It was recently proved that a sound and complete qualitative simulator does not exist, that is, as long as the input-output vocabulary of the state-of-the-art QSIM algorithm is used, there will always be input models which cause any simulator with a coverage guarantee to make spurious predictions in its output. In this paper, we examine whether a meaningfully expressive restriction of this vocabulary is possible so that one can build a simulator with both the soundness and completeness properties. We prove several negative results: All sound qualitative simulators, employing subsets of the QSIM representation which retain the operating region transition feature, and support at least the addition and constancy constraints, are shown to be inherently incomplete. Even when the simulations are restricted to run in a single operating region, a constraint vocabulary containing just the addition, constancy, derivative, and multiplication relations makes the construction of sound and complete qualitative simulators impossible.

We are developing Companion Cognitive Systems, a new kind of software that can be effectively treated as a collaborator. Aside from their potential utility, we believe this effort is important because it focuses on three key problems that must be solved to achieve human-level AI: Robust reasoning and learning, interactivity, and longevity. We describe the ideas we are using to develop the first architecture for Companions: analogical processing, grounded in cognitive science for reasoning and learning, sketching and concept maps to improve interactivity, and a distributed agent architecture hosted on a cluster to achieve performance and longevity. We outline some results on learning by accumulating examples derived from our first experimental version.

Learning how to create, test, and revise models is a central skill in scientific reasoning. We argue that qualitative modeling provides an appropriate level of representation for helping middle-school students learn to become modelers. We describe Vmodel, a system we have created that uses visual representations and that enables middle-school students to create qualitative models. We discuss the design of the visual representation language, how Vmodel works, and evidence from school studies that indicate it is successful in helping students.

Learning how to create, test, and revise models is a central skill in scientific reasoning. We argue that qualitative modeling provides an appropriate level of representation for helping middle-school students learn to become modelers. We describe Vmodel, a system we have created that uses visual representations and that enables middle-school students to create qualitative models. Software coaches use simple analyses of model structure plus qualitative simulation to provide feedback and explanations. This system has been used in several studies in Chicago public school classrooms, using curricula developed in collaboration with teachers. We discuss the design of the visual representation language, how Vmodel works, and evidence from school studies that indicate it is successful in helping students.

We are pleased to publish this special selection of articles from the Sixteenth Annual Conference on Innovative Applications of Artificial Intelligence (IAAI-04), which occurred July 27-29, 2004 in San Jose, California. IAAI is the premier venue for learning about AI's impact through deployed applications and emerging AI technologies. Case studies of deployed applications with measurable benefits arising from the use of AI technology provide clear evidence of the impact and value of AI technology to today's world. The emerging applications track features technologies that are rapidly maturing to the point of application. The seven articles selected for this special issue are extended versions of the papers that appeared at the conference. Four of the articles describe deployed applications that are already in use in the field. The other three articles, which are from the emerging technology track, were selected because they are particularly innovative and show great potential for deployment.

In this editorial introduction to this special issue of AI Magazine on qualitative reasoning, we briefly discuss the main motivations and characteristics of this branch of AI research. We also summarize the contributions in this issue and point out challenges for future research.

We argue that qualitative modeling provides a valuable way for students to learn. Two modelbuilding environments, VMODEL and HOMER/- VISIGARP, are presented that support learners by constructing conceptual models of systems and their behavior using qualitative formalisms. Both environments use diagrammatic representations to facilitate knowledge articulation. Preliminary evaluations in educational settings provide support for the hypothesis that qualitative modeling tools can be valuable aids for learning.

We examine different formalisms for modeling qualitatively physical systems and their associated inferential processes that allow us to derive qualitative predictions from the models. We highlight the mathematical aspects of these processes along with their potential and limitations.

Traditional approaches to ecological modeling, based on mathematical equations, are hampered by the qualitative nature of ecological knowledge. In this article, we demonstrate that qualitative reasoning provides alternative and productive ways for ecologists to develop, organize, and implement models. We present a qualitative theory of population dynamics and use this theory to capture and simulate commonsense theories about population and community ecology. Advantages of this approach include the possibility of deriving relevant conclusions about ecological systems without numeric data; a compositional approach that enables the reusability of models representing partial behavior; the use of a rich vocabulary describing objects, situations, relations, and mechanisms of change; and the capability to provide causal interpretations of system behavior.

In general, modeling is a complex and creative task, and building qualitative models is no exception. In this article, we review approaches to learning qualitative models, either from numeric data or qualitative observations. We illustrate this using applications associated with systems control, in particular, the identification and optimization of controllers and human operator's control skill. We also review approaches that learn models in terms of qualitative differential equations.