Robots are becoming increasingly common in home, industrial and medical environments. Their end users may know what they want the robots to do but lack the required technical skills to program them. We present a case-based reasoning approach for training a control module that controls a multi-purpose robotic platform. The control module learns by observing an expert performing a task and does not require any human intervention to program or modify the control module. To avoid requiring the control module to be modified when the robot it controls is repurposed, smart sensors and effectors register with the control module allowing it to dynamically modify the case structure it uses and how those cases are compared. This allows the hardware configuration to be modified, or completely changed, without having to change the control module. We present a case study demonstrating how a robot can be trained using learning by observation and later repurposed with new sensors and then retrained.

Over the past 11 years, this FLAIRS special track program has provided a focal point for the North American case-based reasoning (CBR) community, though it has drawn good international participation as well. Five papers were accepted this year. Ontañón presents seven different case acquisition techniques for CBR systems that use learning from demonstration and performs a comparative evaluation in the context of real-time strategy games. Ontañón and Plaza describe a preliminary formal model of knowledge transfer in case-based inference based on the idea of partial unification. Jalali and Leake present a new approach for ordering questions in conversational CBR systems that takes into account not just their discriminativeness but also the user's ability to answer.

In this paper we describe ongoing undergraduate research projects that allow us to shift emphasis from teaching to a more active form of student participation. More specifically our projects are on automatic gesture recognition using the Kinect 3D sensor from Microsoft Research and machine learning systems. We have observed the following benefits for our undergraduate students: learning a topic area in AI relatively early; developing proficiency in laboratory practice, specifically, systematic data collection and programming on multiple platforms; learning to use appropriate methodology; applying knowledge to a real situation; learning to analyze data and transform it to various representations; appreciation of scientific experiments and learning what scientific research actually entails.

This paper presents a case study in combining Lego Mindstorms NXT with Matlab/Simulink to help students in an undergraduate Machine Learning course study genetic algorithm design and testing. The project uses the VU-LRT toolbox to enable students to access the hardware capabilities of the Mindstorms platform from within Matlab. The course's enrollment was comprised of students from several majors with a variety of programming backgrounds. The course is part of an interdisciplinary cognitive science concentration. We report on the VU-LRT toolbox, the considerations imposed by the diversity of the student population on the design of the laboratory module and student evaluations of the laboratory module.

Topics include model assignments, course syllabi, soware, or other curricular resources; revision and implementation of the dra Computing Curricula 2013 Intelligent Systems area; AI classroom techniques or innovations for undergraduate or graduate instruction; intelligent applications for instruction of AI and assessment of such applications; the use of robots or other hands-on equipment for teaching AI; strategies for incorporating AI research into AI courses; strategies for encouraging wider student interest and participation in AI; and descriptions or case studies of successful class projects or other pedagogical experiences.

The formal semantics of speech acts, even in the classical framework of illocutionary logic, requires considerations that go beyond individual speech activity and beyond the interpretation of individual sentences. We show how the formal semantics of speech acts can be extended to take into account the social effects and interactive aspects of illocutionary activity. To illustrate our approach, we focus on the semantics of assertions and descriptive discourse, contrasting the individual aspect of speaker's meaning and the epistemic effects of assertion making. The approach presented in this paper generalizes to all other types of illocutionary acts, adding specific content to the conversational record that registers the common ground of speakers and hearers as a dialogue unfolds.

The paper investigates a phenomenon of free word order through the analysis by reduction. It exploits its formal background and data types and studies the word order freedom by means of the minimal number of word order shifts (word order changes preserving syntactic correctness, individual word forms, their morphological characteristics and/or their surface dependency relations). The investigation focuses upon an interplay of two phenomena related to word order: (non-)projectivity of a sentence and number of word order shifts within the analysis by reduction. This interplay is exemplified on a sample of Czech sentences with clitics.

Several authors analyzed propositional attitudes ( wish , fear , regret , glad ) by integrating their epistemic and deontic components. This paper extends previous work done by the author and presents a logical calculus inspired by Possibility Theory, a non-compositional version of fuzzy logic.

In some relative discussions about the conceptual analysis of translation paradox where people Studies about logic translation could be traced back to (Kolmogorov found the following situation paradoxical with an assumption 1925) (Glivenko 1929) (Gentzen 1933) (Gödel of stronger-weaker distinction about the strength of logics (1933). In this chapter, the discussion on Béziau's case of by weakening the condition of some logical constant on the translation paradox provides an easier way for people purpose: given two logics, one is weaker than the other in to understand how it is possible for people to consider the sense of proving everything the former proves, while at a more general and abstract logic by the bivaluation approach.

Applicative languages (Church’s ?-calculus and Curry’s combinatory Logic) and functional types are useful logical tools for studying and representing the meanings of verbal predicates and other linguistic operators (prepositions, preverbs …) of natural languages by means of combinations of abstract and cultural primitives. The situations are semantic expressions associated to sentences; they are written by means of applicative expressions (ae) generated from semantic abstract primitives: (i) cognitive basic types (individual, massive, distributive class, abstract places, activity, situations…); (ii) operators transforming assigned types (as topological operators : take the interior, exterior, boundary, closure of an abstract place); (iii) kinematic, dynamic, cause relators:  MOVT and CHANG expressing movement or change the state of an entity; FAIRE, CONTR (to control) and TELEO (to intend a teleonomic situation) introducing a link between a kinematic situation and an entity (agent, intermediary instrument…); CAUSE establishing a link between two different situations (a cause and an effect). These abstract primitives are interpreted inside of the cognitive fields of perception and action. They are sources of numerous grammaticalizations in languages. Verbal predicates involve an actualization over topological intervals of instants; thus, it is necessary to introduce complex operators for transforming a situation into an aspectual situation (state, event, process …). This article presents systematically these abstract primitives with some examples of meanings represented inside the applicative framework. The applicative expressions of situations (semantic schemes) defined to a semantic level can be integrated into lexical predicates of another level, by using combinators of combinatory logic; this integration process in Cognitive and Applicative Grammar (GAC) has already been presented (in precedent FLAIRS).