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Elaine Rich is Director of the Artificial Intelligence Laboratory at the Microelectronics and Computer Technology Corporation (MCC). Formerly on the faculty in computer sciences at the University of Texas, she received her PhD from Carnegie Mellon University. Her research interests include natural language processing. knowledge representation, and machine translation.

Kevin Knight received his B.A. from Harvard University and is presently completing his PhD in computer science at Carnegie Mellon University. A regular consultant at MCC, his research interests include natural language processing, unification, and machine translation, and search.

Shivashankar B Nair received his Master’s and Doctoral degrees in Engineering from Amravati University, Amravati, where he served as a faculty member from 1986 to 1998. He later joined the Indian Institute of Technology Guwahati, where he is currently an Associate Professor in Computer Science and Engineering. His major areas of interest include real-world Artificial Immune System Applications, Intelligent and Emotional Robotics, Natural Language Processing, Genetic Algorithms and Mobile Agent Systems.

Dr Nair has been the chief investigator for projects funded both by the Indian government and foreign agencies and is a member of several international and national journal and conference committees. Presently, he is on a sabbatical as a Visiting Professor (Korean Brain Pool) at the Human-Centred Advanced Research Education Centre, Hanbat National University, Daejeon, South Korea, where he is investigating new ways of instilling emotions into robots.

Preface to the Third Edition

xiii

Preface to the Second Edition

xvii

1. What is Artificial Intelligence?

 

1

1.1 The AI Problems

2

1.2 The Underlying Assumption

4

1.3 What is an AI Technique?

5

1.4 The Level of the Model

16

1.5 Criteria for Success

18

1.6 Some General References

19

 

1.7 One Final Word and Beyond Exercises 22

20

2. Problems, Problem Spaces, and Search

23

2.1 Defining the Problem as a State Space Search 23

2.2 Production Systems 28

 

2.3 Problem Characteristics 34

2.4 Production System Characteristics 41

 

2.5 Issues in the Design of Search Programs 43

2.6 Additional Problems 45 Summary 46 Exercises 46

 

3. Heuristic Search Techniques

 

48

3.1 Generate-and-Test 48

 

3.2 Hill Climbing

50

3.3 Best-first Search

55

3.4 Problem Reduction

 

62

3.5 Constraint Satisfaction

66

3.6 Means-ends Analysis

70

Summary

72

Exercises

73

 

 

4. Knowledge Representation Issues

 

75

4.1 Representations and Mappings

4.2 Approaches to Knowledge Representation

75

78

4.3 Issues in Knowledge Representation

4.4 The Frame Problem Summary 93

92

82

5. Using Predicate Logic

94

5.1 Representing Simple Facts in Logic 95

 

5.2 Representing Instance and ISA Relationships 99

 

5.3 Computable Functions and Predicates 101

 

5.4 Resolution 104

5.5 Natural Deduction 120 Summary 121 Exercises 122

 

6. Representing Knowledge Using Rules

 

125

6.1 Procedural Versus Declarative Knowledge

125

6.2 Logic Programming

127

6.3 Forward Versus Backward Reasoning

130

6.4 Matching 134

6.5 Control Knowledge

138

Summary 141

Exercises 141

7. Symbolic Reasoning Under Uncertainty

 

143

7.1 Introduction to Nonmonotonic Reasoning

143

7.2 Logics for Nonmonotonic Reasoning

146

7.3 Implementation Issues

153

 

7.4 Augmenting a Problem-solver

154

 

7.5 Implementation: Depth-first Search

156

7.6 Implementation: Breadth-first Search Summary 165 Exercises 166

162

8. Statistical Reasoning

168

8.1 Probability and Bayes’ Theorem 168

 

8.2 Certainty Factors and Rule-based Systems 170

 

8.3 Bayesian Networks 175

 

8.4 Dempster-shafer Theory 177

 

8.5 Fuzzy Logic 180 Summary 181 Exercises 182

9. Weak Slot-and-Filler Structures

 

184

9.1 Semantic Nets

184

Frames

9.2 189

Exercises

201

 

10. Strong Slot-and-Filler Structures

 

203

10.1 Conceptual Dependency

203

 

Scripts

10.2 208

 

CYC

10.3 212

 

Exercises

216

11. Knowledge Representation Summary

 

218

11.1 Syntactic-semantic Spectrum of Representation 218

11.2 Logic and Slot-and-filler Structures 220

 

