KenjiDoya ATR International; CREST, JST 2-2 Hikaridai Seika-cho Soraku-gun Kyoto 619-0288 JAPAN doya@isd.atr.co.jp Abstract This paper proposes a new reinforcement learning (RL) paradigm that explicitly takes into account input disturbance as well as modeling errors.The use of environmental models in RL is quite popular for both off-line learning by simulations and for online action planning. However, the difference between the model and the real environment can lead to unpredictable, often unwanted results. Based on the theory of H oocontrol, we consider a differential game in which a'disturbing' agent (disturber) tries to make the worst possible disturbance while a'control' agent (actor) tries to make the best control input. The problem is formulated as finding a minmax solutionof a value function that takes into account the norm of the output deviation and the norm of the disturbance. We derive online learning algorithms for estimating the value function and for calculating the worst disturbance and the best control in reference tothe value function.

Many of the intelligent tutoring systems that have been developed during the last 20 years have proven to be quite successful, particularly in the domains of mathematics, science, and technology. We have been working on a new generation of intelligent tutoring systems that hold mixed-initiative conversational dialogues with the learner. The tutoring systems present challenging problems and questions to the learner, the learner types in answers in English, and there is a lengthy multiturn dialogue as complete solutions or answers evolve. This article presents the tutoring systems that we have been developing.

Several regular programs will return is March 15, 2002.

They express both thoughts and California (USC)/Information Sciences Institute emotions; emotional expression is important to (ISI) is to develop new technologies that portray characteristics of enthusiasm and empathy promote effective learning and increase learner that are important for human teachers. These technologies are intended They are knowledgeable about the subject matter to result in interactive learning materials that being learned, of pedagogical strategies, and support the learning process and that complement also have knowledge about how to find and and enhance existing technologies relevant obtain relevant knowledge from available to learning such as the World Wide Web. Our work draws significant inspiration from Figure 1 shows one of the guidebots that we human learning and teaching. We piece of equipment called a high-pressure air seek a better understanding of the characteristics compressor aboard United States Navy ships. As learners view instructional materials, guidebots can provide useful commentary on these materials.

Many of the intelligent tutoring systems that have been developed during the last 20 years have proven to be quite successful, particularly in the domains of mathematics, science, and technology. They produce significant learning gains beyond classroom environments. They are capable of engaging most students' attention and interest for hours. We have been working on a new generation of intelligent tutoring systems that hold mixed-initiative conversational dialogues with the learner. The tutoring systems present challenging problems and questions to the learner, the learner types in answers in English, and there is a lengthy multiturn dialogue as complete solutions or answers evolve. This article presents the tutoring systems that we have been developing. AutoTutor is a conversational agent, with a talking head, that helps college students learn about computer literacy. andes, atlas, and why2 help adults learn about physics. Instead of being mere information-delivery systems, our systems help students actively construct knowledge through conversations.

We describe an approach to intelligent user interfaces, based on the idea of making the computer a collaborator, and an application-independent technology for implementing such interfaces.

Recent years have witnessed significant progress in intelligent user interfaces. Emerging from the intersection of AI and human-computer interaction, research on intelligent user interfaces is experiencing a renaissance, both in the overall level of activity and in raw research achievements. Research on intelligent user interfaces exploits developments in a broad range of foundational AI work, ranging from knowledge representation and computational linguistics to planning and vision. Because intelligent user interfaces are designed to facilitate problem-solving activities where reasoning is shared between users and the machine, they are currently transitioning from the laboratory to applications in the workplace, home, and classroom.

C. Furniture, Fixtures and Equipment: Effective for 1996 the Association Furniture, fixtures and equipment are has changed its method of accounting stated at cost, less accumulated depreciation.

BDDplan was created to perform certain reasoning processes in the fluent calculus, a flexible framework for reasoning about action and change based on first-order logic with equality (plus some second-order extensions in some cases). The reasoning is done by mapping the problems into propositional logic, which, in turn, can be implemented as operations on binary decision diagrams (BDDs).

The Association for the Advancement of Artificial Intelligence, in cooperation with Stanford University's Department of Computer Science, presented the 2001 Spring Symposium Series on Monday through Wednesday, 26 to 28 March 2001, at Stanford University. The titles of the seven symposia were (1) Answer Set Programming: Toward Efficient and Scalable Knowledge, Representation and Reasoning, (2) Artificial Intelligence and Interactive Entertainment, (3) Game-Theoretic and Decision-Theoretic Agents, (4) Learning Grounded Representations, (5) Model-Based Validation of Intelligence, (6) Robotics and Education, and (7) Robust Autonomy.