From ad11f85777f159f5534f5ee0f9e8d4b5cc195cac Mon Sep 17 00:00:00 2001 From: Giovanni Ciatto Date: Wed, 12 Jul 2023 16:30:02 +0200 Subject: [PATCH] feat: add motivation --- eass23-cl-in-mas.tex | 250 ++++++++++++++++++++++++++++++++++++++++--- 1 file changed, 235 insertions(+), 15 deletions(-) diff --git a/eass23-cl-in-mas.tex b/eass23-cl-in-mas.tex index 8fec9a5..29084cf 100644 --- a/eass23-cl-in-mas.tex +++ b/eass23-cl-in-mas.tex @@ -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} @@ -198,7 +418,7 @@ \section{Premises} \end{frame} %=============================================================================== -\section{Knowledge Representation} +\subsection{Main notions} %=============================================================================== \begin{frame}{Overview} @@ -239,7 +459,7 @@ \section{Knowledge Representation} \end{itemize} \end{frame} -\subsection{Terms} +\subsubsection{Terms} \begin{frame}[allowframebreaks]{Terms} \begin{block}{Purpose}\centering @@ -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 @@ -450,7 +670,7 @@ \subsubsection{Ancillary definitions} \end{block} \end{frame} -\subsection{Predicates} +\subsubsection{Predicates} \begin{frame}[allowframebreaks]{Predicates} \begin{block}{Purpose}\centering @@ -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 @@ -790,7 +1010,7 @@ \subsection{Horn Clauses} \end{frame} %=============================================================================== -\section{Flexibility of Logic Representation} +\subsection{Flexibility of Logic Representation} %=============================================================================== \begin{frame}{Overview} @@ -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 @@ -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} @@ -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} @@ -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} @@ -1148,7 +1368,7 @@ \subsection{Why Prolog is tricky} \end{frame} %=============================================================================== -\section{Practice} +\subsection{Practice} %=============================================================================== \subsection{\tuprolog{} and \twopkt{}} @@ -1240,7 +1460,7 @@ \subsection{\tuprolog{} and \twopkt{}} \end{itemize} \end{frame} -\subsection{Exercises on terms} +\subsubsection{Exercises on terms} \begin{frame}{About Exercises} @@ -1290,7 +1510,7 @@ \subsection{Exercises on terms} \end{block} \end{frame} -\subsection{Exercises on Horn clauses} +\subsubsection{Exercises on Horn clauses} \startExercise{} @@ -1320,7 +1540,7 @@ \subsection{Exercises on Horn clauses} \end{block} \end{frame} -\subsection{Exercises on representations} +\subsubsection{Exercises on representations} \startExercise{}