Above are papers related to the following paper: [Paper_ID] Paper #1153728. 	[Title] Abstract [Abstract] Metacognition addresses the issues of knowledge about cognition and regulating cognition. We argue that the regulation process should be improved with growing experience. Therefore mental models are needed which facilitate the re-use of previous regulation processes. We will satisfy this requirement by describing a case-based approach to Introspection Planning which utilises previous experience obtained during reasoning at the meta-level and at the object level. The introspection plans used in this approach support various metacognitive tasks which are identified by the generation of self-questions. As an example of introspection planning, the metacognitive behaviour of our system, IULIAN, is described. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1152896. 	[Title] Abstract [Abstract] Self-selection of input examples on the basis of performance failure is a powerful bias for learning systems. The definition of what constitutes a learning bias, however, has been typically restricted to bias provided by the input language, hypothesis language, and preference criteria between competing concept hypotheses. But if bias is taken in the broader context as any basis that provides a preference for one concept change over another, then the paradigm of failure-driven processing indeed provides a bias. Bias is exhibited by the selection of examples from an input stream that are examples of failure; successful performance is filtered out. We show that the degrees of freedom are less in failure-driven learning than in success-driven learning and that learning is facilitated because of this constraint. We also broaden the definition of failure, provide a novel taxonomy of failure causes, and illustrate the interaction of both in a multistrategy learning system called Meta-AQUA. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #310530. 	[Title] Integrating Creativity and Reading: A Functional Approach [Abstract] Reading has been studied for decades by a variety of cognitive disciplines, yet no theories exist which sufficiently describe and explain how people accomplish the complete task of reading real-world texts. In particular, a type of knowledge intensive reading known as creative reading has been largely ignored by the past research. We argue that creative reading is an aspect of practically all reading experiences; as a result, any theory which overlooks this will be insufficient. We have built on results from psychology, artificial intelligence, and education in order to produce a functional theory of the complete reading process. The overall framework describes the set of tasks necessary for reading to be performed. Within this framework, we have developed a theory of creative reading. The theory is implemented in the ISAAC (Integrated Story Analysis And Creativity) system, a reading system which reads science fiction stories. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1153166. 	[Title] Abstract [Abstract] We describe an ongoing project to develop an adaptive training system (ATS) that dynamically models a students learning processes and can provide specialized tutoring adapted to a students knowledge state and learning style. The student modeling component of the ATS, ML-Modeler, uses machine learning (ML) techniques to emulate the students novice-to-expert transition. ML-Modeler infers which learning methods the student has used to reach the current knowledge state by comparing the students solution trace to an expert solution and generating plausible hypotheses about what misconceptions and errors the student has made. A case-based approach is used to generate hypotheses through incorrectly applying analogy, overgeneralization, and overspecialization. The student and expert models use a network-based representation that includes abstract concepts and relationships as well as strategies for problem solving. Fuzzy methods are used to represent the uncertainty in the student model. This paper describes the design of the ATS and ML-Modeler, and gives a detailed example of how the system would model and tutor the student in a typical session. The domain we use for this example is high-school level chemistry. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #64271. 	[Title] Generic Teleological Mechanisms and their Use in Case Adaptation [Abstract] In experience-based (or case-based) reasoning, new problems are solved by retrieving and adapting the solutions to similar problems encountered in the past. An important issue in experience-based reasoning is to identify different types of knowledge and reasoning useful for different classes of case-adaptation tasks. In this paper, we examine a class of non-routine case-adaptation tasks that involve patterned insertions of new elements in old solutions. We describe a model-based method for solving this task in the context of the design of physical devices. The method uses knowledge of generic teleological mechanisms (GTMs) such as cascading. Old designs are adapted to meet new functional specifications by accessing and instantiating the appropriate GTM. The Kritik2 system evaluates the computational feasibility and sufficiency of this method for design adaptation. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1105810. 	