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feat: add motivation
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@gciatto
gciatto committed Jul 12, 2023
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250 changes: 235 additions & 15 deletions eass23-cl-in-mas.tex
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Expand Up @@ -52,7 +52,227 @@ \section*{Outline}
%/////////

%===============================================================================
\section{Premises}
\section{Why CL for MAS?}
%===============================================================================

%/////////
\begin{frame}[c]{Agent}
%
\begin{block}{Insight}
Any entity capable of \alert{acting}\footnote{``acting'' = ``affecting the environment, and (possibly) the agents therein contained''}
to reach some \alert{goals}
%
\begin{itemize}
\item while being situated into some \alert{environment}
%
\begin{itemize}
\item which can be both \alert{perceived} and \alert{affected}
\end{itemize}

\item possibly, along with other agents
%
\begin{itemize}
\item with which \alert{interaction} is possible
\end{itemize}
\end{itemize}
\end{block}
%
\begin{exampleblock}{Examples of agents}
\begin{multicols}{2}
\begin{itemize}
\item human beings
\item OS processes
\item OS threads
\item logic solvers
\item robots
\item BDI agents
\end{itemize}
\end{multicols}
\end{exampleblock}
%
\end{frame}
%/////////

%/////////
\begin{frame}[c,allowframebreaks]{Intelligence (of Agents)}
%
\begin{block}{Insight}
Agents are \alert{intelligent} when they have \alert{cognitive capabilities}, and they know when/how to use them to pursue their goal(s)
\end{block}
%
\begin{exampleblock}{Examples of \textbf{cognitive capabilities}}\small
\begin{itemize}
\item \alert{perceiving} stimuli and \alert{recognise} abstractions on top of them
\item \alert{representing knowledge} (e.g. perceptions, abstractions, goals, actions, etc) and \alert{memorising} it for later re-use
\item \alert{learning} from the experience (i.e. generalise the gathered knowledge)
\item \alert{planning} courses of action to pursue goals
\item \alert{reasoning} about knowledge (to \emph{deduce} implicit knowledge, to \emph{induce} new knowledge, to \emph{abduce} hypotheses)
\item \alert{interact} with other agents to exchange information (goals, knowledge, plans)
\item etc.
\end{itemize}
\end{exampleblock}
%
\begin{exampleblock}{Examples of intelligent agents}
\begin{itemize}
\item human agents behave intelligently (most of the times)
\item software agents require cognitive capabilities, to behave intelligently
%
\begin{itemize}
\item plus some criterion to decide when and how to use them
\end{itemize}
\end{itemize}
\end{exampleblock}
%
\framebreak
%
\begin{alertblock}{Cognitive capabilities $\nRightarrow$ Intelligence}
Cognitive behaviours may or may not be considered as intelligent depending on the \alert{context} they are applied into, and on the \alert{observer}
\end{alertblock}
%
\begin{exampleblock}{Examples of intelligent agents}
\begin{itemize}
\item agent stepping through the window at ground floor
\item agent stepping through the window at $N^{th}$ floor
\end{itemize}
\end{exampleblock}
%
\end{frame}
%/////////

%/////////
\begin{frame}[c,allowframebreaks]{Fundamental Mechanisms of Intelligent Systems}
%
\begin{enumerate}
\item Knowledge representation
%
\begin{itemize}
\item How is information represented to favour memorisation and processing
\end{itemize}
%
\item Inference
%
\begin{itemize}
\item How novel/explicit knowledge is attained from prior/implicit knowledge
\end{itemize}
%
\item Perception / actuation
%
\begin{itemize}
\item How information exchange with the environment occurs
\end{itemize}
%
\item Planning
%
\begin{itemize}
\item How courses of actions (directed towards some goal) are computed
\end{itemize}
%
\item Learning
%
\begin{itemize}
\item How experience is transformed into knowledge
\end{itemize}
%
\item Deliberation
%
\begin{itemize}
\item Where all such aspects are tied together
\end{itemize}
%
\item Environment and artefacts
%
\begin{itemize}
\item Where (inter)actions are coordinated
\end{itemize}
%
\end{enumerate}
%
\framebreak
%
\begin{block}{Special guest: \textbf{Explanation}}
How knowledge is \alert{transferred} from an agent to another
%
\begin{itemize}
\item software to human agent $\leftarrow$ symbolic knowledge \alert{extraction}
\item human to software agent $\leftarrow$ symbolic knowledge \alert{injection}
\end{itemize}
\end{block}
%
\begin{block}{Special guest: \textbf{Argumentation}}
Letting agents reach shared agreements by \alert{arguing}
%
\begin{itemize}
\item reason about how arguments attack each other
\item reason about when to present an argument to the opponent(s)
\end{itemize}
\end{block}
%
\end{frame}
%/////////

