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Rational Agents Intelligent Agents Simple Reflex Agents Reflex Agents !ith an Internal State "oal Base# Agents %tilit& Base# Agents (a)hine *earning ,he Agent -n.ironments 0omponents of an AI Agent
Rational Agents
2An agent is an&thing that )an 3e .ie!e# as perceiving its en.ironment through sensors an# acting upon that en.ironment through actuators.4 5Russell 6 7or.ig, page 328
Stimulus
Receptors/ Sensors
Agent
Effectors/ Actuators
Response
It is no a))i#ent that this #iagram is of exa)tl& the same form as the #iagram for the intera)tion of the human ner.ous s&stem !ith its en.ironment. A rational agent is one that a)ts in a manner that )auses it to 3e as su))essful as it )an. 9hat )ounts as su))essful o3.iousl& #epen#s on !hat !e re:uire the agent to #o. 9e nee# to #etermine an appropriate performance measure in ea)h )ase. ;ne has to 3e )areful in )hoosing that measure, as there are often man& )onfli)ting )riteria that nee# to 3e ta<en into a))ount.
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Intelligent Agents
Agents are )omprise# of an architecture 5e.g. a )omputer8 plus a program that runs on that ar)hite)ture. In this mo#ule !e are primaril& intereste# in #esigning the programs. In #esigning intelligent s&stems there are four main fa)tors to )onsi#erA B A " Percepts C the inputs to our s&stem Actions C the outputs of our s&stem Goals C !hat the agent is expe)te# to a)hie.e Environment C !hat the agent is intera)ting !ith
9e shall )onsi#er four t&pes of agent s&stem of in)reasing sophisti)ationA 1. 2. 3. . Simple Reflex Agents Reflex Agents !ith an Internal State "oal 3ase# agents %tilit& 3ase# agents
9e )an see that there is a )lear an# simple mapping 3et!een PAGE an# PEASA Performance Environment Actuators Sensors Pecepts Actions Goals Environment
Percepts
S&mptoms, test results, patient?s ans!ers Bixels of .ar&ing intensit& an# )olour Bixels of .ar&ing intensit& an# )olour ,emperature, pressure an# )hemi)al rea#ings ,&pe# !or#s
Actions
Duestions, test re:uests, treatments, referrals Fispla& a )ategorisation of the s)ene Bi)< up parts an# sort them into 3ins ;pen an# )lose .al.es, a#Gust temperature Fispla& exer)ises, suggestions, )orre)tions
Goals
Eealth& patients, minimise )osts 0orre)t image )ategorisation Bla)e parts into )orre)t 3ins (aximise purit&, &iel#, safet& (aximise stu#ent?s exam results
Environment
Batient, hospital, staff Images from or3iting satellite 0on.e&or 3elt !ith parts, 3ins Refiner&, staff
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,hese are sometimes also )alle# situation-action rules, productions, or if-then rules. "enerall&, large sets of rules li<e these, e.g. if it is raining t"en put up umbrella
ma& together pro#u)e a)tions that appear intelligent, an# the& )an 3e implemente# .er& effi)ientl&. Eumans ha.e man& learne# responses an# innate reflexes of this form. Eo!e.er, !e shall see that their range of appli)a3ilit& is a)tuall& .er& narro!.
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%ac"ine &earning
9e )an see that per)epts shoul# not onl& 3e use# for generating an agent?s imme#iate a)tions, 3ut also for impro.ing its a3ilit& to a)t in the future, i.e. for learning. In pra)ti)e, learning )an )orrespon# to an&thing from tri.ial memorisation, to the )reation of )omplete s)ientifi) theories. 9e )on.entionall& )lassif& learning into three in)reasingl& #iffi)ult )lassesA Supervised &earning C learning !ith a tea)her 5e.g. the s&stem is tol# !hat outputs it shoul# pro#u)e for ea)h of a set of inputs8 Reinforcement learning C learning !ith limite# fee#3a)< 5e.g. the s&stem must pro#u)e outputs for a set of inputs an# is onl& tol# !hether the& are goo# or 3a#8 $nsupervised learning C learning !ith no help 5e.g. the s&stem is gi.en a set of inputs an# is expe)te# to ma<e some <in# of sense of them on its o!n8 (a)hine learning s&stems )an 3e set up to #o all three t&pes of learning.
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&earning Agents
,he most po!erful agents are a3le to learn 3& a)ti.el& exploring an# experimenting !ith their en.ironment. A general learning agent has four 3asi) )omponentsA 1. 2. 3. . "e Performance Element C !hi)h ta<es in per)epts an# #e)i#es on appropriate a)tions in the same !a& as a non1learning agent. "e 'ritic C !hi)h uses a fixe# stan#ar# of performan)e to tell the learning element ho! !ell the agent is #oing. "e &earning Element C that re)ei.es information from the )riti) an# ma<es appropriate impro.ements to the performan)e element. "e Pro(lem Generator C that suggests a)tions that !ill lea# to ne! an# informati.e experien)es 5e.g. as in )arr&ing out experiments8.
7ote that not all learning agents !ill nee# a pro3lem generator C a tea)her, or the agent?s normal mo#e of operation, ma& pro.i#e suffi)ient fee#3a)< for learning.
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Episodic vs. )on*episodic C In an episodic en.ironment the agent?s experien)e )an 3e #i.i#e# into 2episo#es4 )onsisting of the agent per)ei.ing an# then pro#u)ing a)tions that #epen# onl& on that episo#e. Su3se:uent episo#es #o not #epen# on pre.ious episo#es, an# so the agent )an limit ho! far it nee#s to thin< ahea#. Static vs. D!namic C A static en.ironment #oes not )hange !hile an agent is #eli3erating. ,he agent !ill then ha.e no nee# to <eep )he)<ing the !orl# !hile it is #e)i#ing on an a)tion, nor !orr& a3out the passage of time. It is )lear that #ifferent t&pes of en.ironment !ill re:uire #ifferent t&pes of agents to #eal !ith them effe)ti.el&. ,he har#est en.ironments to )ope !ith !ill 3e ina))essi3le, non1#eterministi), )ontinuous, non1episo#i), an# #&nami). ;ften !e run an environment program for our agents to intera)t !ith. ,his gi.es ea)h agent its per)epts, re)ei.es an a)tion from ea)h agent, an# then up#ates the en.ironment. It ma& also <eep tra)< of the performan)e measures for ea)h agent.
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'omponents of an AI Agent
9e no! ha.e a goo# i#ea of the )omponents that nee# to 3e 3uilt into an AI agentA 1. 2. 3. . A means to infer properties of the !orl# from its per)epts. Information a3out the !a& the !orl# e.ol.es. Information a3out !hat !ill happen as a result of its possi3le a)tions. %tilit& information in#i)ating the #esira3ilit& of possi3le !orl# states an# the a)tions that lea# to them. "oals that #es)ri3e the )lasses of states !hose a)hie.ement maximises the agent?s utilit&. A mapping from the a3o.e forms of <no!le#ge to its a)tions. An a)ti.e learning s&stem that !ill impro.e the agents a3ilit& to perform !ell.
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Reading 1. Russell 6 7or.igA Se)tions 2.1, 2.2, 2.3, 2. , 2.5. J,his le)ture ties in )losel& !ith this material C the other 3oo<s #o not )o.er it .er& !ell.K
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