IAAI-09) will be held July scholarship applications to AAAI by 2009. No late submissions will be accepted.

A new method is presented, that can help a person become aware of his or her unconscious preferences, and convey them to others in the form of verbal explanation. The method combines the concepts of reflection, visualization, and verbalization. The method was tested in an experiment where the unconscious preferences of the subjects for various artworks were investigated. In the experiment, two lessons were learned. The first is that it helps the subjects become aware of their unconscious preferences to verbalize weak preferences as compared with strong preferences through discussion over preference diagrams. The second is that it is effective to introduce an adjustable factor into visualization to adapt to the differences in the subjects and to foster their mutual understanding.

In this paper we propose the CTS (Concious Tutoring System) technology, a biologically plausible cognitive agent based on human brain functions.This agent is capable of learning and remembering events and any related information such as corresponding procedures, stimuli and their emotional valences. Our proposed episodic memory and episodic learning mechanism are closer to the current multiple-trace theory in neuroscience, because they are inspired by it [5] contrary to other mechanisms that are incorporated in cognitive agents. This is because in our model emotions play a role in the encoding and remembering of events. This allows the agent to improve its behavior by remembering previously selected behaviors which are influenced by its emotional mechanism. Moreover, the architecture incorporates a realistic memory consolidation process based on a data mining algorithm.

Domain experts should provide relevant domain knowledge to an Intelligent Tutoring System (ITS) so that it can guide a learner during problemsolving learning activities. However, for many ill-defined domains, the domain knowledge is hard to define explicitly. In previous works, we showed how sequential pattern mining can be used to extract a partial problem space from logged user interactions, and how it can support tutoring services during problem-solving exercises. This article describes an extension of this approach to extract a problem space that is richer and more adapted for supporting tutoring services. We combined sequential pattern mining with (1) dimensional pattern mining (2) time intervals, (3) the automatic clustering of valued actions and (4) closed sequences mining. Some tutoring services have been implemented and an experiment has been conducted in a tutoring system.

This paper focuses on the problem of kernelizing an existing supervised Mahalanobis distance learner. The following features are included in the paper. Firstly, three popular learners, namely, "neighborhood component analysis", "large margin nearest neighbors" and "discriminant neighborhood embedding", which do not have kernel versions are kernelized in order to improve their classification performances. Secondly, an alternative kernelization framework called "KPCA trick" is presented. Implementing a learner in the new framework gains several advantages over the standard framework, e.g. no mathematical formulas and no reprogramming are required for a kernel implementation, the framework avoids troublesome problems such as singularity, etc. Thirdly, while the truths of representer theorems are just assumptions in previous papers related to ours, here, representer theorems are formally proven. The proofs validate both the kernel trick and the KPCA trick in the context of Mahalanobis distance learning. Fourthly, unlike previous works which always apply brute force methods to select a kernel, we investigate two approaches which can be efficiently adopted to construct an appropriate kernel for a given dataset. Finally, numerical results on various real-world datasets are presented.

The CBA algorithm consists of two components which take advantage of the complimentary abilities of humans and computer agents. The first component, Confident Execution, enables the agent to identify states in which demonstration is required, to request a demonstration from the human teacher and to learn a policy based on the acquired data. The algorithm selects demonstrations based on a measure of action selection confidence, and our results show that using Confident Execution the agent requires fewer demonstrations to learn the policy than when demonstrations are selected by a human teacher. The second algorithmic component, Corrective Demonstration, enables the teacher to correct any mistakes made by the agent through additional demonstrations in order to improve the policy and future task performance. CBA and its individual components are compared and evaluated in a complex simulated driving domain.

We discuss metacognitive modelling as an enhancement to cognitive modelling and computing. Metacognitive control mechanisms should enable AI systems to self-reflect, reason about their actions, and to adapt to new situations. In this respect, we propose implementation details of a knowledge taxonomy and an augmented data mining life cycle which supports a live integration of obtained models.

Semi-supervised learning, i.e. learning from both labeled and unlabeled data has received significant attention in the machine learning literature in recent years. Still our understanding of the theoretical foundations of the usefulness of unlabeled data remains somewhat limited. The simplest and the best understood situation is when the data is described by an identifiable mixture model, and where each class comes from a pure component. This natural setup and its implications ware analyzed in [11, 5]. One important result was that in certain regimes, labeled data becomes exponentially more valuable than unlabeled data. However, in most realistic situations, one would not expect that the data comes from a parametric mixture distribution with identifiable components.

In this paper we investigate multi-task learning in the context of Gaussian Processes (GP). We propose a model that learns a shared covariance function on input-dependent features and a "free-form" covariance matrix over tasks. This allows for good flexibility when modelling inter-task dependencies while avoiding the need for large amounts of data for training. We show that under the assumption of noise-free observations and a block design, predictions for a given task only depend on its target values and therefore a cancellation of inter-task transfer occurs. We evaluate the benefits of our model on two practical applications: a compiler performance prediction problem and an exam score prediction task. Additionally, we make use of GP approximations and properties of our model in order to provide scalability to large data sets.

Semi-supervised learning, i.e. learning from both labeled and unlabeled data has received significant attention in the machine learning literature in recent years. Still our understanding of the theoretical foundations of the usefulness of unlabeled data remains somewhat limited. The simplest and the best understood situation is when the data is described by an identifiable mixture model, and where each class comes from a pure component. This natural setup and its implications ware analyzed in [11, 5]. One important result was that in certain regimes, labeled data becomes exponentially more valuable than unlabeled data. However, in most realistic situations, one would not expect that the data comes from a parametric mixture distribution with identifiable components.