%/////////
\begin{frame}[c,allowframebreaks]{Orthogonal topics}

Topics necessary to understand two or more mechanisms:

\begin{block}{Data science (a.k.a. machine learning, a.k.a. data mining)}
The use of statistics and algorithms to extract knowledge out of data
%
\begin{itemize}
\item necessary or useful for:
\vspace{-10pt}
\begin{multicols}{2}
\begin{itemize}
\item perception
\item learning
\item inference
\item processing
\end{itemize}
\end{multicols}
\end{itemize}
\end{block}
%
\begin{itemize}
\item we assume students already have a background on this topic
%
\begin{itemize}
\item yet, most relevant aspects may be recalled when needed
\end{itemize}
\end{itemize}

\begin{block}{Computational Logic}
The use of logic to \emph{perform} or \emph{reason about} computation
%
\begin{itemize}
\item necessary or useful for:
\vspace{-10pt}
\begin{multicols}{2}
\begin{itemize}
\item knowledge representation
\item reasoning
\item planning
\item learning
\item perception
\item deliberation
\end{itemize}
\end{multicols}
\end{itemize}
\end{block}
%
\begin{itemize}
\item we provide background on this topic, along the course
\end{itemize}

\end{frame}
%/////////

%===============================================================================
\section{Knowledge Representation}
%===============================================================================


%===============================================================================
\subsection{Premises}
%===============================================================================

\begin{frame}{Lecture Goals}
Expand Down Expand Up @@ -198,7 +418,7 @@ \section{Premises}
\end{frame}

%===============================================================================
\section{Knowledge Representation}
\subsection{Main notions}
%===============================================================================

\begin{frame}{Overview}
Expand Down Expand Up @@ -239,7 +459,7 @@ \section{Knowledge Representation}
\end{itemize}
\end{frame}

\subsection{Terms}
\subsubsection{Terms}

\begin{frame}[allowframebreaks]{Terms}
\begin{block}{Purpose}\centering
Expand Down Expand Up @@ -354,7 +574,7 @@ \subsection{Terms}
\end{alertblock}
\end{frame}

\subsubsection{Ancillary definitions}
% \subsubsubsection{Ancillary definitions}

\begin{frame}[allowframebreaks]{Groundness}
\begin{block}{Informal definition}\centering
Expand Down Expand Up @@ -450,7 +670,7 @@ \subsubsection{Ancillary definitions}
\end{block}
\end{frame}

\subsection{Predicates}
\subsubsection{Predicates}

\begin{frame}[allowframebreaks]{Predicates}
\begin{block}{Purpose}\centering
Expand Down Expand Up @@ -600,7 +820,7 @@ \subsection{Predicates}
\end{description}
\end{frame}

\subsection{Horn Clauses}
\subsubsection{Horn Clauses}

\begin{frame}[allowframebreaks]{Horn Clauses}
\begin{block}{Purpose}\centering
Expand Down Expand Up @@ -790,7 +1010,7 @@ \subsection{Horn Clauses}
\end{frame}

%===============================================================================
\section{Flexibility of Logic Representation}
\subsection{Flexibility of Logic Representation}
%===============================================================================

\begin{frame}{Overview}
Expand Down Expand Up @@ -831,7 +1051,7 @@ \section{Flexibility of Logic Representation}
\end{itemize}
\end{frame}

\subsection{Intensional vs. Extensional}
\subsubsection{Intensional vs. Extensional}

\begin{frame}[allowframebreaks]{Intensional vs. Extensional Representations}
\begin{block}{``Intension and extension'' \uuurl{https://www.britannica.com/topic/intension}}\itshape\small
Expand Down Expand Up @@ -930,7 +1150,7 @@ \subsection{Intensional vs. Extensional}
\end{alertblock}
\end{frame}

\subsection{Relational vs. Propositional}
\subsubsection{Relational vs. Propositional}

\begin{frame}[allowframebreaks]{Relational vs. Propositional Representations}

Expand Down Expand Up @@ -1062,7 +1282,7 @@ \subsection{Relational vs. Propositional}
\end{frame}

%===============================================================================
\section{About Horn Clauses in Prolog}
\subsection{About Horn Clauses in Prolog}
%===============================================================================

\begin{frame}{Prolog Overview}
Expand Down Expand Up @@ -1099,7 +1319,7 @@ \section{About Horn Clauses in Prolog}
\end{itemize}
\end{frame}

\subsection{Why Prolog is tricky}
\subsubsection{Why Prolog is tricky}

\begin{frame}[allowframebreaks]{Horn Clauses in Prolog}
\begin{block}{The Prolog trick}
Expand Down Expand Up @@ -1148,7 +1368,7 @@ \subsection{Why Prolog is tricky}
\end{frame}

%===============================================================================
\section{Practice}
\subsection{Practice}
%===============================================================================

\subsection{\tuprolog{} and \twopkt{}}
Expand Down Expand Up @@ -1240,7 +1460,7 @@ \subsection{\tuprolog{} and \twopkt{}}
\end{itemize}
\end{frame}

\subsection{Exercises on terms}
\subsubsection{Exercises on terms}

\begin{frame}{About Exercises}

Expand Down Expand Up @@ -1290,7 +1510,7 @@ \subsection{Exercises on terms}
\end{block}
\end{frame}

\subsection{Exercises on Horn clauses}
\subsubsection{Exercises on Horn clauses}

\startExercise{}

Expand Down Expand Up @@ -1320,7 +1540,7 @@ \subsection{Exercises on Horn clauses}
\end{block}
\end{frame}

\subsection{Exercises on representations}
\subsubsection{Exercises on representations}

\startExercise{}

Expand Down

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