scholarly journals ExtrIntDetect—A New Universal Method for the Identification of Intelligent Cooperative Multiagent Systems with Extreme Intelligence

Symmetry ◽  
2019 ◽  
Vol 11 (9) ◽  
pp. 1123
Author(s):  
Iantovics ◽  
Kountchev ◽  
Crișan
Keyword(s):  
Problem Solving ◽  
Multiagent Systems ◽  
Intelligent Systems ◽  
Scientific Literature ◽  
Real Life ◽  
Evaluation Study ◽  
Difficult Problem ◽  
Machine Intelligence ◽  
Universal Method ◽  
Life Problems

In this research, we define a specific type of performance of the intelligent agent-based systems (IABSs) in terms of a difficult problem-solving intelligence measure. Many studies present the successful application of intelligent cooperative multiagent systems (ICMASs) for efficient, flexible and robust solving of difficult real-life problems. Based on a comprehensive study of the scientific literature, we conclude that there is no unanimous view in the scientific literature on machine intelligence, or on what an intelligence metric must measure. Metrics presented in the scientific literature are based on diverse paradigms. In our approach, we assume that the measurement of intelligence is based on the ability to solve difficult problems. In our opinion, the measurement of intelligence in this context is important, as it allows the differentiation between ICMASs based on the degree of intelligence in problem-solving. The recent OutIntSys method presented in the scientific literature can identify systems with outlier high and outlier low intelligence from a set of studied ICMASs. In this paper, a novel universal method called ExtrIntDetect, defined on the basis of a specific series of computing processes and analyses, is proposed for the detection of the ICMASs with statistical outlier low and high problem-solving intelligence from a given set of studied ICMASs. ExtrIntDetect eliminates the disadvantage of the OutIntSys method with respect to its limited robustness. The recent symmetric MetrIntSimil metric presented in the literature is capable of measuring and comparing the intelligence of large numbers of ICMASs and based on their respective problem-solving intelligences in order to classify them into intelligence classes. Systems whose intelligence does not statistically differ are classified as belonging to the same class of intelligent systems. Systems classified in the same intelligence class are therefore able to solve difficult problems using similar levels of intelligence. One disadvantage of the symmetric MetrIntSimil lies in the fact that it is not able to detect outlier intelligence. Based on this fact, the ExtrIntDetect method could be used as an extension of the MetrIntSimil metric. To validate and evaluate the ExtrIntDetect method, an experimental evaluation study on six ICMASs is presented and discussed.

scholarly journals Black-Box-Based Mathematical Modelling of Machine Intelligence Measuring

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 681
Author(s):  
László Barna Iantovics
Keyword(s):  
Problem Solving ◽  
Scientific Literature ◽  
Real Life ◽  
Intelligent Agent ◽  
Difficult Problem ◽  
Black Box ◽  
Machine Intelligence ◽  
Agent Based ◽  
Np Hard Problem ◽  
Box Method

Current machine intelligence metrics rely on a different philosophy, hindering their effective comparison. There is no standardization of what is machine intelligence and what should be measured to quantify it. In this study, we investigate the measurement of intelligence from the viewpoint of real-life difficult-problem-solving abilities, and we highlight the importance of being able to make accurate and robust comparisons between multiple cooperative multiagent systems (CMASs) using a novel metric. A recent metric presented in the scientific literature, called MetrIntPair, is capable of comparing the intelligence of only two CMASs at an application. In this paper, we propose a generalization of that metric called MetrIntPairII. MetrIntPairII is based on pairwise problem-solving intelligence comparisons (for the same problem, the problem-solving intelligence of the studied CMASs is evaluated experimentally in pairs). The pairwise intelligence comparison is proposed to decrease the necessary number of experimental intelligence measurements. MetrIntPairII has the same properties as MetrIntPair, with the main advantage that it can be applied to any number of CMASs conserving the accuracy of the comparison, while it exhibits enhanced robustness. An important property of the proposed metric is the universality, as it can be applied as a black-box method to intelligent agent-based systems (IABSs) generally, not depending on the aspect of IABS architecture. To demonstrate the effectiveness of the MetrIntPairII metric, we provide a representative experimental study, comparing the intelligence of several CMASs composed of agents specialized in solving an NP-hard problem.

Problem-Based Learning (PBL)

2021 ◽  
pp. 38-56
Author(s):  
Mahmoud Hawamdeh ◽  
Idris Adamu
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Real Life ◽  
Problem Based Learning ◽  
Higher Order ◽  
Educational Institutions ◽  
Learning Skills ◽  
Knowledge And Skills ◽  
Life Problems ◽  
Approach To Teaching

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.

