A fundamental assumption of work in artificial intelligence and machine learning is that knowledge is expressed in a computer with the help of knowledge representations. Since the proper choice of such representations is a difficult task that fundamentally affects the capabilities of a system, the problem of automatic representation change is an important topic in current research. Concept Formation and Knowledge Revision focuses on representation change as a concept formation task, regarding concepts as the elementary representational vocabulary from which further statements are constructed. Taking an interdisciplinary approach from psychological foundations to computer implementations, the book draws on existing psychological results about the nature of human concepts and concept formation to determine the scope of concept formation phenomena, and to identify potential components of computational concept formation models. The central idea of this work is that computational concept formation can usefully be understood as a process that is triggered in a demand-driven fashion by the representational needs of the learning system, and identify the knowledge revision activities of a system as a particular context for such a process. The book presents a detailed analysis of the revision problem for first-order clausal theories, and develops a set of postulates that any such operation should satisfy. It shows how a minimum theory revision operator can be realized by using exception sets, and that this operator is indeed maximally general. The book then shows that concept formation can be triggered from within the knowledge revision process whenever the existing representation does not permit the plausible reformulation of an exception set, demonstrating the usefulness of the approach both theoretically and empirically within the learning knowledge acquisition system MOBAL. In using a first-order representation, this book is part of the rapidly developing field of Inductive Logic Programming (ILP). By integrating the computational issues with psychological and fundamental discussions of concept formation phenomena, the book will be of interest to readers both theoretically and psychologically inclined. From the foreword by Katharina Morik: ` The ideal to combine the three sources of artificial intelligence research has almost never been reached. Such a combined and integrated research requires the researcher to master different ways of thinking, different work styles, different sets of literature, and different research procedures. It requires capabilities in software engineering for the application part, in theoretical computer science for the theory part, and in psychology for the cognitive part. The most important capability for artificial intelligence is to keep the integrative view and to create a true original work that goes beyond the collection of pieces from different fields. This book achieves such an integrative view of concept formation and knowledge revision by presenting the way from psychological investigations that indicate that concepts are theories and point at the important role of a demand for learning. to an implemented system which supports users in their tasks when working with a knowledge base and its theoretical foundation. '

Considers S. 1807 and S. 1920, to authorize an HEW-funded study of manpower and training needs in the field of correctional rehabilitation.

Please note: This is a companion version & not the original book. Sample Book Insights: #1 The purpose of this book is to listen to the many different religions around the world and find common themes. We cannot know for sure whether or not the voices we hear blend in strange, ethereal harmony, but we can listen carefully and with full attention to each voice. #2 The book does not attempt to give a rounded view of the religions considered. Each host differences that are too numerous to be delineated in a single chapter. The first question facing an author is how many to include, and which ones. #3 The full story of religion is not rose-colored. It includes human sacrifice and scapegoating, fanaticism and persecution, the Christian Crusades and the holy wars of Islam. It includes witch hunts in Massachusetts, monkey trials in Tennessee, and snake worship in the Ozarks. #4 The best religions in the world are those that enamor their followers with the Truth. However, institutions, which are made up of people with their inbuilt frailties, are built of vices as well as virtues.

Concept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education.