Towards Inductive Support Logic Programming

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中国计算机学会推荐国际学术会议和期刊目录AB

中国计算机学会推荐国际学术会议和期刊目录AB

IFIP International Conferences on Networking
International Conference on Network Protocols International Conference on Pervasive Computing and Communications Internet Measurement Conference International Symposium on Mobile Ad Hoc Networking and Computing International Workshop on Quality of Service
3 4 5 6
Eurocrypt
ESORICS CSFW RAID
7 8 9 10 11
NDSS DSN
ISOC Network and Distributed System Security Symposium The International Conference on Dependable Systems and Networks Theory of Cryptography Conference USENIX Security Symposium Workshop on Information Hiding
Annual Computer Security Applications Conference
CRYPTO 会议简称
ACSAC
B类
序号 1
2
ASIACRYPT
Annual International Conference on the Theory and Application of Cryptology and Information Security Annual International Conference on the Theory and Applications of Cryptographic Techniques European Symposium on Research in Computer Security IEEE Computer Security Foundations Workshop International Symposium on Recent Advances in Intrusion Detection

逻辑学经典著作简介

逻辑学经典著作简介

逻辑学经典著作简介发布时间:2009年04月11日来源:不详作者:不详4115 人关注打印转发投稿逻辑学经典著作简介一、西方逻辑学经典著作简介1《工具论》简介1《形而上学》简介3《新工具》简介5《逻辑体系》简介6《逻辑的数学分析》简介7《数学原理》简介9《概念文字——一种按算术公式构成的纯思维语言》简介10《论数学原理和有关系统中的形式不可判定命题》简介12《几何基础》简介13《论可计算数及其在判定问题上的应用》简介14《形式语言中的真概念》简介15《逻辑哲学论》简介16《第一个多值逻辑系统的构造,并用以构造模态逻辑系统》简介17《从逻辑的观点看》简介18《论概率》简介19二、中国逻辑学经典著作简介20《墨经》简介20《正名》简介21《名实论》简介22三、印度因明经典著作简介24《因明正理门论》简介25《因明入正理论》简介26一、西方逻辑学经典著作简介《工具论》简介Organon亚里士多德(Aristotle公元前384-322年),生于古希腊的斯达奇拉城。

被马克思称为“古代最伟大的思想家”,被恩格斯称为“最博学的人物”。

一生著述甚广,包括逻辑学、伦理学、美学、心理学、历史学、物理学、生物学、哲学等等,著作在400-1000种之间,惜留后世不多。

亚里士多德被称为“逻辑学之父”是因为,他是西方逻辑史上第一个把思维形式结构作为研究对象,系统研究逻辑问题的人,他在前人研究的基础上,创立了以三段论为中心的包括论辩的、分析的、非分析的、归纳的本体论的逻辑学。

在逻辑学方面,他的代表著作是《工具论》和《形而上学》。

《工具论》是亚里士多德关于逻辑学的最重要、要完备的著作。

最早出现在公元六世纪,由他的后继者编辑出版。

全书包括六篇著作:《范畴篇》、《解释篇》、《前分析篇》、《后分析篇》、《论辩篇》和《辩谬篇》。

在《工具论》中亚里士多德对逻辑学的概念、范畴、定义、谓词、命题、推理、证明、反驳以及模态逻辑等问题进行了详述。

_如何做研究 如何写论文 周志华

_如何做研究 如何写论文 周志华

注意: •这只是目前CS中的一般情况,国内往往滞后一段时间 •科学发展往往是螺旋式上升的:“冷”了很久的一个topic, 可能由于新的经典工作而重新“热”起来
How (con’t)?
选择最适合你的topic: ① 自己的兴趣
这是最重要的!
TPIC
② 自己的知识结构
没有必要的知识积累,一切从头开始的话,……
TPIC 即使在一个分支学科和领域中,也有太多的话题
• Machine Learning
• Active learning (?) • Clustering (?) • Decision tree (?) • Ensemble learning (?) • Incremental learning (?) • Inductive logic programming (?) • Lazy learning (?) • Multi-instance learning (?) • Multi-label learning (?) • Multi-strategy learning (?) • Neural network (?) • Regression (?) • Reinforcement learning (?) • Relational learning (?) • Rule induction (?) • Semi-supervised learning (?) • … … (?)
HOT –
热点
TPIC
还有一些重要工作 小肉块 HOT 有一些经典工作 HOT 和重要工作 in 大块的肉 开创性的 China 经典工作 senior 一大堆肉 researchers pioneers leading experts junior researchers