[Title] Using Case-Based Reasoning for Mobile Robot Navigation [Abstract] This paper presents an approach to mobile robot path planning using case-based reasoning together with map-based path planning. The map-based path planner is used to seed the case-base with innovative solutions. The casebase stores the paths and the information about their traversability. While planning the route those paths are preferred that according to the former experience are least risky. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #101143. 	[Title] Issues in Goal-Driven Explanation [Abstract] When a reasoner explains surprising events for its internal use, a key motivation for explaining is to perform learning that will facilitate the achievement of its goals. Human explainers use a range of strategies to build explanations, including both internal reasoning and external information search, and goal-based considerations have a profound effect on their choices of when and how to pursue explanations. However, standard AI models of explanation rely on goal-neutral use of a single fixed strategy|generally backwards chaining|to build their explanations. This paper argues that explanation should be modeled as a goal-driven learning process for gathering and transforming information, and discusses the issues involved in developing an active multi-strategy process for goal-driven explanation. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #3097. 	[Title] Towards A Computer Model of Memory Search Strategy Learning [Abstract] Much recent research on modeling memory processes has focused on identifying useful indices and retrieval strategies to support particular memory tasks. Another important question concerning memory processes, however, is how retrieval criteria are learned. This paper examines the issues involved in modeling the learning of memory search strategies. It discusses the general requirements for appropriate strategy learning and presents a model of memory search strategy learning applied to the problem of retrieving relevant information for adapting cases in case-based reasoning. It discusses an implementation of that model, and, based on the lessons learned from that implementation, points towards issues and directions in refining the model. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1949. 	[Title] Learning to Improve Case Adaptation by Introspective Reasoning and CBR [Abstract] In current CBR systems, case adaptation is usually performed by rule-based methods that use task-specific rules hand-coded by the system developer. The ability to define those rules depends on knowledge of the task and domain that may not be available a priori, presenting a serious impediment to endowing CBR systems with the needed adaptation knowledge. This paper describes ongoing research on a method to address this problem by acquiring adaptation knowledge from experience. The method uses reasoning from scratch, based on introspective reasoning about the requirements for successful adaptation, to build up a library of adaptation cases that are stored for future reuse. We describe the tenets of the approach and the types of knowledge it requires. We sketch initial computer implementation, lessons learned, and open questions for further study. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1953. 	[Title] Representing Self-knowledge for Introspection about Memory Search [Abstract] This position paper sketches a framework for modeling introspective reasoning and discusses the relevance of that framework for modeling introspective reasoning about memory search. It argues that effective and flexible memory processing in rich memories should be built on five types of explicitly represented self-knowledge: knowledge about information needs, relationships between different types of information, expectations for the actual behavior of the information search process, desires for its ideal behavior, and representations of how those expectations and desires relate to its actual performance. This approach to modeling memory search is both an illustration of general principles for modeling introspective reasoning and a step towards addressing the problem of how a reasoner human or machinecan acquire knowledge about the properties of its own knowledge base. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #207395. 	[Title] A Functional Theory of Creative Reading [Abstract] Reading is an area of human cognition which has been studied for decades by psychologists, education researchers, and artificial intelligence researchers. Yet, there still does not exist a theory which accurately describes the complete process. We believe that these past attempts fell short due to an incomplete understanding of the overall task of reading; namely, the complete set of mental tasks a reasoner must perform to read and the mechanisms that carry out these tasks. We present a functional theory of the reading process and argue that it represents a coverage of the task. The theory combines experimental results from psychology, artificial intelligence, education, and linguistics, along with the insights we have gained from our own research. This greater understanding of the mental tasks necessary for reading will enable new natural language understanding systems to be more flexible and more capable than earlier ones. Furthermore, we argue that creativity is a necessary component of the reading process and must be considered in any theory or system attempting to describe it. We present a functional theory of creative reading and a novel knowledge organization scheme that supports the creativity mechanisms. The reading theory is currently being implemented in the ISAAC (Integrated Story Analysis And Creativity) system, a computer system which reads science fiction stories. fl This paper is part of the Georgia Institute of Technology, College of Computing, Technical Report series. