Peer Designed Agents (PDAs), computer agents developed by non-experts, is an emerging technology, widely advocated in recent literature for the purpose of replacing people in simulations and investigating human behavior. Its main premise is that strategies programmed into these agents reliably reflect, to some extent, the behavior used by their programmers in real life. In this paper we show that PDA development has an important side effect that has not been addressed to date -- the process that merely attempts to capture one's strategy is also likely to affect the developer's strategy. The phenomenon is demonstrated experimentally, using several performance measures. This result has many implications concerning the appropriate design of PDA-based simulations, and the validity of using PDAs for studying individual decision making. Furthermore, we obtain that PDA development actually improved the developer's strategy according to all performance measures. Therefore, PDA development can be suggested as a means for improving people's problem solving skills.

While stable matching problems are widely studied, little work has investigated schemes for effectively eliciting agent preferences using either preference (e.g., comparison) queries for interviews (to form such comparisons); and no work has addressed how to combine both. We develop a new model for representing and assessing agent preferences that accommodates both forms of information and (heuristically) minimizes the number of queries and interviews required to determine a stable matching. Our Refine-then-Interview (RtI) scheme uses coarse preference queries to refine knowledge of agent preferences and relies on interviews only to assess comparisons of relatively “close” options. Empirical results show that RtI compares favorably to a recent pure interview minimization algorithm, and that the number of interviews it requires is generally independent of the size of the market.

Our research aims at building interactive robots and agents that can expand their knowledge by interacting with human users. In this paper, we focus on learning goal-oriented tasks from situated interactive instructions. Learning the structure of novel tasks and how to execute them is a challenging computational problem requiring the agent to acquire a variety of knowledge including goal definitions and hierarchical control information. We frame acquisition of novel tasks as an explanation-based learning (EBL) problem and propose an interactive learning variant of EBL for a robotic agent. We show that our approach can exploit information in situated instructions along with the domain knowledge to demonstrate fast generalization on several tasks. The knowledge acquired transfers across structurally similar tasks. Finally, we show that our approach seamlessly combines agent-driven exploration with instructions for mixed-initiative learning.

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.

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?

Thailand, a country of 65 million people, has had an active AI community for almost three decades. Research on Thai language processing and expert systems was then concentrated on at the laboratory. King Mongkut's University of Technology Thonburi also set up its own AI center -- as a The guest editor for this column was loosely affiliated group. Yuen Poovarawan was the pioneer in computer language processing of the Thai language. It is the National Electronics and Computer Technology now expanded to the Center of Excellence, supported Center (NECTEC) put together research development by National Electronics and Computer plans in AIrelated fields, for example, natural Technology Center (NECTEC), and focuses on language processing, expert systems, and merging together two types of technology: knowledge intelligent image processing.

The preliminary Call for Papers, including an The IAAI-14 technical program will feature overview of the special tracks and a preview of talks on seven award-winning deployed AI planned innovations is available at www.aaai.

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

Rinke Hoekstra (VU University from transferring and adapting semantic web Amsterdam) presented linked open data tools technologies to the big data quest. Finally, in the Social to discover connections within established scientific Networks and Social Contagion symposium, a data sets. Louiqa Rashid (University of Maryland) community of researchers explored topics such as social presented work on similarity metrics linking together contagion, game theory, network modeling, network-based drugs, genes, and diseases. Kyle Ambert (Intel) presented inference, human data elicitation, and Finna, a text-mining system to identify passages web analytics. Highlights of the symposia are contained of interest containing descriptions of neuronal in this report.

We consider the problem of dictionary learning under the assumption that the observed signals can be represented as sparse linear combinations of the columns of a single large dictionary matrix. In particular, we analyze the minimax risk of the dictionary learning problem which governs the mean squared error (MSE) performance of any learning scheme, regardless of its computational complexity. By following an established information-theoretic method based on Fanos inequality, we derive a lower bound on the minimax risk for a given dictionary learning problem. This lower bound yields a characterization of the sample-complexity, i.e., a lower bound on the required number of observations such that consistent dictionary learning schemes exist. Our bounds may be compared with the performance of a given learning scheme, allowing to characterize how far the method is from optimal performance.