哲学逻辑理论

哲学逻辑理论

哲学逻辑理论一、经典逻辑和非经典逻辑的界限在这里经典逻辑是指标准的一阶谓词演算(CQC),它的语义学是模型论。

随着非经典逻辑分支不断出现,使得我们对经典逻辑和非经逻辑的界限的认识逐步加深。

就目前情况看,经典逻辑具有下述特征:二值性、外延性、存在性、单调性、陈述性和协调性。

传统的主流观点:每个命题(语句)或是真的或是假的。

这条被称做克吕西波(Chrysippus)原则一直被大多数逻辑学家所恪守。

20年代初卢卡西维茨(J.Lukasiwicz)建立三值逻辑系统,从而打破了二值性原则的一统天下,出现了多值逻辑、部分逻辑(偏逻辑)等一系列非二值型的逻辑。

经典逻辑是外延逻辑。

外延性逻辑具有下述特点:第一,这种逻辑认为每个表达式(词项、语句)的外延就是它们的意义。

每个个体词都指称解释域中的个体;而语句的外延是它们的真值。

第二,每个复合表达式的值是由组成它的各部分表达式的值所决定,也就是说,复合表达式的意义是其各部分表达式意义的函项,第三,同一性替换规则和等值置换定理在外延关系推理中成立。