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1959. 	[Title] Introspective reasoning using meta-explanations for multistrategy learning [Abstract] 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 chapter 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 computer model of an introspective reasoner that performs multistrategy learning during a story understanding task. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #170798. 	[Title] Learning Problem-Solving Concepts by Reflecting on Problem Solving [Abstract] Learning and problem solving are intimately related: problem solving determines the knowledge requirements of the reasoner which learning must fulfill, and learning enables improved problem-solving performance. Different models of problem solving, however, recognize different knowledge needs, and, as a result, set up different learning tasks. Some recent models analyze problem solving in terms of generic tasks, methods, and subtasks. These models require the learning of problem-solving concepts such as new tasks and new task decompositions. We view reflection as a core process for learning these problem-solving concepts. In this paper, we identify the learning issues raised by the task-structure framework of problem solving. We view the problem solver as an abstract device, and represent how it works in terms of a structure-behavior-function model which specifies how the knowledge and reasoning of the problem solver results in the accomplishment of its tasks. We describe how this model enables reflection, and how model-based reflection enables the reasoner to adapt its task structure to produce solutions of better quality. The Autognostic system illustrates this reflection process. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #38839. 	[Title] Role of Ontology in Creative Understanding [Abstract] In Proceedings of the 18th Annual Cognitive Science Conference, San Diego, CA, July 1996 This paper can also be found at the Georgia Tech WWW site: http://www.cc.gatech.edu/cogsci/ Abstract Successful creative understanding requires that a reasoner be able to manipulate known concepts in order to understand novel ones. A major problem arises, however, when one considers exactly how these manipulations are to be bounded. If a bound is imposed which is too loose, the reasoner is likely to create bizarre understandings rather than useful creative ones. On the other hand, if the bound is too tight, the reasoner will not have the flexibility needed to deal with a wide range of creative understanding experiences. Our approach is to make use of a principled ontology as one source of reasonable bounding. This allows our creative understanding theory to have good explanatory power about the process while allowing the computer implementation of the theory (the ISAAC system) to be flexible without being bizarre in the task domain of reading science fiction short stories. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1106236. 	[Title] BECOMING AN EXPERT CASE-BASED REASONER: LEARNING TO ADAPT PRIOR CASES [Abstract] Experience plays an important role in the development of human expertise. One computational model of how experience affects expertise is provided by research on case-based reasoning, which examines how stored cases encapsulating traces of specific prior problem-solving episodes can be retrieved and re-applied to facilitate new problem-solving. Much progress has been made in methods for accessing relevant cases, and case-based reasoning is receiving wide acceptance both as a technology for developing intelligent systems and as a cognitive model of a human reasoning process. However, one important aspect of case-based reasoning remains poorly understood: the process by which retrieved cases are adapted to fit new situations. The difficulty of encoding effective adaptation rules by hand is widely recognized as a serious impediment to the development of fully autonomous case-based reasoning systems. Consequently, an important question is how case-based reasoning systems might learn to improve their expertise at case adaptation. We present a framework for acquiring this expertise by using a combination of general adaptation rules, introspective reasoning, and case-based reasoning about the case adaptation task itself. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1153724. 	[Title] Abstract [Abstract] We describe an ongoing project to develop an adaptive training system (ATS) that dynamically models a students learning processes and can provide specialized tutoring adapted to a students knowledge state and learning style. The student modeling component of the ATS, ML-Modeler, uses machine learning (ML) techniques to emulate the students novice-to-expert transition. ML-Modeler infers which learning methods the student has used to reach the current knowledge state by comparing the students solution trace to an expert solution and generating plausible hypotheses about what misconceptions and errors the student has made. A case-based approach is used to generate hypotheses through incorrectly applying analogy, overgeneralization, and overspecialization. The student and expert models use a network-based representation that includes abstract concepts and relationships as well as strategies for problem solving. Fuzzy methods are used to represent the uncertainty in the student model. This paper describes the design of the ATS and ML-Modeler, and gives a detailed example of how the system would model and tutor the student in a typical session. The domain we use for this example is high-school level chemistry. