In 1964 Kolmogorov introduced the concept of the complexity of a finite object (for instance, the words in a certain alphabet). He defined complexity as the minimum number of binary signs containing all the information about a given object that are sufficient for its recovery (decoding). This definition depends essentially on the method of decoding. However, by means of the general theory of algorithms, Kolmogorov was able to give an invariant (universal) definition of complexity. Related concepts were investigated by Solotionoff (U.S.A.) and Markov. Using the concept of complexity, Kolmogorov gave definitions of the quantity of information in finite objects and of the concept of a random sequence (which was then defined more precisely by Martin-Lof). Afterwards, this circle of questions developed rapidly. In particular, an interesting development took place of the ideas of Markov on the application of the concept of complexity to the study of quantitative questions in the theory of algorithms. The present article is a survey of the fundamental results connected with the brief remarks above.

Theoretical computer science treats any computational subject for which a good model can be created. Research on formal models of computation was initiated in the 1930s and 1940s by Turing, Post, Kleene, Church, and others. In the 1950s and 1960s programming languages, language translators, and operating systems were under development and therefore became both the subject and basis for a great deal of theoretical work. The power of computers of this period was limited by slow processors and small amounts of memory, and thus theories (models, algorithms, and analysis) were developed to explore the efficient use of computers as well as the inherent complexity of problems. The former subject is known today as algorithms and data structures, the latter computational complexity. The focus of theoretical computer scientists in the 1960s on languages is reflected in the first textbook on the subject, Formal Languages and Their Relation to Automata by John Hopcroft and Jeffrey Ullman. This influential book led to the creation of many languagecentered theoretical computer science courses; many introductory theory courses today continue to reflect the content of this book and the interests of theoreticians of the 1960s and early 1970s. Although

this article, I have attempted to organize and describe this literature, including an occasional opinion about the most fruitful directions, but no technical details. In the first half of this century, work on the power of formal systems led to the formalization of the notion of algorithm and the realization that certain problems are algorithmically unsolvable. At around this time, forerunners of the programmable computing machine were beginning to appear. As mathematicians contemplated the practical capabilities and limitations of such devices, computational complexity theory emerged from the theory of algorithmic unsolvability. Early on, a particular type of computational task became evident, where one is seeking an object which lies

An algorithm M is described that solves any well-defined problem p as quickly as the fastest algorithm computing a solution to p, save for a factor of 5 and low-order additive terms. M optimally distributes resources between the execution of provably correct p-solving programs and an enumeration of all proofs, including relevant proofs of program correctness and of time bounds on program runtimes. M avoids Blum's speed-up theorem by ignoring programs without correctness proof. M has broader applicability and can be faster than Levin's universal search, the fastest method for inverting functions save for a large multiplicative constant. An extension of Kolmogorov complexity and two novel natural measures of function complexity are used to show that the most efficient program computing some function f is also among the shortest programs provably computing f.

Machine Due to the current technology of the computers we can use, we have chosen an extremely abridged emulation of the machine that will effectively run the programs, instead of more proper languages, like l-calculus (or LISP). We have adapted the "toy RISC" machine of [Hernndez & Hernndez 1993] with two remarkable features inherited from its object-oriented coding in C++: it is easily tunable for our needs, and it is efficient. We have made it even more reduced, removing any operand in the instruction set, even for the loop operations. We have only three registers which are AX (the accumulator), BX and CX. The operations Q b we have used for our experiment are in Table 1: LOOPTOP Decrements CX. If it is not equal to the first element jump to the program top.

This paper presents one method of using time-bounded Kolmogorov complexity as a measure of the complexity of sets, and outlines anumber of applications of this approach to di#erent questions in complexity theory. Connections will be drawn among the following topics: NE predicates, ranking functions, pseudorandom generators, and hierarchy theorems in circuit complexity.

Two practical considerations concerning the use of computing machinery are the amount of information that must be given to the machine for it to perform a given task and the time it takes the machine to perform it. The size of programs and their running time are studied for mathematical models of computing machines. The study of the amount of information (i.e., number of bits) in a computer program needed for it to put out a given finite binary sequence leads to a definition of a random sequence; the random sequences of a given length are those that require the longest programs. The study of the running time of programs for computing infinite sets of natural numbers leads to an arithmetic of computers, which is a distributive lattice.

A team of learning machines is essentially a multiset of learning machines.

Recently, rich subclasses of elementary formal systems (EFS) have been shown to be identifiable in the limit from only positive data. Examples of these classes are Angluin’s pattern languages, unions of pattern languages by Wright and Shinohara, and classes of languages definable by length-bounded elementary formal systems studied by Shinohara. The present paper employs two distinct bodies of abstract studies in the inductive inference literature to analyze the learnability of these concrete classes. The first approach, introduced by Freivalds and Smith, uses constructive ordinals to bound the number of mind changes. ω denotes the first limit ordinal. An ordinal mind change bound of ω means that identification can be carried out by a learner that after examining some element(s) of the language announces an upper bound on the number of mind changes it will make before converging; a bound of ω · 2 means that the learner reserves the right to revise this upper bound once; a bound of ω · 3 means the learner reserves the right to revise this upper bound twice, and so on. A bound of ω 2 means that identification can be carried out by a learner that announces an upper bound on the number of times it may revise its conjectured upper bound on the number of mind changes. It is shown in the present paper that the ordinal mind change complexity for identification of languages formed by unions of up to n pattern languages is ω n. It is

In a special sense, reflection means to think about its own capabilities. This phenomenon is studied in the field of Inductive Inference of Recursive Functions. The main statement in [Jan95] was, that reflection is possible iff it is not necessary at all. In the present paper this is weakened. Several notions of reflection are generalized and formalized. Here reflection is seen as a process in the limit too. Prototypical investigations are done to show some effects of additional requirements: finiteness and consistency. For finite learning each of the resulting reflective identification types has its own peculiarities, even two of these are incomparable. While for LIM and FIN reflection means restriction of learning power for total consistent learning this is not the case. The competence assessment should be used to improve the learning behaviour. Thus the idea of introducing a therapy in case of failure by changing the requirements is introduced and formalized. Based o...