input. We outline a reward function that allows the curiosity agent to learn either of these objectives, while taking into account some of the physical characteristics of the drone platform on which it is meant to run. In addition, We show that we can weigh the importance of achieving these objectives by adjusting a parameter in the reward function.

Maria Johnsen holds a degree in political economy from Kharkov University in Ukraine, Beauty Arts from Sorbonne University in Paris, BA in Information technology,BA in computer science and a Master of Science degree in computer engineering from university of science and technology in Norway and master degree in filmmaking and television from Royal Holloway University of London. Her professional background and education is diverse and includes skills in areas such as sales, multilingual digital marketing, content writing, business intelligence, software design and development. In addition, she possesses the experience and education in the management of complex Information Systems. Maria knows eighteen languages and possesses experience in language instruction, tutoring, and translation. She has also developed a unique teaching method for fast learning "Implications for Upgrading Accelerated Learning Practices In Educational Systems" This method is applied in China and Norway.

NESTA unveils its top 10 predictions for innovative technology trends to watch out for this year. "This year's predictions cover technologies and trends that would once be dismissed as science fiction but are now set to tip over into mainstream acceptance," was the bold assertion of innovation charity NESTA as it launched its highly respected yearly report. Yet as you read through, it's hard not to agree with them. We're definitely living in a brave new world, but who are likely to be the winners and losers of all this disruption? The report looks not only at the technology, but to its wider impact in society.

Discover the power of Java for developing applications today when you trust the engaging, hands-on approach in Farrell's JAVA PROGRAMMING, 9E. Even if you're a first-time programmer, JAVA PROGRAMMING can show you how to quickly start developing useful programs, all while still mastering the basic principles of structured and object-oriented programming. Unique, reader-friendly explanations and meaningful programming exercises emphasize business applications and game creation while useful debugging exercises and contemporary case problems further expand your understanding. Additional digital learning resources within MindTap provide interactive learning tools as well as coding IDE (Integrated Development Environment) labs for practicing and expanding your skills.

With the rapid development of digital information, the data volume generated by humans and machines is growing exponentially. Along with this trend, machine learning algorithms have been formed and evolved continuously to discover new information and knowledge from different data sources. Learning algorithms using hyperboxes as fundamental representational and building blocks are a branch of machine learning methods. These algorithms have enormous potential for high scalability and online adaptation of predictors built using hyperbox data representations to the dynamically changing environments and streaming data. This paper aims to give a comprehensive survey of literature on hyperbox-based machine learning models. In general, according to the architecture and characteristic features of the resulting models, the existing hyperbox-based learning algorithms may be grouped into three major categories: fuzzy min-max neural networks, hyperbox-based hybrid models, and other algorithms based on hyperbox representation. Within each of these groups, this paper shows a brief description of the structure of models, associated learning algorithms, and an analysis of their advantages and drawbacks. Main applications of these hyperbox-based models to the real-world problems are also described in this paper. Finally, we discuss some open problems and identify potential future research directions in this field.

It is the efficient use of resources expected from an exam scheduling application. There are various criteria for efficient use of resources and for all tests to be carried out at minimum cost in the shortest possible time. It is aimed that educational institutions with such criteria successfully carry out central examination organizations. In the study, a two-stage genetic algorithm was developed. In the first stage, the assignment of courses to sessions was carried out. In the second stage, the students who participated in the test session were assigned to examination rooms. Purposes of the study are increasing the number of joint students participating in sessions, using the minimum number of buildings in the same session, and reducing the number of supervisors using the minimum number of classrooms possible. In this study, a general purpose exam scheduling solution for educational institutions was presented. The developed system can be used in different central examinations to create originality. Given the results of the sample application, it is seen that the proposed genetic algorithm gives successful results.1

The field of precision medicine aims to tailor treatment based on patient-specific factors in a reproducible way. To this end, estimating an optimal individualized treatment regime (ITR) that recommends treatment decisions based on patient characteristics to maximize the mean of a pre-specified outcome is of particular interest. Several methods have been proposed for estimating an optimal ITR from clinical trial data in the parallel group setting where each subject is randomized to a single intervention. However, little work has been done in the area of estimating the optimal ITR from crossover study designs. Such designs naturally lend themselves to precision medicine, because they allow for observing the response to multiple treatments for each patient. In this paper, we introduce a method for estimating the optimal ITR using data from a 2x2 crossover study with or without carryover effects. The proposed method is similar to policy search methods such as outcome weighted learning; however, we take advantage of the crossover design by using the difference in responses under each treatment as the observed reward. We establish Fisher and global consistency, present numerical experiments, and analyze data from a feeding trial to demonstrate the improved performance of the proposed method compared to standard methods for a parallel study design.