Extending Explanation-Based Learning by Generalizing the by Jude W. Shavlik PDF

By Jude W. Shavlik

ISBN-10: 0273088173

ISBN-13: 9780273088172

Extending Explanation-Based studying through Generalizing the constitution of motives provides numerous fully-implemented desktops that replicate theories of ways to increase an attractive subfield of desktop studying referred to as explanation-based learning.

This booklet discusses the necessity for generalizing rationalization constructions, relevance to analyze components outdoors laptop studying, and schema-based challenge fixing. the results of typical explanation-based studying, BAGGER generalization set of rules, and empirical research of explanation-based studying also are elaborated. this article likewise covers the impact of elevated challenge complexity, rule entry suggestions, empirical learn of BAGGER2, and similar paintings in similarity-based learning.

This booklet is acceptable for readers drawn to desktop studying, specifically explanation-based studying.

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This is especially important if the solution is to be analyzed in order to determine its generality. However, if the replacement of a variable with its value creates a "same type" expression, the replacement should occur under Strategy 2. For example, consider the expression below, where C = 0. A (B+C)D Replacing C with zero and simplifying creates a multiplicative expression. The variable B would become accessible to combination with variables A and/λ Similarly, an additive expression can often be produced when the value of some variable, embedded in a multiplicative subexpression, is 1.

The task is to determine the velocity of the first ball after the collision. 4. 5. PHYSICS IOI'S problem solver is incomplete, as previously described. 4). 5, and asks for a solution from 4 Although the emphasis is on teacher-provided solutions, much of the discussion in this section also applies to the explanation of the system's own problem solving. It may take a substantial amount of work for Physics ioi to solve a problem, even without needing external help, and this effort can be reduced in the future by creating a new schema from the analysis of its labors.

6 Pleasing Substitutions Sample Mathematical Substitutions maximum; there will be no way to move closer to the goal. At these times, the problem solver must diverge from its goal, in the hopes of transforming the current situation into one where hill climbing can again occur. There are two qualitatively different ways by which the problem solver re-focuses its attention during this divergent phase. First, it attempts to transform the current situation in some seemingly useful way. , symmetry) are to be maintained or introduced; introduction of troublesome characteristics is to be avoided.

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Extending Explanation-Based Learning by Generalizing the Structure of Explanations by Jude W. Shavlik

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