The AAAI-10 Workshop program was held Sunday and Monday, July 11–12, 2010 at the Westin Peachtree Plaza in Atlanta, Georgia. The AAAI-10 workshop program included 13 workshops covering a wide range of topics in artificial intelligence. The titles of the workshops were AI and Fun, Bridging the Gap between Task and Motion Planning, Collaboratively-Built Knowledge Sources and Artificial Intelligence, Goal-Directed Autonomy, Intelligent Security, Interactive Decision Theory and Game Theory, Metacognition for Robust Social Systems, Model Checking and Artificial Intelligence, Neural-Symbolic Learning and Reasoning, Plan, Activity, and Intent Recognition, Statistical Relational AI, Visual Representations and Reasoning, and Abstraction, Reformulation, and Approximation. This article presents short summaries of those events.

The AAAI-10 Workshop program was held Sunday and Monday, July 11–12, 2010 at the Westin Peachtree Plaza in Atlanta, Georgia. The AAAI-10 workshop program included 13 workshops covering a wide range of topics in artificial intelligence. The titles of the workshops were AI and Fun, Bridging the Gap between Task and Motion Planning, Collaboratively-Built Knowledge Sources and Artificial Intelligence, Goal-Directed Autonomy, Intelligent Security, Interactive Decision Theory and Game Theory, Metacognition for Robust Social Systems, Model Checking and Artificial Intelligence, Neural-Symbolic Learning and Reasoning, Plan, Activity, and Intent Recognition, Statistical Relational AI, Visual Representations and Reasoning, and Abstraction, Reformulation, and Approximation. This article presents short summaries of those events.

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.

Goal Driven Learning (GDL) focuses on systems that determine by themselves what has to be learnt and how to learn it. Typically GDL systems use meta-reasoning capabilities over a base {\em reasoner}, identifying learning goals and devising strategies. In this paper we present a novel GDL technique to deal with complex AI systems where the meta-reasoning module has to analyze the reasoning trace of multiple components with potentially different learning paradigms. Our approach works by distributing the generation of learning strategies among the different modules instead of centralizing it in the meta-reasoner. We implemented our technique in the GILA system, that works in the airspace task orders domain, showing an increase in performance.

The Association for the Advancement of Artificial Intelligence (AAAI) held its 1994 Spring Symposium Series on 19-23 March at Stanford University, Stanford, California. This article contains summaries of 10 of the 11 symposia that were conducted: Applications of Computer Vision in Medical Image Processing; AI in Medicine: Interpreting Clinical Data; Believable Agents; Computational Organization Design; Decision-Theoretic Planning; Detecting and Resolving Errors in Manufacturing Systems; Goal-Driven Learning; Intelligent Multimedia, Multimodal Systems; Software Agents; and Toward Physical Interaction and Manipulation. Papers of most of the symposia are available as technical reports from AAAI.

The Association for the Advancement of Artificial Intelligence (AAAI) held its 1994 Spring Symposium Series on 19-23 March at Stanford University, Stanford, California. This article contains summaries of 10 of the 11 symposia that were conducted: Applications of Computer Vision in Medical Image Processing; AI in Medicine: Interpreting Clinical Data; Believable Agents; Computational Organization Design; Decision-Theoretic Planning; Detecting and Resolving Errors in Manufacturing Systems; Goal-Driven Learning; Intelligent Multimedia, Multimodal Systems; Software Agents; and Toward Physical Interaction and Manipulation. Papers of most of the symposia are available as technical reports from AAAI.

In AI, psychology, and education, a growing body of research supports the view that learning is a goal-directed process. Psychological experiments show that people with varying goals process information differently, studies in education show that goals have a strong effect on what students learn, and functional arguments in machine learning support the necessity of goal-based focusing of learner effort. At the Fourteenth Annual Conference of the Cognitive Science Society, a symposium brought together researchers in AI, psychology, and education to discuss goal-driven learning. This article presents the fundamental points illuminated at the symposium, placing them in the context of open questions and current research directions in goal-driven learning.

In his model, requirements needs, it must be able to represent is done unintentionally; a problem for filling system knowledge solver attempting to solve a gaps also direct explanation generation what these needs are. Ram proposed problem simply stores a trace of its by guiding retrieval and revision representations that include processing without attention to its of explanations during case-based the desired knowledge (possibly partially future relevance. However, Ng's previously explanation construction (Leake specified) and the reason that mentioned studies show that 1992). In the context of analogical the knowledge is sought. Leake for a different class of task, learning mapping, Thagard pointed out that focused on the representation of the goals have a strong effect on the goals, semantic constraints, and syntactic knowledge required to resolve anomalies learning performance of human constraints all affect analogical (which depends on a vocabulary learners. A future question is to identify mapping (Holyoak and Thagard 1989) of anomaly characterization structures the limits of goal-driven processing and the retrieval of potential analogs to describe the information in human learners.

AI research is conducted at a number of academic and research units at the Georgia Institute of Technology. Some of this research is basic in nature, and some has an applied character to it. This article briefly describes basic AI research in the College of Computing at Georgia Tech.

AI research is conducted at a number of academic and research units at the Georgia Institute of Technology. Some of this research is basic in nature, and some has an applied character to it. This article briefly describes basic AI research in the College of Computing at Georgia Tech.