In high school, Mackenzie Leake shot a movie about being afraid to get her driver's license. "A very millennial subject," she jokes. It gave her a punishing lesson in editing video: Leake spent countless hours, over the course of weeks, "scrubbing" through her footage to find the best shots, then painstakingly assembling them. "It's a ton of grunt work," she notes. Now, seven years later, she's trying to accelerate the process.

In high school, Mackenzie Leake shot a movie about being afraid to get her driver's license. "A very millennial subject," she jokes. It gave her a punishing lesson in editing video: Leake spent countless hours, over the course of weeks, "scrubbing" through her footage to find the best shots, then painstakingly assembling them. "It's a ton of grunt work," she notes. Now, seven years later, she's trying to accelerate the process.

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 goalbased 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 goaldriven 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. Learning is a central area of study for researchers interested in human cognition as well as those interested in machine intelligence.

I am honored by the appointment and look forward to the opportunity to guide the magazine as it begins its third decade of publication. AI Magazine serves the artificial intelligence community in many ways. It is a medium for disseminating information about AI areas and methods to readers across the entire field of AI, as well as to a broad multidisciplinary audience. It is a journal of record for articles on important research and applications advances as well as for meeting reports, reviews, and discussions that illuminate the state of the art and emerging areas. Equally important, it is a forum for sharing visions for the field--perspectives on issues, priorities, and challenges for moving forward.

If you AAAI-18 registration information is programs specifically for students, are representing a company, research now available at aaai.org/aaai18, and including the Doctoral Consortium, organization or university and would online registration can be completed at the Student Abstract Program, Lunch like to participate in the job fair, please regonline.com/aaai18. The deadline with a Fellow, and the Volunteer Program, send an email with your contact information for late registration rates is January 5, in addition to the following: to aaai18jobfair@aaai.org Nuance Communications, Inc. is sponsoring and make all the newcomers welcome! the Hilton New Orleans Riverside at The test will be organized, senior women in artificial intelligence. For complete informatio, includes Cynthia Dwork (Harvard / hours of informal mingling. The Job please see aaai.org/Conferences/

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Tim Leake is SVP and Creative, Marketing & Innovation for RPA, a Santa Monica-based agency all about People First. So, it's somewhat fitting that Leake would have an opinion on the emergence of Artificial Intelligence in the creative community. I put a cheeky little post up on social media last week, reading: "Artificial Intelligence will eliminate a lot of jobs in the coming years. But if you're worried, remember AI sucks at being creative." Nearly immediately, the Internet told me I was wrong.

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.