Human environments are challenging for robots, which need to be trainable by lay people and learn new behaviours rapidly without disrupting much the ongoing activity. A system that integrates AI techniques for planning and learning is here proposed to satisfy these strong demands. The approach rapidly learns planning operators from few action experiences using a competitive strategy where many alternatives of cause-effect explanations are evaluated in parallel, and the most successful ones are used to generate the operators. The success of a cause-effect explanation is evaluated by a probabilistic estimate that compensates the lack of experience, producing more confident estimations and speeding up the learning in relation to other known estimates. The system operates without task interruption by integrating in the planning-learning loop a human teacher that supports the planner in making decisions. All the mechanisms are integrated and synchronized in the robot using a general decision-making framework. The feasibility and scalability of the architecture are evaluated in two different robot platforms: a Stäubli arm, and the humanoid ARMAR III.

We propose a family of Passive-Aggressive Mahalanobis (PAM) algorithms, which are incremental (online) binary classifiers that consider the distribution of data. PAM is in fact a generalization of the Passive-Aggressive (PA) algorithms to handle data distributions that can be represented by a covariance matrix. The update equations for PAM are derived and theoretical error loss bounds computed. We benchmarked PAM against the original PA-I, PA-II, and Confidence Weighted (CW) learning. Although PAM somewhat resembles CW in its update equations, PA minimizes differences in the weights while CW minimizes differences in weight distributions. Results on 8 classification datasets, which include a real-life micro-blog sentiment classification task, show that PAM consistently outperformed its competitors, most notably CW. This shows that a simple approach like PAM is more practical in real-life classification tasks, compared to more elegant and sophisticated approaches like CW.

In an introductory engineering course with an annual enrollment of over 1000 students, a professor has little option but to rely on multiple choice exams for midterms and finals. Furthermore, the teaching assistants are too overloaded to give detailed feedback on submitted homework assignments. We introduce Mechanix, a computer-assisted tutoring system for engineering students. Mechanix uses recognition of freehand sketches to provide instant, detailed, and formative feedback as the student progresses through each homework assignment, quiz, or exam. Free sketch recognition techniques allow students to solve free-body diagram and static truss problems as if they were using a pen and paper. The same recognition algorithms enable professors to add new unique problems simply by sketching out the correct answer. Mechanix is able to ease the burden of grading so that instructors can assign more free response questions, which provide a better measure of student progress than multiple choice questions do.

We present the notion of Social Instruments as mechanisms that facilitate the emergence of conventions from repeated interactions between members of a society. Specifically, we focus on two social instruments: rewiring and observation. Our main goal is to provide agents with tools that allow them to leverage their social network of interactions when effectively addressing coordination and learning problems, paying special attention to dissolving meta-stable subconventions. Initial experiments throw some light on how Self-Reinforcing Substructures (SRS) in the network prevent full convergence, resulting in reduced convergence rates. The use of an effective composed social instrument (observation + rewiring) allow agents to eliminate the subconventions that otherwise remained meta-stable.

In real-world applications, the effective integration of learning and reasoning in a cognitive agent model is a difficult task. However, such integration may lead to a better understanding, use and construction of more realistic models. Unfortunately, existing models are either oversimplified or require much processing time, which is unsuitable for online learning and reasoning. Currently, controlled environments like training simulators do not effectively integrate learning and reasoning. In particular, higher-order concepts and cognitive abilities have many unknown temporal relations with the data, making it impossible to represent such relationships by hand. We introduce a novel cognitive agent model and architecture for online learning and reasoning that seeks to effectively represent, learn and reason in complex training environments. The agent architecture of the model combines neural learning with symbolic knowledge representation. It is capable of learning new hypotheses from observed data, and infer new beliefs based on these hypotheses. Furthermore, it deals with uncertainty and errors in the data using a Bayesian inference model. The validation of the model on real-time simulations and the results presented here indicate the promise of the approach when performing online learning and reasoning in real-world scenarios, with possible applications in a range of areas.