Cases and Commentaries

2018 ◽  
Author(s):  
Jeffrey Kovac
Keyword(s):  
Problem Solving ◽  
Undergraduate Research ◽  
Ethical Problem ◽  
Real Life ◽  
Industrial Chemistry ◽  
Research Experience ◽  
Ethical Problems ◽  
Laboratory Courses ◽  
Course Of Action ◽  
Life Problems

Just as in chemistry, the best way to learn ethical problem solving is to confront context-rich, real-life problems (Jonsen and Toulmin 1988; Davis 1999, 143–175). The broad variety of ethical problems, or cases, presented here are hypothetical situations, but represent the kinds of problems working chemists and students face. Cases raising similar ethical questions are grouped together. To reach a diverse audience, I sometimes write several variations of the same situation. For example, a question might be posed from the perspective of the graduate student in one version and from the perspective of the research di­rector in another. For important issues I provide cases that are accessible to undergraduates who have very little research experience, usually in the context of laboratory courses. For advanced undergraduates, some cases involve undergraduate research projects. Most of the cases involve situations encountered in graduate research in universities, but some also concern industrial chemistry. Finally, a few cases present ethical problems that arise in cooperative learning, a pedagogical technique that is becoming increasingly important in undergraduate education. Each case, or related set of cases, is followed by a commentary that outlines the important issues and discusses possible solutions. Some of the commentaries are quite extensive and actually present and defend my preferred course of action; others are brief and merely raise questions that should be considered in designing a solution. The commentaries model the ethical problem-solving method presented in Chapter 6. As I have emphasized repeatedly, most ethical problems do not have clean solutions. While some courses of action are clearly wrong, there may be several morally acceptable and defensible ways to proceed. Consequently, readers might disagree with my proposed solutions for good reasons. For example, if I use a consequentialist approach, my assessment of the relative positive and negative weights of the consequences might be challenged, or I simply might have forgotten to consider some factor. Where I have made a definite recommendation, I give the reasons for my choice and contrast it with other alternatives.

A New Way of Teaching Statistics

1995 ◽  
Vol 24 (2) ◽  
pp. 181-187 ◽  
Author(s):  
Xenia Coulter
Keyword(s):  
Problem Solving ◽  
Statistical Tests ◽  
Journal Article ◽  
Real Life ◽  
Computer Assisted ◽  
Positive Experience ◽  
Simulation Techniques ◽  
Life Problems ◽  
The Subject ◽  
Teaching Statistics

Teaching statistics through computer-assisted simulations eliminates the constraints and challenges associated with teaching the course using mathematics. It also provides students with a practical means for solving real-life problems and a solid conceptual grasp of the problem-solving nature of the discipline. A text that deemphasizes mathematics and introduces simulation as a means of understanding concepts, along with software designed for computer-intensive statistical methods and a workbook of journal article selections provide the foundation materials for such a study of statistics. A special course guide also was developed to provide a clear introduction to the software for naive users, show how the software and the text are related, and connect the simulation techniques to standard statistical tests. Altogether these materials not only provide a positive experience for students studying statistics, but they allow them to study the subject independently and at a distance.

scholarly journals Technological Advances in Applied Intelligence (IEA/AIE-2018)

AI Magazine ◽  
2018 ◽  
Vol 39 (4) ◽  
pp. 27-28
Author(s):  
Malek Mouhoub ◽  
Samira Sadaoui ◽  
Otmaine Ait Mohamed ◽  
Moonis Ali
Keyword(s):  
Intelligent Systems ◽  
Real Life ◽  
Industrial Engineering ◽  
Engineering Science ◽  
International Conference ◽  
Life Problems ◽  
Technological Advances ◽  
Concordia University ◽  
Industry Automation

The 31st International Conference on Industrial, Engineering and Other Applications of Applied Intelligent Systems (IEA/AIE-2018) was held at Concordia University in Montreal, Canada, June 25–28, 2018. This report summarizes the The 31st International Conference on Industrial, Engineering and Other Applications of Applied Intelligent Systems (IEA/AIE-2018) was held at Concordia University in Montreal, Canada, June 25–28, 2018.  IEA/AIE 2018 continued the tradition of emphasizing on applications of applied intelligent systems to solve real-life problems in all areas including engineering, science, industry, automation a robotics, business and finance, medicine and biomedicine, bioinformatics, cyberspace, and human-machine interactions.

scholarly journals Sup_Ont

2021 ◽  
Vol 16 (3) ◽  
pp. 79-99
Author(s):  
Sonika Malik ◽  
Sarika Jain
Keyword(s):  
Intelligent Systems ◽  
Real Life ◽  
Abstract Concepts ◽  
Production Rules ◽  
Representation System ◽  
Specific Domain ◽  
Life Problems ◽  
Upper Level ◽  
Representation Scheme ◽  
Domain Independent

