Learning non-monotonic logic programs: Learning exceptions
Source8th European Conference on Machine Learning, ECML 1995
Google Scholar check
MetadataShow full item record
In this paper we present a framework for learning non-monotonic logic programs. The method is parametric on a classical learning algorithm whose generated rules are to be understood as default rules. This means that these rules must be tolerant to the negative information by allowing for the possibility of exceptions. The same classical algorithm is then used to learn recursively these exceptions. We prove that the non-monotonic learning algorithm that realizes these ideas converges asymptotically to the concept to be learned. We also discuss various general issues concerning the problem of learning nonmonotonic theories in the proposed framework. © Springer-Verlag Berlin Heidelberg 1995.
Showing items related by title, author, creator and subject.
Granić, A.; Ćukušić, M.; Tzanavari, Aimilia; Papadopoulos, George Angelos (IGI Global, 2009)Web-based learning environments have become an integral part of learning. The way that they are employed in the learning process, or in other words the learning strategy followed in that respect, is an important issue that ...
Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning Tsivitanidou, Olia E.; Constantinou, Costas P.; Labudde, Peter; Rönnebeck, Silke; Ropohl, Mathias (2018)The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary ...
Inquiry-based learning and retrospective action: Problematizing student work in a computer-supported learning environment Xenofontos, Nikoletta A.; Hovardas, Tasos; Zacharia, Zacharias C.; Jong, Ton de (2020)We examined student performance in a computer-supported learning environment after students undertook, among others, a graphing task within an inquiry context. Students were assigned in two conditions: (a) Students were ...