Case-based reasoning (CBR) is a problem-solving process in which a new problem is solved by retrieving a similar situation and reusing its solution. Transfer learning occurs when, after gaining experience from learning how to solve source problems, the same learner exploits this experience to improve performance and/or learning on target problems. In transfer learning, the differences between the source and target problems characterize the transfer distance. CBR can support transfer learning methods in multiple ways. We illustrate how CBR and transfer learning interact and characterize three approaches for using CBR in transfer learning: (1) as a transfer learning method, (2) for problem learning, and (3) to transfer knowledge between sets of problems. We describe examples of these approaches from our own and related work and discuss applicable transfer distances for each. We close with conclusions and directions for future research applying CBR to transfer learning.

The Association for the Advancement of Artificial Intelligence was pleased to present the 2010 Fall Symposium Series, held Thursday through Saturday, November 11-13, at the Westin Arlington Gateway in Arlington, Virginia. The titles of the eight symposia are as follows: (1) Cognitive and Metacognitive Educational Systems; (2) Commonsense Knowledge; (3) Complex Adaptive Systems: Resilience, Robustness, and Evolvability; (4) Computational Models of Narrative; (5) Dialog with Robots; (6) Manifold Learning and Its Applications; (7) Proactive Assistant Agents ; and (8) Quantum Informatics for Cognitive, Social, and Semantic Processes. The highlights of each symposium are presented in this report.

Transfer learning has recently gained popularity due to the development of algorithms that can successfully generalize information across multiple tasks. This article focuses on transfer in the context of reinforcement learning domains, a general learning framework where an agent acts in an environment to maximize a reward signal. The goals of this article are to (1) familiarize readers with the transfer learning problem in reinforcement learning domains, (2) explain why the problem is both interesting and difficult, (3) present a selection of existing techniques that demonstrate different solutions, and (4) provide representative open problems in the hope of encouraging additional research in this exciting area.

With the growing popularity of Social Web applications, more and more user data is published on the Web everyday. Our research focuses on investigating ways of mining data from such platforms that can be used for modeling users and for semantically augmenting user profiles. This process can enhance adaptation and personalization in various adaptive Web-based systems. In this paper, we present the U-Sem people modeling service, a framework for the semantic enrichment and mining of people's profiles from usage data on the Social Web. We explain the architecture of our people modeling service and describe its application in an adult e-learning context as an example. Versions: Mar 21, 10:10, Mar 25, 09:37

We study online learnability of a wide class of problems, extending the results of (Rakhlin, Sridharan, Tewari, 2010) to general notions of performance measure well beyond external regret. Our framework simultaneously captures such well-known notions as internal and general Phi-regret, learning with non-additive global cost functions, Blackwell's approachability, calibration of forecasters, adaptive regret, and more. We show that learnability in all these situations is due to control of the same three quantities: a martingale convergence term, a term describing the ability to perform well if future is known, and a generalization of sequential Rademacher complexity, studied in (Rakhlin, Sridharan, Tewari, 2010). Since we directly study complexity of the problem instead of focusing on efficient algorithms, we are able to improve and extend many known results which have been previously derived via an algorithmic construction.

Humans naturally use multiple modes of instruction while teaching one another. We would like our robots and artificial agents to be instructed in the same way, rather than programmed. In this paper, we review prior work on human instruction of autonomous agents and present observations from two exploratory pilot studies and the results of a full study investigating how multiple instruction modes are used by humans. We describe our Bootstrapped Learning User Interface, a prototype multiinstruction interface informed by our human-user studies.

The Jobs Puzzle, introduced in a book about automated reasoning, is a logic puzzle solvable by some "intelligent sixth graders," but the formalization of the puzzle by the authors was, according to them, "sometimes difficult and sometimes tedious." The puzzle thus presents a triple challenge: 1) formalize it in a non-difficult, non-tedious way; 2) formalize it in a way that adheres closely to the English statement of the puzzle; 3) have an automated general-purpose commonsense reasoner that can accept that formalization and solve the puzzle quickly. In this paper, I present and discuss three formalizations that are less difficult and less tedious than the original. However, none satisfy all three requirements as well as might be desired, and there are a significant number of automated reasoners that cannot solve the puzzle using any of the formalizations. So the Jobs Puzzle remains an interesting challenge.

The increasing agility of business requires an accelerated adaptation of organizations to continuously changing conditions. Individual and organizational learning are prominent means to achieve this. Hereby learning is always accompanied by the development of knowledge artifacts. For the entire of learning and artifact development the term knowledge maturing has been introduced recently, which focuses on these three manifestations of knowledge: cognifacts, sociofacts, and artifacts. In this paper we will focus on sociofacts as the subject-bound knowledge manifestation of social actions. Sociofacts are rooted in respective cognifacts play an independent role due to their binding to collective actions and subjects. These are particularly difficult to grasp but play a decisive role for the performance of organizations and the collaboration in there.The presented paper approaches the notion of sociofacts, discusses them on a theoretical level and establishes a first formal notation for sociofacts. We use the case of a merger between two companies to describe the advantages of sociofact analysis for such process. Some sociofact related problems during a merger are described and possible solutions are presented. We identify technical approaches for seizing sociofacts from tool-mediated social interaction and discuss open question for future research.

As computational agents are increasingly used beyond research labs, their success will depend on their ability to learn new skills and adapt to their dynamic, complex environments. If human users — without programming skills — can transfer their task knowledge to the agents, learning rates can increase dramatically, reducing costly trials. The TAMER framework guides the design of agents whose behavior can be shaped through signals of approval and disapproval, a natural form of human feedback. Whereas early work on TAMER assumed that the agent's only feedback was from the human teacher, this paper considers the scenario of an agent within a Markov decision process (MDP), receiving and simultaneously learning from both MDP reward and human reinforcement signals. Preserving MDP reward as the determinant of optimal behavior, we test two methods of combining human reinforcement and MDP reward and analyze their respective performances. Both methods create a predictive model, H-hat, of human reinforcement and use that model in different ways to augment a reinforcement learning (RL) algorithm. We additionally introduce a technique for appropriately determining the magnitude of the model's influence on the RL algorithm throughout time and the state space.

List of organizers of the Logical Formalizations of Commonsense Reasoning AAAI symposium.