Machine learning is traditionally formalized and researched as the study of learning concepts and decision functions from labeled examples, requiring a representation that encodes information about the domain of the decision function to be learned. We are interested in providing a way for a human teacher to interact with an automated learner using natural instructions, thus allowing the teacher to communicate the relevant domain expertise to the learner without necessarily knowing anything about the internal representations used in the learning process. In this paper we suggest to view the process of learning a decision function as a natural language lesson interpretation problem instead of learning from labeled examples. This interpretation of machine learning is motivated by human learning processes, in which the learner is given a lesson describing the target concept directly, and a few instances exemplifying it. We introduce a learning algorithm for the lesson interpretation problem that gets feedback from its performance on the final task, while learning jointly (1) how to interpret the lesson and (2) how to use this interpretation to do well on the final task. his approach alleviates the supervision burden of traditional machine learning by focusing on supplying the learner with only human-level task expertise for learning. We evaluate our approach by applying it to the rules of the Freecell solitaire card game. We show that our learning approach can eventually use natural language instructions to learn the target concept and play the game legally. Furthermore, we show that the learned semantic interpreter also generalizes to previously unseen instructions.

Designing dialog policies for voice-enabled interfaces is a tailoring job that is most often left to natural language processing experts. This job is generally redone for every new dialog task because cross-domain transfer is not possible. For this reason, machine learning methods for dialog policy optimization have been investigated during the last 15 years. Especially, reinforcement learning (RL) is now part of the state of the art in this domain. Standard RL methods require to test more or less random changes in the policy on users to assess them as improvements or degradations. This is called on policy learning. Nevertheless, it can result in system behaviors that are not acceptable by users. Learning algorithms should ideally infer an optimal strategy by observing interactions generated by a non-optimal but acceptable strategy, that is learning off-policy. In this contribution, a sample-efficient, online and off-policy reinforcement learning algorithm is proposed to learn an optimal policy from few hundreds of dialogues generated with a very simple handcrafted policy.

Feature extraction for activity recognition in context-aware ubiquitous computing applications is usually a heuristic process, informed by underlying domain knowledge. Relying on such explicit knowledge is problematic when aiming to generalize across different application domains. We investigate the potential of recent machine learning methods for discovering universal features for context-aware applications of activity recognition. We also describe an alternative data representation based on the empirical cumulative distribution function of the raw data, which effectively abstracts from absolute values. Experiments on accelerometer data from four publicly available activity recognition datasets demonstrate the significant potential of our approach to address both contemporary activity recognition tasks and next generation problems such as skill assessment and the detection of novel activities.

This paper presents a plan recognition algorithm for inferring student behavior using virtual science laboratories. The algorithm extends existing plan recognition technology and was integrated with an existing educational application for chemistry. Automatic recognition of students’ activities in virtual laboratories can provide important information to teachers as well as serve as the basis for intelligent tutoring. Student use of virtual laboratories presents several challenges: Students may repeat activities indefinitely, interleave between activities, and engage in exploratory behavior using trial-anderror. The plan recognition algorithm uses a recursive grammar that heuristically generates plans on the fly, taking into account chemical reactions and effects to determine students’ intended high-level actions. The algorithm was evaluated empirically on data obtained from college students using virtual laboratory software for teaching chemistry. Results show that the algorithm was able to (1) infer the plans used by students to construct their models; (2) recognize such key processes as titration and dilution when they occurred in students’ work; (3) identify partial solutions; (4) isolate sequences of actions that were part of a single error.

We propose an online classification approach for co-occurrence data which is based on a simple information theoretic principle. We further show how to properly estimate the uncertainty associated with each prediction of our scheme and demonstrate how to exploit these uncertainty estimates. First, in order to abstain highly uncertain predictions. And second, within an active learning framework, in order to preserve classification accuracy while substantially reducing training set size. Our method is highly efficient in terms of run-time and memory footprint requirements. Experimental results in the domain of text classification demonstrate that the classification accuracy of our method is superior or comparable to other state-of-the-art online classification algorithms.