A domain-independent conceptual model that aims to be highly reusable across specific domain applications is provided by upper-level ontologies which usually describe abstract concepts. In this paper, the authors proposed Sup_Ont, a fundamental upper ontology. In this ontology, the structure of the universe shows the concept of reality that is defined to have an existence which is known as truth. The devised super ontology and hence the domain ontologies can be reused across applications because of the generalized representation scheme used that is an EHCPR. An extended hierarchical censored production rules (EHCPRs) system is a knowledge representation system for reasoning with real-life problems and a step towards a generalized representation system. An EHCPR is a unit of knowledge resulting in a knowledge base that shows modularity and hierarchy. Extended hierarchical censored production rules (EHCPRs) have been used to represent the knowledge in intelligent systems.

scholarly journals THE INTEGRATION OF A PROBLEM-SOLVING FRAMEWORK FOR BRUNEI HIGH SCHOOL MATHEMATICS CURRICULUM IN INCREASING STUDENT’S AFFECTIVE COMPETENCY

2019 ◽  
Vol 10 (2) ◽  
pp. 215-228 ◽  
Author(s):  
Maureen Siew Fang Chong ◽  
Masitah Shahrill ◽  
Hui-Chuan Li
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Real Life ◽  
School Students ◽  
Model Framework ◽  
Brunei Darussalam ◽  
Life Problems ◽  
Affective Competencies

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the RECCE-MODEL emphasised understanding and thinking with a view on mathematics embedded in real-life. The RECCE which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students’ problem-solving competencies in mathematics lessons. It also explores students’ cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students’ developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (MODEL). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students’ questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students’ affective competencies that corresponded to a 19-item instrument within the questionnaire.  The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The RECCE-MODEL framework paved the way towards understanding the relationships between effective pedagogical approaches and students’ learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.

Fermi Questions

2007 ◽  
Vol 13 (3) ◽  
pp. 164-167
Author(s):  
Germaine L. Taggart ◽  
Paul E. Adams ◽  
Ervin Eltze ◽  
John Heinrichs ◽  
James Hohman ◽  
...  
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Students ◽  
Communication Skills ◽  
Real World ◽  
Real Life ◽  
School Students ◽  
The Real ◽  
Life Problems

How middle school students view mathematics is a function of what they learn and how they learn it. Evidence from actual classrooms shows that a serious disconnection sometimes occurs between what students think mathematics can deliver and the real world (Burrill 1997). Students must have the opportunity to discover multiple ways to solve real-life problems through problem solving, using estimation and conjecture, and developing critical communication skills in the classroom.

Evaluation of a Brief Intervention Based on Social Cognitive Theory to Develop Problem-Solving Skills among Sixth-Grade Children

1999 ◽  
Vol 26 (4) ◽  
pp. 465-477 ◽  
Author(s):  
Manoj Sharma ◽  
Rick Petosa ◽  
Catherine A. Heaney
Keyword(s):  
Problem Solving ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Real Life ◽  
Self Control ◽  
Problem Solving Skills ◽  
Knowledge Based ◽  
Life Problems

This study evaluated an intervention based on social cognitive theory (SCT) intended to develop problem-solving skills (PSS) in sixth graders. Psychometrically tested measures were developed for (1) constructs of SCT (situational perception of stressors, expectations of PSS, self-efficacy for PSS, self-efficacy in overcoming barriers, and self control when applying PSS), (2) PSS, and (3) application of PSS to real-life problems. Five classrooms ( n = 133) were randomly assigned to the SCT-based intervention and five classrooms ( n = 127) to an equivalent knowledge-based intervention. Using a partial nested design, statistically significant improvements for expectations of PSS, self-efficacy for PSS, and PSS were found in the SCT-based intervention. At posttest, 36% of the students in the SCT-based intervention reported applying PSS to real-life problems as compared with 1% in the knowledge-based group. This pilot study suggested that an SCT-based intervention was more efficacious in developing PSS than a knowledge-based intervention.

Generalizability of Creative Problem Solving Procedures to Real-Life Problems

1990 ◽  
Vol 13 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Bonnie Cramond ◽  
Charles E. Martin ◽  
Edward L. Shaw
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Training Group ◽  
Control Group ◽  
Creative Problem Solving ◽  
Chi Square ◽  
Life Problems ◽  
Transfer Training ◽  
Transfer Strategies ◽  
Creative Problem

This study investigated whether students trained in Creative Problem Solving (CPS) generalize such training to the solution of problems presented out of the context of the training sessions. In an attempt to answer these questions, 75 sixth, seventh, and eighth grade gifted students were randomly assigned to either of two experimental groups or a control group. The experimental groups were CPS, who received traditional Creative Problem Solving training, and CPST, who received CPS training with transfer strategies infused. The control group received training in various memory tasks, analogical skills, and logic exercises. After the training, all students were given a problem solving task during which they were observed, and a followup interview. Percentages of students in each group who exhibited various problem-solving behaviors were calculated and the results were analyzed using a Chi-square procedure. In each case, the transfer training group had the highest percentage of students applying the strategies, followed by the CPS group, and finally the control group (p<.05). The results indicate that there was a higher degree of transfer of problem-solving strategies by the CPST group.

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