New this year: Attendance at the tutorials is May 20, 2011.

David McAllester and David Rosenblitt's paper, "Systematic Nonlinear Planning" (published This commentary by Daniel S. Weld describes David Rosenblitt's paper, "Systematic Nonlinear Planning" (McAllester and Rosenblitt 1991), presented 19 years ago at the Ninth National Conference on Artificial Intelligence (AAAI-91), had two major impacts on the field: (1) an elegant algorithm and (2) endorsement of the lifting technique. The paper's biggest impact stems from its extremely clear and simple presentation of a sound and complete algorithm (known as SNLP or POP) for classical planning. While it is easy to define such an algorithm as search through the space of world states, SNLP is a "partialorder" planner, meaning it searches the space of partially specified plans, where only partial constraints on action arguments and ordering decisions are maintained. Here, McAllester and Rosenblitt benefited from David Chapman's elegant TWEAK planner, which greatly clarified previous partial-order algorithms (Chapman 1985). SNLP's key feature is the use of a data structure, called a causal link, to record the planner's commitment to establish a precondition of one action with the postcondition of another.

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.

EAAI encourages the sharing of innovative educational approaches that convey or leverage AI and its many subfields, including robotics, machine learning, natural language, and computer vision. EAAI follows the successful 2008 Spring Symposium on "Using AI to Motivate Greater Participation in Computer Science" and the 2008 AAAI AI Education Colloquium. Fifty-five attendees formally registered for the event, but many other AAAI attendees also visited one or more EAAI events. EAAI is planned to become an annual event; EAAI-11 will be held in San Francisco on August 9-10, 2011, collocated with AAAI-11. The 2010 symposium included an invited talk, paper presentations, model AI assignments, a teaching and mentoring workshop, a best educational video award, and a robotics track.

For example, baby boomers are aging. Researchers are actively pursuing interdisciplinary research that enables robots to function autnomously within arbitrary environments alongside people. The goal of the AAAI 2010 Workshop on Enabling Intelligence through Middleware was to examine both the successes and opportunities to provide tools that enable a larger pool of researchers to experiment with embodied, intelligent algorithms. The half-day workshop, attended by over 80 people, was held as part of the Twenty-Fourth AAAI Conference on Artificial Intelligence in Atlanta Georgia on July 12, 2010. The workshop consisted of two parts: (1) invited talks and (2) middleware presentations.

We have explored the use of analogy as a general approach to near and far transfer learning in domains ranging from physics problem solving to strategy games (Klenk and Forbus 2007; Hinrichs and Forbus 2007). Using the same basic analogical mechanism, we have found that the main differences between near and far transfer involve the amount of generalization that must be performed prior to transfer and the way that the matching process treats nonidentical predicates. We present here two extensions of our analogical matcher, minimal ascension and metamapping, that enable far transfer between representations with different relational vocabulary. Evidence for the effectiveness of these techniques is provided by a large-scale external evaluation, involving a substantial number of novel distant analogs.

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.

This article argues that currently the largest gap between human and machine learning is learning algorithms' inability to perform deep transfer, that is, generalize from one domain to another domain containing different objects, classes, properties and relations. We argue that second-order Markov logic is ideally suited for this purpose, and propose an approach based on it. Our algorithm discovers structural regularities in the source domain in the form of Markov logic formulas with predicate variables, and instantiates these formulas with predicates from the target domain. Our approach has successfully transferred learned knowledge among molecular biology, Web and social network domains.

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.

This issue summarizes the state of the art in structured knowledge transfer, which is an emerging approach to the general problem of knowledge acquisition and reuse. Its goal is to capture, in a general form, the internal structure of the objects, relations, strategies, and processes used to solve tasks drawn from a source domain, and exploit that knowledge to improve performance in a target domain.