This text analyses the papers accepted for the workshop "Reuse of designs: an interdisciplinary cognitive approach". Several dimensions and questions considered as important (by the authors and/or by us) are addressed: What about the "interdisciplinary cognitive" character of the approaches adopted by the authors? Is design indeed a domain where the use of CBR is particularly suitable? Are there important distinctions between CBR and other approaches? Which types of knowledge -other than cases- is being, or might be, used in CBR systems? With respect to cases: are there different "types" of case and different types of case use? which formats are adopted for their representation? do cases have "components"? how are cases organised in the case memory? Concerning their retrieval: which types of index are used? on which types of relation is retrieval based? how does one retrieve only a selected number of cases, i.e., how does one retrieve only the "best" cases? which processes and strategies are used, by the system and by its user? Finally, some important aspects of CBR system development are shortly discussed: should CBR systems be assistance or autonomous systems? how can case knowledge be "acquired"? what about the empirical evaluation of CBR systems? The conclusion points out some lacking points: not much attention is paid to the user, and few papers have indeed adopted an interdisciplinary cognitive approach.

In case-based reasoning, the adaptation step depends in general on domain-dependent knowledge, which motivates studies on adaptation knowledge acquisition (AKA). CABAMAKA is an AKA system based on principles of knowledge discovery from databases. This system explores the variations within the case base to elicit adaptation knowledge. It has been successfully tested in an application of case-based decision support to breast cancer treatment.

Design-based learning (DBL) has many affordances for promoting deep and lasting learning of both content and complex skills. However, careful orchestration and scaffolding are usually needed to achieve its full potential. In this paper, we describe our efforts at implementing a software suite to meet the cognitive and meta-cognitive needs of learners engaged in DBL. In Study 1, our software suite gave learners the opportunity to design in simulation, to run experiments to learn the effects of variables, and it scaffolded science explanation construction. Through our analysis of study 1 we identified both cognitive and metacognitive needs that the software did not provide for. To meet these additional requirements, we added an interactive science resource and a case library to the software to provide multi-representational content material, to facilitate exploration, and to invite metacognitive reflection needed to do well at learning through design. Learners recognized what they did not understand, took initiative to explore those science concepts, and applied them in novel ways. We present here our analysis of the kinds of metacognitive help learners need to productively learn from design activities and some ways of providing that help. Our conclusion is that cognitive aid without related metacognitive aid is insufficient in a DBL environment.

The difference between comedians and their audience is a matter not of kind, but of degree, a difference that is reflected in the vocational emphasis they place on humor. Researchers in the field of computational creativity find themselves in a similar situation. As a subdiscipline of artificial intelligence, computational creativity explores theories and practices that give rise to a phenomenon, creativity, that all intelligent systems, human or machine, can legitimately lay claim to. Who is to say that a given AI system is not creative, insofar as it solves nontrivial problems or generates useful outputs that are not hard wired into its programming? As with comedians' being funny, the difference between studying computational creativity and studying artificial intelligence is one of emphasis rather than one of kind: the field of computational creativity, as typified by a long-running series of workshops at AIrelated conferences, places a vocational emphasis on creativity and attempts to draw together the commonalities of what

In this paper we describe the application of a novel learning and problem solving architecture to the domain of airspace management, where multiple requests for the use of airspace need to be reconciled and managed automatically. The key feature of our "Generalized Integrated Learning Architecture" (GILA) is a set of integrated learning and reasoning (ILR) systems coordinated by a central meta-reasoning executive (MRE). Each ILR learns independently from the same training example and contributes to problem-solving in concert with other ILRs as directed by the MRE. Formal evaluations show that our system performs as well as or better than humans after learning from the same training data. Further, GILA outperforms any individual ILR run in isolation, thus demonstrating the power of the ensemble architecture for learning and problem solving.

These underpinnings in genetics and fields are vast, variegated, informed by memetics, studying phenomena such disparate theoretical and technical disciplines, as coalition formation in an artificial and interrelated. Other applications provided an updated perspective ethical concerns related to the use of included case-based retrieval of to a previous symposium held in fall eldercare technology to ensure that narratives culturally relevant to a 2005 on the same topic. Some models focused One major theme of the symposium The symposium ended with a more directly on adaptation, from machine-learning was to investigate the use of sensor brainstorming session on possible solutions and game-theoretic networks in the home environment to for two real-life scenarios for perspectives, but discussions suggested provide safety, to monitor activities of ailing elders and their caregivers. The ways in which those adaptations daily living, to assess physical and cognitive exercise was helpful in grounding the might vary from one cultural context function, and to identify participants in the lives of older adults to another. Work was also should address real needs.

In this paper, we formulate the problem of early classification of time series data, which is important in some time-sensitive applications such as health-informatics. We introduce a novel concept of MPL (Minimum Prediction Length) and develop ECTS (Early Classification on Time Series), an effective 1-nearest neighbor classification method. ECTS makes early predictions and at the same time retains the accuracy comparable to that of a 1NN classifier using the full-length time series. Our empirical study using benchmark time series data sets shows that ECTS works well on the real data sets where 1NN classification is effective.

Knowledge-based recommenders support users in the identification of interesting items from large and potentially complex assortments. In cases where no recommendation could be found for a given set of requirements, such systems propose explanations that indicate minimal sets of faulty requirements. Unfortunately, such explanations are not personalized and do not include repair proposals which triggers a low degree of satisfaction and frequent cancellations of recommendation sessions. In this paper we present a personalized repair approach that integrates the calculation of explanations with collaborative problem solving techniques. In order to demonstrate the applicability of our approach, we present the results of an empirical study that show significant improvements in the accuracy of predictions for interesting repairs.

People have to make important decisions within a time frame. Hence, it is imperative to employ means or strategy to aid effective decision making. Consequently, Economic Intelligence (EI) has emerged as a field to aid strategic and timely decision making in an organization. In the course of attaining this goal: it is indispensable to be more optimistic towards provision for conservation of intellectual resource invested into the process of decision making. This intellectual resource is nothing else but the knowledge of the actors as well as that of the various processes for effecting decision making. Knowledge has been recognized as a strategic economic resource for enhancing productivity and a key for innovation in any organization or community. Thus, its adequate management with cognizance of its temporal properties is highly indispensable. Temporal properties of knowledge refer to the date and time (known as timestamp) such knowledge is created as well as the duration or interval between related knowledge. This paper focuses on the needs for a user-centered knowledge management approach as well as exploitation of associated temporal properties. Our perspective of knowledge is with respect to decision-problems projects in EI. Our hypothesis is that the possibility of reasoning about temporal properties in exploitation of knowledge in EI projects should foster timely decision making through generation of useful inferences from available and reusable knowledge for a new project.

In this paper, we investigate the hypothesis that plan recognition can significantly improve the performance of a case-based reinforcement learner in an adversarial action selection task. Our environment is a simplification of an American football game. The performance task is to control the behavior of a quarterback in a pass play, where the goal is to maximize yardage gained. Plan recognition focuses on predicting the play of the defensive team. We modeled plan recognition as an unsupervised learning task, and conducted a lesion study. We found that plan recognition was accurate, and that it significantly improved performance. More generally, our studies show that plan recognition reduced the dimensionality of the state space, which allowed learning to be conducted more effectively. We describe the algorithms, explain the reasons for performance improvement, and also describe a further empirical comparison that highlights the utility of plan recognition for this task.