This paper presents an approach to creating flexible general-logic representations from language for use in high-level reasoning tasks in cognitive modeling.  These representations are grounded in a large-scale ontology and emphasize the need for semantic breadth at the cost of syntactic breadth.  The task-independent interpretation process allows task-specific pragmatics to guide the interpretation process. In the context of a particular cognitive model, we discuss our use of limited abduction for interpretation and show results of its performance.

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.

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.

Sketch maps are an important spatial representation used in many geospatial-reasoning tasks. This article describes techniques we have developed that enable software to perform humanlike reasoning about sketch maps. We illustrate the utility of these techniques in the context of nuSketch Battlespace, a research system that has been successfully used in a variety of experiments. After an overview of the nuSketch approach and nuSketch Battlespace, we outline the representations of glyphs and sketches and the nuSketch spatial reasoning architecture.

Sketch maps are an important spatial representation used in many geospatial-reasoning tasks. This article describes techniques we have developed that enable software to perform humanlike reasoning about sketch maps. We illustrate the utility of these techniques in the context of nuSketch Battlespace, a research system that has been successfully used in a variety of experiments. After an overview of the nuSketch approach and nuSketch Battlespace, we outline the representations of glyphs and sketches and the nuSketch spatial reasoning architecture. We describe the use of qualitative topology and Voronoi diagrams to construct spatial representations, and explain how these facilities are combined with analogical reasoning to provide a simple form of enemy intent hypothesis generation.

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 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.

The Association for the Advancement of Artificial Intelligence, in cooperation with Stanford University's Department of Computer Science, presented the 2002 Spring Symposium Series, held Monday through Wednesday, 25 to 27 March 2002, at Stanford University. The nine symposia were entitled (1) Acquiring (and Using) Linguistic (and World) Knowledge for Information Access; (2) Artificial Intelligence and Interactive Entertainment; (3) Collaborative Learning Agents; (4) Information Refinement and Revision for Decision Making: Modeling for Diagnostics, Prognostics, and Prediction; (5) Intelligent Distributed and Embedded Systems; (6) Logic-Based Program Synthesis: State of the Art and Future Trends; (7) Mining Answers from Texts and Knowledge Bases; (8) Safe Learning Agents; and (9) Sketch Understanding.