Case-based reasoning is a recent approach to problem solving and learning that has got a lot of attention over the last few years. Originating in the US, the basic idea and underlying theories have spread to other continents, and we are now within a period of highly active research in case-based reasoning in Europe, as well. This paper gives an overview of the foundational issues related to case- based reasoning, describes some of the leading methodo- logical approaches within the field, and exemplifies the current state through pointers to some systems. Initially, a general framework is defined, to which the subsequent descriptions and discussions will refer. The framework is influenced by recent methodologies for knowledge level descriptions of intelligent systems. The methods for case retrieval, reuse, solution testing, and learning are summa-rized, and their actual realization is discussed in the light of a few example systems that represent different CBR approaches. We also discuss the role of case-based methods as one type of reasoning and learning method within an integrated system architecture.

. Problem solving in weak theory domains should compensate for the lack of strong theories by combining the various other knowledge types involved. Such methods should be able to effectively combine general domain knowledge with specific case knowledge. A method is described that utilises a presumably extensive and dense model of general domain knowledge as explanatory support for case-based problem solving and learning. A generic reasoning method - captured in what is called the ACTIVATE-EXPLAIN-FOCUS cycle - is able to utilise a rich knowledge model in producing contextdependent explanations. A specialisation of this method for each of the main subprocesses of case-based reasoning is presented, and illustrated with examples. 1 Introduction A growing part of the AI community is concerned with approaches that integrate several types of knowledge and reasoning methods (see for example [David et. al., 1993]). Although case-based reasoning is a rather new addition to the curre...

In order to learn effectively, a reasoner must not only possess knowledge about the world and be able to improve that knowledge, but it also must introspectively reason about how it performs a given task and what particular pieces of knowledge it needs to improve its performance at the current task. Introspection requires declarative representations of meta-knowledge of the reasoning performed by the system during the performance task, of the system's knowledge, and of the organization of this knowledge. This paper presents a taxonomy of possible reasoning failures that can occur during a performance task, declarative representations of these failures, and associations between failures and particular learning strategies. The theory is based on Meta-XPs, which are explanation structures that help the system identify failure types, formulate learning goals, and choose appropriate learning strategies in order to avoid similar mistakes in the future. The theory is implemented in a ...

This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible...

Officer praised dog for barking at object." Enables Detect Drugs out FK Initiates Retrieval 5 6 Missing Figure 10. Forgetting to fill the tank with gas A=actual intention; E=expectation; Q=question; C=context; I=index; G=goal Tank Out of Gas Tank Full Tank Low Fill Tank Should have filled up with gas when tank low Expectation What Action to Do? KEY: G = goal; I = index; C = context; Q = question; E = expectation; A = actual intention Results At Store connections with related concepts. Other learning goals take multiple arguments. For instance, a knowledge differentiation goal (Cox & Ram, 1995) is a goal to determine a change in a body of knowledge such that two items are separated conceptually. In contrast, a knowledge reconciliation goal (Cox & Ram, 1995) is one that seeks to merge two items that were mistakenly considered separate entities. Both expansion goals and reconciliation goals may include or spawn a knowledge organization goal (Ram, 1993) that seeks to reorganize the existing knowledge so that it is made available to the reasoner at the appropriate time, as well as modify the structure or content of a concept itself. Such reorganization of knowledge affects the conditions under which a particular piece of knowledge is retrieved or the kinds of indexes associated with an item in memory.

We describe a comprehensive framework for narrative understanding based on Episodic Logic (EL). This situational logic was developed and implemented as a semantic representation and commonsense knowledge representation that would serve the full range of interpretive and inferential needs of general NLU. The most distinctive feature of EL is its natural language-like expressiveness. It allows for generalized quantifiers, lambda abstraction, sentence and predicate modifiers, sentence and predicate reification, intensional predicates (corresponding to wanting, believing, making, etc.), unreliable generalizations, and perhaps most importantly, explicit situational variables (denoting episodes, events, states of affairs, etc.) linked to arbitrary formulas that describe them. These allow episodes to be explicitly related in terms of part-whole, temporal and causal relations. Episodic logical form is easily computed from surface syntax and lends itself to effective inference. The Centrality of ...

Many abductive understanding systems explain novel situations by a chaining process that is neutral to explainer needs beyond generating some plausible explanation for the event being explained. This paper examines the relationship of standard models of abductive understanding to the case-based explanation model. In case-based explanation, construction and selection of abductive hypotheses are focused by specific explanations of prior episodes and by goal-based criteria reflecting current information needs. The case-based method is inspired by observations of human explanation of anomalous events during everyday understanding, and this paper focuses on the method's contributions to the problems of building good explanations in everyday domains. We identify five central issues, compare how those issues are addressed in traditional and case-based explanation models, and discuss motivations for using the case-based approach to facilitate generation of plausible and useful explanations in...

In contrast to current intelligent systems, which must be laboriously programmed for each task they are meant to perform, instructable agents can be taught new tasks and associated knowledge. This thesis presents a general theory of learning from tutorial instruction and its use to produce an instructable agent. Tutorial instruction is a particularly powerful form of instruction, because it allows the instructor to communicate whatever kind of knowledge a student needs at whatever point it is needed. To exploit this broad flexibility, however, a tutorable agent must support a full range of interaction with its instructor to learn a full range of knowledge. Thus, unlike most machine learning tasks, which target deep learning of a single kind of knowledge from a single kind of input, tutorability requires a breadth of learning from a broad range of instructional interactions. The theory of learning from tutorial...

this paper, we describe a framework for goal-driven learning and its relationship to prior and current theories from each of these perspectives.

The paper describes an application of cognitive theories from Tversky and Rosch on prototype similarity of dysmorphic syndromes cases. The knowledge-based system supports diagnostic consultation and research in dysmophic syndromes. It has been used routinely since many years. The knowledge base is semi-automatically generated from known cases of an outpatient clinic. Some results of the evaluation process of the system´s achievments are shown. General conclusions based on the experience with this successful system are discussed. Key words: integrating consultation and research, semi-automatic knowledge-acquistion, dysmorphic syndromes, prototype-based architecture, prototype similarity 1.