也是在20年代初,刘易士(C.I.Lewis)在构造严格蕴涵系统时,引入初始模态概念“相容性”(或“可能性”),并进一步构建模态系统S1-S5。

从而引发一系列非外延型的逻辑系统出现,如模态逻辑、时态逻辑、道义逻辑和认知逻辑等等出现。

从弗雷格始,经典逻辑系统的语义学中,总是假定一个非空的解释域,要求个体词项解释域是非空的。

这就是说,经典逻辑对量词的解释中隐含着“存在假设”,在60年代被命名为“自由逻辑”的非存型的逻辑出现了。

自由逻辑的重要任务就在于:(1)把经典逻辑中隐含的存在假设变明显;(2)区分开逻辑中的两种情况:一种与存在假设有关的推理,另一种与它无关。

在经典逻辑范围内,由已知事实的集合推出结论,永远不会被进一步推演所否定,即无论增加多少新信息作前提,也不会废除原来的结论。

这就是说经典逻辑推理具有单调性。

然而于70年代末,里特(R.Reiter)提出缺省(Default)推理系统,于是一系列非单调逻辑出现。

如何发展学生的批判性思维英语作文范文

如何发展学生的批判性思维英语作文范文

如何发展学生的批判性思维英语作文范文全文共3篇示例,供读者参考篇1How to Help Students Become Better Critical ThinkersHi there! My name is Jamie and I'm a 5th grader. Today I want to talk about an important skill that all students should learn - critical thinking. Critical thinking means questioning things instead of just accepting them at face value. It means looking at issues from multiple angles before making up your mind. It's an essential skill for school, work, and life in general.As students, we are constantly bombarded with information from textbooks, teachers, the internet, and other sources. How do we know what to believe and what is misleading or even false? That's where critical thinking comes in. With strong critical thinking abilities, we can analyze information, identify biases, distinguish fact from opinion, and draw logical conclusions.Developing critical thinking early on will benefit students in so many ways. It will make us better learners because we'll question assumptions and dig deeper into topics instead of just memorizing facts. It will make us better problem solvers becausewe'll consider alternative solutions instead of getting stuck on the first idea that pops into our heads. Overall, critical thinking empowers us to become independent thinkers rather than just absorbing whatever information is presented to us.So how can teachers cultivate critical thinking in the classroom? Here are some ideas based on my own experiences as a student:Encourage questioningToo often, students are conditioned to be silent receptacles for information. We need to create classroom environments where questioning is not only allowed but actively encouraged. Teachers should model this by asking thought-provoking questions themselves. Why do you think that is? What evidence supports that claim? Are there any other perspectives we should consider?When students ask questions, teachers shouldn't shut them down or provide simplistic answers. Instead, they could rephrase the question to probe deeper or open it up for class discussion. The aim is to get students critically analyzing the underlying assumptions and reasoning behind the questions and potential answers.Teach source evaluationNowadays with the internet, it's easy to find information or "facts" to support any viewpoint, no matter how farfetched. Students need to learn how to evaluate the credibility and trustworthiness of sources. Is this source knowledgeable and unbiased on the topic? Is the information backed by solid evidence or just opinion? Does the source have a particular agenda they are pushing?Learning these source evaluation skills will help inoculate students against falling for misinformation, conspiracy theories, pseudo-science, and other forms of manufactured doubt and deception that are so pervasive these days. It will also help us better navigate the overabundance of information and separate high-quality sources from low-quality ones.Analyze contrasting viewpointsWhen covering any complex issue, teachers shouldn't just present one viewpoint. They should expose students to the various perspectives surrounding the issue so we can weigh the different arguments and evidence. For example, if learning about climate change, share the views of those who dispute the causes or existence and have students critique the reasoning and data.Discussing contrasting viewpoints teaches students to double check their own assumptions and consider other frames of reference. It also models intellectual humility - the ability to change your stance when presented with new compelling evidence, rather than stubbornly clinging to your original beliefs regardless.Develop reasoning abilitiesCore reasoning skills like deductive and inductive logic, recognizing logical fallacies, understanding cause and correlation, and analyzing evidence should be explicitly taught. Students need a solid foundation in these modes of thinking to avoid making faulty inferences and conclusions.For instance, when presented with the argument "Ice cream sales and crime rates increase during the summer months, therefore ice cream causes crime" - students should be able to identify the flawed causation logic. There is likely a common cause (hotter temperatures) behind the correlated increases in both variables.These analytical and reasoning abilities are invaluable thinking tools that students can apply across all subjects and in their daily lives when navigating our complex,information-drenched world.Let us practiceThe best way for students to build critical thinking muscles is through practice and application across different contexts. For math classes, have students analyze realistic word problems and identify any gaps, ambiguities, or unspecified assumptions in the problem before solving. In literature, critically examine the author's potential biases, the historical context the work was written in, and whose perspectives may have been omitted.For current events, have students find examples of flawed reasoning like ad hominems, false dichotomies, composition fallacies, and dissect what makes the arguments logically inconsistent or invalid. Regardless of the specific subject, teachers should regularly create opportunities for students to grapple with open-ended questions, examine issues from multiple lenses, and articulate their critiques and reasoning.I hope this gives you some useful ideas! Developing critical thinking skills takes consistent practice and an educational environment that promotes intellectual curiosity, healthy skepticism of information sources, and respectful consideration of diverse viewpoints. It's so important for creating engaged learners and responsible citizens. Let's get our students thinking critically from an early age!篇2How to Develop Students' Critical ThinkingHi there! My name is Emma and I'm a 5th grader at Oakwood Elementary School. Today I want to talk about how teachers can help students like me develop our critical thinking skills. Critical thinking is really important because it helps us learn how to look at information and ideas more deeply instead of just accepting everything at face value.One of the best ways teachers can encourage critical thinking is by asking us lots of "why" questions during lessons. For example, if we're learning about the causes of the American Revolution in history class, the teacher shouldn't just tell us the facts. They should also ask us "Why do you think the colonists were upset about the taxes from Britain?" or "Why do you think the Boston Massacre was an important event?"Asking "why" makes us stop and really think about the reasons behind events instead of just memorizing dates and names. It pushes us to analyze the motivations and logic behind people's actions in history. The teacher can take it even further by asking "Do you agree with the colonists' reasons forrebelling?" That gets us thinking critically about whether we feel the colonists were justified based on the facts we know.Another great way to build critical thinking is through classroom discussions and debates. Our teacher Mr. Davis often has us break into small groups to discuss questions he gives us about whatever we're studying. He'll put a question up on the board like "Should the United States have dropped the atomic bombs on Japan during World War II?" Then we have to talk it over in our groups, look at evidence from multiple perspectives, and develop arguments for both sides.After discussing in our small groups, we'll come