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #198866. 	[Title] Using Knowledge of Cognitive Behavior to Learn from Failure [Abstract] When learning from reasoning failures, knowledge of how a system behaves is a powerful lever for deciding what went wrong with the system and in deciding what the system needs to learn. A number of benefits arise when systems possess knowledge of their own operation and of their own knowledge. Abstract knowledge about cognition can be used to select diagnosis and repair strategies from among alternatives. Specific kinds of self-knowledge can be used to distinguish between failure hypothesis candidates. Making self-knowledge explicit can also facilitate the use of such knowledge across domains and can provide a principled way to incorporate new learning strategies. To illustrate the advantages of self-knowledge for learning, we provide implemented examples from two different systems: A plan execution system called RAPTER and a story understanding system called Meta-AQUA. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #82664. 	[Title] Learning Adaptation Strategies by Introspective Reasoning about Memory Search [Abstract] In case-based reasoning systems, the case adaptation process is traditionally controlled by static libraries of hand-coded adaptation rules. This paper proposes a method for learning adaptation knowledge in the form of adaptation strategies of the type developed and hand-coded by Kass [90] . Adaptation strategies differ from standard adaptation rules in that they encode general memory search procedures for finding the information needed during case adaptation; this paper focuses on the issues involved in learning memory search procedures to form the basis of new adaptation strategies. It proposes a method that starts with a small library of abstract adaptation rules and uses introspective reasoning about the system's memory organization to generate the memory search plans needed to apply those rules. The search plans are then packaged with the original abstract rules to form new adaptation strategies for future use. This process allows a CBR system not only to learn about its domain, by storing the results of case adaptation, but also to learn how to apply the cases in its memory more effectively. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #73327. 	[Title] Modeling Case-based Planning for Repairing Reasoning Failures [Abstract] One application of models of reasoning behavior is to allow a reasoner to introspectively detect and repair failures of its own reasoning process. We address the issues of the transferability of such models versus the specificity of the knowledge in them, the kinds of knowledge needed for self-modeling and how that knowledge is structured, and the evaluation of introspective reasoning systems. We present the ROBBIE system which implements a model of its planning processes to improve the planner in response to reasoning failures. We show how ROBBIE's hierarchical model balances model generality with access to implementation-specific details, and discuss the qualitative and quantitative measures we have used for evaluating its introspective component. Please summarise all the given information.

Paper #1153728 has the title `Abstract  
` and the abstract `Metacognition addresses the issues of knowledge about cognition and regulating cognition. We argue that the regulation process should be improved with growing experience. Therefore mental models are needed which facilitate the re-use of previous regulation processes. We will satisfy this requirement by describing a case-based approach to Introspection Planning which utilises previous experience obtained during reasoning at the meta-level and at the object level. The introspection plans used in this approach support various metacognitive tasks which are identified by the generation of self-questions. As an example of introspection planning, the metacognitive behaviour of our system, IULIAN, is described. 
`.
Question: Which category should Paper #1153728 be classified as ?
You can select one from ['Neural_Networks', 'Case_Based', 'Theory', 'Reinforcement_Learning', 'Probabilistic_Methods', 'Rule_Learning', 'Genetic_Algorithms'].


Paper #1153728 has the title `Abstract  
` and the abstract `Metacognition addresses the issues of knowledge about cognition and regulating cognition. We argue that the regulation process should be improved with growing experience. Therefore mental models are needed which facilitate the re-use of previous regulation processes. We will satisfy this requirement by describing a case-based approach to Introspection Planning which utilises previous experience obtained during reasoning at the meta-level and at the object level. The introspection plans used in this approach support various metacognitive tasks which are identified by the generation of self-questions. As an example of introspection planning, the metacognitive behaviour of our system, IULIAN, is described. 
`.
Question: Which category should Paper #1153728 be classified as ?
You can select one from ['Neural_Networks', 'Case_Based', 'Theory', 'Reinforcement_Learning', 'Probabilistic_Methods', 'Rule_Learning', 'Genetic_Algorithms'].

This paper should be classified into: Case_Based