11.3 Other Representational Techniques 221

11.4 Summary of the Role of Knowledge 223 Exercises 223

 

 

12. Game Playing

225

12.1

Overview 225

12.2

The Minimax Search Procedure 227

 

12.3

Adding Alpha-beta Cutoffs 230

12.4

Additional Refinements 234

 

12.6

References on Specific Games 238 Exercises 240

 

13. Planning

 

241

13.1 Overview 241

 

13.2 An Example Domain: The Blocks World 244

 

13.3 Components of a Planning System 244

 

13.4 Goal Stack Planning 249

 

13.5 Nonlinear Planning Using Constraint Posting 256

 

13.6 Hierarchical Planning 262

 

13.7 Reactive Systems 263

13.8 Other Planning Techniques 263 Exercises 264

 

14. Understanding

 

266

14.1 What is Understanding?

266

 

14.2 What Makes Understanding Hard?

267

 

14.3 Understanding as Constraint Satisfaction Summary 277

272

 

Exercises 278

15. Natural Language Processing

 

279

15.1 Introduction

15.2 Syntactic Processing

15.3 Semantic Analysis

280

285

294

15.4

Discourse and Pragmatic Processing

307

15.6

Spell Checking

319

Summary 323

Exercises 325

16. Parallel and Distributed AI

 

327

16.1 Psychological Modeling 327

 

16.2 Parallelism in Reasoning Systems 328

16.3 Distributed Reasoning Systems 330 Summary 340 Exercises 340

17. Learning

 

341

17.1 What is Learning? 341

 

17.2 Rote Learning 342

17.3 Learning by Taking Advice 343

 

17.4 Learning in Problem-solving 345

17.5 Learning from Examples: Induction 349

17.6 Explanation-based Learning 358

17.7 Discovery 361

 

17.8 Analogy 365

17.9 Formal Learning Theory 366

 

17.10 Neural Net Learning and Genetic Learning 367 Summary 368 Exercises 369

 

18. Connectionist Models

 

370

18.1 Introduction: Hopfield Networks 371

 

18.2 Learning in Neural Networks 373

18.3 Applications of Neural Networks 390

18.4 Recurrent Networks 393

 

18.5 Distributed Representations 394

 

18.6 Connectionist AI and Symbolic AI 397 Exercises 399

19. Common Sense

 

402

19.1 Qualitative Physics

403

 

19.2 Common Sense Ontologies

405

19.3 Memory Organization

411

19.4 Case-based Reasoning Exercises 415

413

20. Expert Systems

 

416

20.1 Representing and Using Domain Knowledge

20.2 Expert System Shells

418

416

20.3 Explanation

20.4 Knowledge Acquisition

419

421

Summary

423

Exercises

424

21. Perception and Action

 

425

21.1 Real-time Search

427

21.2 Perception

428

21.3 Action

432

 

21.4 Robot Architectures

435

Summary

437

Exercises

437

22. Fuzzy Logic Systems

 

439

22.1 Introduction 439

 

22.2 Crisp Sets 439

22.3 Fuzzy Sets 440

22.4 Some Fuzzy Terminology 440

 

22.5 Fuzzy Logic Control 441

22.6 Sugeno Style of Fuzzy Inference Processing 447

22.7 Fuzzy Hedges 448

 

22.8 A Cut Threshold 448

22.9 Neuro Fuzzy Systems 449

 

22.10 Points to Note 449 Exercises 450

 

23. Genetic Algorithms: Copying Nature’s Approaches

451

23.1 A Peek into the Biological World 451

23.2 Genetic Algorithms (GAS) 452

23.3 Significance of the Genetic Operators 464

23.4 Termination Parameters 465

23.5 Niching and Speciation 465

23.6 Evolving Neural Networks 466

23.7 Theoretical Grounding 468

23.8 Ant Algorithms 470

 

23.9 Points to Ponder 471 Exercises 472

24. Artificial Immune Systems

 

