An artificial laboratory is a hypothetical computing environment of the future that would integrate mathematical and statistical tools with AI methods to assist in computer modeling and simulation. An integrated approach of this kind has great potential for accelerating the rate of scientific discovery.

This article records the results of an experiment in which a survey of AI and expert systems (ES) literature was attempted using Science Citation Indexes. The survey identified a sample of authors and institutions that have had a significant impact on the historical development of AI and ES. However, it also identified several glaring problems with using Science Citation Indexes as a method of comprehensively studying a body of scientific research. Accordingly, the reader is cautioned against using the results presented here to conclude that author A is a better or worse AI researcher than author B.

Giving Is Hard: The Complexity of Linear Navigation and Xiaofeng Chen, Wright State University, 274 SC9j22, Santa Clara, CA 95052.

Hutchins not only presents machine translation research (such as problems of machine translation It is the theories, algorithms, and designs practical versus theoretical, empirical also not clear that the AI philosophy but also the history, goals, assumptions, versus perfectionist, and direct versus of understanding and meaning (p 327) and constraints of each project.

Hutchins not only presents machine translation research (such as problems of machine translation It is the theories, algorithms, and designs practical versus theoretical, empirical also not clear that the AI philosophy but also the history, goals, assumptions, versus perfectionist, and direct versus of understanding and meaning (p 327) and constraints of each project.

The notion of generic design, although it has been around for 25 years, is not often articulated; such is especially true within Newell and Simon's (1972) information-processing theory (IPT) framework. Design is merely lumped in with other forms of problem-solving activity. Intuitively, one feels there should be a level of description of the phenomenon that refines this broad classification by further distinguishing between design and nondesign problem solving. However, IPT does not facilitate such problem classification. This article makes a preliminary attempt to differentiate design problem solving from nondesign problem solving by identifying major invariants in the design problem space.

Hutchins not only presents machine translation research (such as problems of machine translation It is the theories, algorithms, and designs practical versus theoretical, empirical also not clear that the AI philosophy but also the history, goals, assumptions, versus perfectionist, and direct versus of understanding and meaning (p 327) and constraints of each project.

Hutchins not only presents machine translation research (such as problems of machine translation It is the theories, algorithms, and designs practical versus theoretical, empirical also not clear that the AI philosophy but also the history, goals, assumptions, versus perfectionist, and direct versus of understanding and meaning (p 327) and constraints of each project.

Current Focus Of Learning Research Most connectionist learning algorithms may be grouped into three general catagories, commonly referred to as supenJised, unsupenJised, and reinforcement learning. Supervised learning requires the explicit participation of an intelligent teacher, usually to provide the learning system with task-relevant input-output pairs (for two recent examples, see [1,2]). Unsupervised learning, exemplified by "clustering" algorithms, are generally concerned with detecting structure in a stream of input patterns [3,4,5,6,7]. In its final state, an unsupervised learning system will typically represent the discovered structure as a set of categories representing regions of the input space, or, more generally, as a mapping from the input space into a space of lower dimension that is somehow better suited to the task at hand. In reinforcement learning, a "critic" rewards or penalizes the learning system, until the system ultimately produces the correct output in response to a given input pattern [8]. It has seemed an inevitable tradeoff that systems needing to rapidly learn specific, behaviorally useful input-output mappings must necessarily do so under the auspices of an intelligent teacher with a ready supply of task-relevant training examples. This state of affairs has seemed somewhat paradoxical, since the processes of Rerceptual and cognitive development in human infants, for example, do not depend on the moment by moment intervention of a teacher of any sort. Learning by Doing The current work has been focused on a fourth type of learning algorithm, i.e. learning-bydoing, an approach that has been very little studied from either a connectionist perspective

Current Focus Of Learning Research Most connectionist learning algorithms may be grouped into three general catagories, commonly referred to as supenJised, unsupenJised, and reinforcement learning. Supervised learning requires the explicit participation of an intelligent teacher, usually to provide the learning system with task-relevant input-output pairs (for two recent examples, see [1,2]). Unsupervised learning, exemplified by "clustering" algorithms, are generally concerned with detecting structure in a stream of input patterns [3,4,5,6,7]. In its final state, an unsupervised learning system will typically represent the discovered structure as a set of categories representing regions of the input space, or, more generally, as a mapping from the input space into a space of lower dimension that is somehow better suited to the task at hand. In reinforcement learning, a "critic" rewards or penalizes the learning system, until the system ultimately produces the correct output in response to a given input pattern [8]. It has seemed an inevitable tradeoff that systems needing to rapidly learn specific, behaviorally useful input-output mappings must necessarily do so under the auspices of an intelligent teacher with a ready supply of task-relevant training examples. This state of affairs has seemed somewhat paradoxical, since the processes of Rerceptual and cognitive development in human infants, for example, do not depend on the moment by moment intervention of a teacher of any sort. Learning by Doing The current work has been focused on a fourth type of learning algorithm, i.e. learning-bydoing, an approach that has been very little studied from either a connectionist perspective