473

24.1 Introduction 473

24.2 The Phenomenon of Immunity 473

24.3 Immunity and Infection 474

24.4 The Innate Immune System—The First Line of Defence 474

24.5 The Adaptive Immune System—The Second Line of Defence 475

24.6 Recognition 477

24.7 Clonal Selection 478

24.7 Learning 479

24.8 Immune Network Theory 479

24.9 Mapping Immune Systems to Practical Applications 480

24.10 Other Applications 487

24.11 Points to Ponder 487 Exercises 487 Glossary of Biological Terms Used 488

25. Prolog—The Natural Language of Artificial Intelligence

490

25.1 Introduction 490

25.2 Converting English to Prolog Facts and Rules 490

25.3 Goals 491

25.4 Prolog Terminology 493

25.5 Variables 493

25.6 Control Structures 494

25.7 Arithmetic Operators 494

25.8 Matching in Prolog 496

25.9 Backtracking 497

25.10 Cuts 499

25.11 Recursion 500

25.12 Lists 502

25.13 Dynamic Databases 506

25.14 Input/Output and Streams 509

25.15 Some Aspects Specific to LPA Prolog 510 Summary 522 Exercises 522

26. Conclusion

523

26.1 Components of an AI Program

26.2 Ai Skeptics—An Open Argument Exercises 524

523

523

References

527

Author Index

544

Subject Index

557

Hints to Exercises:

Chapter 22

1. Now that a fuzzy cooler is in place, design a simple fuzzy washing machine that can

decide the speed of its motor based on the dirt level, type and the weight of the cloth.

The Instructor should motivate the student to think on similar lines as the cooler described.

2. Visit the library of your institution, this time, for a different purpose. Inspect what kind

of books are placed in each rack. Write a fuzzy logic program that can suggest the rack into which a new arrival (book) can go. One simple method is suggested below. The first task is to process the title of a book and extract significant key words from it. Membership of these keywords to a an area/field

(Computer Science, Chemistry, Electronics,…) could now be computed based on their occurrence in respective corpora related to these areas. Fuzzy rules like: If book is Close Computer Science and Average to Electronics then it belongs to Computer Science could be used. Defuzzification can be performed by the maximum truth value.

3. Based on the fuzzy cooler, model the exposure time of a typical camera. Assume the

camera has sensors to detect ambient light, controls for flash and picture type (landscape, close, etc.) settings. Also assume that exposure times are based on values reported by these sensors.

Here too, the Instructor should motivate the student to think on similar lines as the cooler described. Parameters and profiles of course are different and need to be discussed accordingly.

Hints to Exercises:

Chapter 23

1. Generating a time table for an academic curriculum is a complex problem if we consider the priorities (preferred time of class, course, etc.) of faculty members and available resources (class rooms, free time, etc.). Several attempts have been made to apply Genetic algorithms for the generation of an optimal or near optimal time table. Try formulating this problem to suit the genetic algorithm. Decide on the representation of the chromosome, the crossover points and how both crossover and mutation should be realized in the search for the optimal goal.

Time table generation is known to be a complex problem. Though a GA may not be able

to arrive at the most optimal table, it can definitely be used to generate near optimal

solutions that could be manually tweaked, thus saving a lot of nerve racking work! The Instructor could highlight to the students, the nature in which the time table in his/her academic institution is prepared. The different ways in which the chromosome can be

structured may be discussed.

One simple way is to form an m x n matrix that resembles the contents of a typical time table. A few constraints, for instance, are cited below:

Professor X wishes to take a class on AI on either Mondays, Tuesdays and Fridays and would prefer to lecture at 10:00AM except on Fridays when he wishes to do so at

4:00PM.

A table of such constraints could be formed for faculty members. (Maybe senior Professors could be given preference!) Likewise room availability constraints could cite the number and their size (maximum capacity). Lunch and tea breaks too have to be accounted for as also the number of courses and lectures and labs. per week.

Crossover could be either random or controlled. For instance a crossover may cause allocation of one Professor to two lectures at the same time. This could be detected immediately and the crossover effect nullified.

Mutation could be realized by randomly moving a lecture to another free area. Some thought should be given to the mutation rate and the manner of mutation.

A fitness function

parameters like:

to evaluate each time table generated could take into consideration

How well does it satisfy all the Professors’ preferences?

Is there a proper distribution of courses? (It should not be that all the lectures of a course are held on Monday and Tuesday or students opting for some set of courses do not have to attend classes at all on some days). The above parameters could be quantified and a fitness function formed.

2. In the animal world, the ant, grasshopper, the centipede and the millipede move using different gaits and stances. These probably evolved after several generations. Can we make a multi-legged robot learn to find the best and most stable gait? Use a Genetic

Algorithm to simulate

In the real world this problem requires a fitness function that could be calculated by actually trying out each solution. A 6-legged insect-like robot for instance could look something like this –

and
and

aid this robot to learn how to achieve optimal locomotion.

aid this robot to learn how to achieve optimal locomotion. Students could be asked to look

Students could be asked to look at Stiquito (http://www.stiquito.com/) the insect like robot and its versions.

The more the number of legs, the more is the number of possible gaits. This number also increases with the degrees of freedom of the legs. The above insect-like robot has six legs. Each can move forward when activated or remain in the position shown. The possible number of activation signals can go up to 2 6 = 64. By applying different sequences of activation signals several gaits can be generated. The idea is to find the best gait using GAs. Some of the possible gaits for a hexapod insect are shown below.

of the possible gaits for a hexapod insect are shown below. Evaluation could be performed by

Evaluation could be performed by a fitness function that could take into consideration the actual distance traversed by the robot after several repeated cycles of a particular gait. In short if we consider the leg activation sequence as 10010 (1 means activated; 0 means stationary) then this sequence forms a gait. While such a sequence (solution) could be

generated using GAs, the robot’s legs could be activated say around a 100 times with this sequence repeatedly and the distance traversed by it could form the fitness of this gait.

3. How would you go about embedding the above genetic algorithm into a real multi-

legged robot (imagine a millipede or a centipede-like robot) so that it will evolve and

learn

world?

to

find

the

best

gait

in

the

real

The crucial part as mentioned earlier is the evaluation of the distance traveled (fitness of the gait). In the real world there is no better way than the hard way – make the robot walk physically using every gait several times. The solutions obtained from the simulation phase could be used as the initial starting population. Measuring the distance of course requires some ingenuity!

Chapter 24

1. A smart house needs an efficient burglar detection and alarm system. Can you model these using AIS concepts? You could imagine numerous strategically located burglar detectors each comprising of cameras and proximity sensors that can trigger alarms. Cameras could sense movement.

Immune system

Approx. Metaphors

Lymphocyte (B-cell,T-cell) Antibody variable region Memory cell

Burglar Alarm Alarm tone/intensity

A

vulnerable area (in the fence) detected earlier

 

by one of the detectors (camera).

Pathogen

Burglar

Circulation

Detectors could be networked and signal others

of

a possibly intrusion causing increase their

MHC

sensitivity levels. Representation parameters/Image and proximity processing Sensitivity level

Activation threshold, human owner Detection event Response from alarm and human intervention

Cytokines Signals Pathogen detection Pathogen elimination

The student could be asked to provide his/her own viewpoints about the model being tailored to suit AIS concepts within.

2. Many events can be looked upon as a defence mechanism. For instance the simple fact that you can balance on two legs is a mechanism to defend (or prevent) your centre of gravity from moving away from a stable point. Self preservation can be viewed, likewise, as the capability to defend your body. At every stage your actions (be it moving, talking, thinking, …) are all measures taken to make you feel stable (comfortable). With this in

mind try

modelling

the following into an AIS based system:

(i)

Riding a cycle

(ii)

Spam detection and elimination

The Instructor is urged to motivate the students to think of each of the above problems as one that has an Antigen and a Pathogen. Rest of the metaphors could then be discussed.

(i) This is hypothetical unless we actually model an AIS based robot to actually ride the cycle. There have been attempts to balance a pole using a numerous sensors, each acting on the system to stabilize it. Riding a cycle could also be looked upon as one such system wherein sensors could find the tilt, the movement of the centre of gravity and take corrective action using AIS concepts. Destabilization/shift in the centre of gravity could be viewed as an antigen. Its detection could trigger antibodies in the form of motor (muscle) activations that

counteract this change in an attempt to balance the cycle. Initially generated antibodies may not be all that successful but a clonal selection mechanism will allow those successful to become memory cells and result in stable and safe riding over a period of time.

(ii) Spam has become a perennial problem. While many attempts have been made to circumvent it, the fact that spammers change their modes

of spamming is highly frustrating

(naïve B/T-cells) could be extracted from an existing 100% spam database (similar to the bone marrow model). These could be used as starting material to counter spam. These words could undergo somatic mutation/hypermutation to catch the ever changing camouflaged words within the incoming email and trigger a detection. For instance the word – Viagra may have been spelt as Vi$agra. Mutation can help generate such non-words from real words. Students could be encouraged to use WordNet (http://wordnet.princeton.edu/) to find words related to spam words (such as synonyms) so as to make the word population diverse.

An initial repertoire of words

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