back together as a class and Mr. Davis will call on different students to share the key points their group made for and against dropping the bombs. As we're listening, he encourages us to think critically by asking things like "Does your group's evidence from historical sources support your argument or go against it?" or "What are the strengths and weaknesses of the other group's reasoning?" Having those types of discussions and debates gets our minds working really hard to analyze different viewpoints and piece together logical arguments based on facts.Reading is also a wonderful way for teachers to help students practice critical thinking. But instead of just having usread stories and books on our own, our literacy teacher Ms. Ramirez gives us special assignments that go beyond just comprehending the basic plot line. For example, when we read the novel Number the Stars by Lois Lowry about kids living in Denmark during World War II and the Holocaust, Ms. Ramirez had us write a paper analyzing the author's potential motivations and perspectives based on ties we could find between details in the story and Lowry's own life experiences.Writing assignments like that push us to think more critically because we can't just regurgitate surface-level information we've memorized from the book's plot. We have to dig deeper to spot symbolic meanings, understand the historical context behind the story's setting, make inferences about the author's viewpoints and intentions, and find evidence to back up our own analysis and interpretations. Tough assignments like that are a great way for teachers to stretch our critical thinking muscles!In math class, our teacher Mr. Khan gives us lots of word problems that require critical thinking too. Instead of just giving us equations to solve, the problems will have long backstories about situations where we need to analyze the information given, determine what mathematical operations are needed to find a solution, decide if we have all the information required or if we'remissing any important details, and then explain and justify our step-by-step work to solve it.Those types of math problems are a lot harder than just being given the numbers and operations to use. We have to think critically about the language used in the problem, identify the relevant details, determine if any of the information is irrelevant or missing, and decide on a logical strategy for solving it. Then we have to justify and explain our thinking clearly so others could follow our mathematical reasoning. It really works our critical thinking abilities!Science class is another great place for developing critical thinking skills through hands-on experiments. Our teacher Mrs. Peters is always having us form hypotheses about what we think will happen during an experiment, and then make observations to find out if our predictions were correct or not. If the results didn't match our hypothesis, we have to come up with possible reasons for why that happened based on the evidence we collected.For instance, when we did an experiment last month on how different variables like salt, vinegar, or oil affect how quickly food scraps decompose, my group hypothesized that the vinegar would make the food break down faster than the other materialsbecause of the acidity. But our observations showed the food actually decomposed more slowly in the vinegar compared to the other samples. So we had to think critically about explanations for why our hypothesis was incorrect. Maybe the acetic acid in vinegar acts as a preservative or creates an environment that inhibits bacterial growth needed for decomposition. Being forced to analyze unexpected results gets us thinking a lot more critically!Overall, there are so many ways teachers can incorporate more critical thinking into our daily lessons across every subject. Asking lots of open-ended "why" questions, having classroom debates over complex issues, assigning reading and writing tasks that require analysis beyond just surface-level comprehension, giving multi-step math word problems where we have to think through the logic, and doing hands-on science experiments where we have to investigate unanticipated outcomes are all wonderful strategies that really exercise our critical thinking abilities. The more teachers challenge us to move beyond just memorizing information and reciting facts, the better we'll become at thinking critically, which is such an important skill for academic success and life in general.I hope this essay has helped explain how elementary teachers can nurture critical thinking in their students. Let me know if you have any other questions!篇3How to Help Students Become Critical ThinkersHi there! My name is Emily and I'm a 5th grader. Today I want to talk to you about something really important - critical thinking skills. These are abilities like questioning ideas, analyzing information, making connections, and solving problems. Developing strong critical thinking skills can help kids like me in so many ways at school and in life.First off, let me explain what critical thinking actually means. It's all about not just accepting everything at face value, but digging deeper. Critical thinkers ask lots of questions to understand things better. Like if our teacher tells us something in history class, a critical thinker wouldn't just believe it right away. They might ask "How do we know that's true?" or "What other perspectives are there on this event?".Critical thinkers also analyze information to see if it makes sense and is supported by good evidence. They don't just believe every statistic they hear or take ads and social media posts atface value. They look at the sources and fact-check claims. This helps them avoid being misled and makes better decisions.Another key part of critical thinking is making connections between different ideas and seeing the bigger picture. Like if we're learning about the inventions of the Industrial Revolution, a critical thinker might connect those to how they impacted the environment or workers' rights. Making connections like this deepens our understanding.Finally, critical thinkers are great problem solvers. When faced with a challenge, they can look at it from multiple angles, think through different solutions, and choose the best approach. These problem-solving skills are super useful for schoolwork but also for handling any tough situations life throws our way.So those are the core parts of being a critical thinker. Now how can teachers and parents help kids like me develop these invaluable skills? Here are some of my thoughts:Ask us lots of questions and have us ask questions too. Don't just give us information and facts. Have us question where that information comes from, if we agree with it, what other perspectives there might be, etc. Asking "What do you think about that?" gets our critical thinking gears going.Encourage us to analyze and evaluate what we're learning. Maybe have us debate different viewpoints on a novel we read or analyze different data sources about an issue. Practicing analyzing information in lots of subjects is key.Connect our learning to real-life situations we can relate to. Like if we're learning about persuasive writing techniques, have us analyze ads aimed at kids to see those techniques in action. Making those connections makes critical thinking feel relevant and applicable.Let us problem-solve on our own as much as possible. Don't just give us information and assignments with one rigid way of doing them. Give us challenges to figure out solutions for, like designing a new classroom gameoror creating an environmental awareness campaign. Thentalk through the problem-solving process with us.Expose us to different perspectives beyond our own backgrounds and communities. Have us read texts from diverse authors, watch documentaries on different cultures, and interact with people who have had different life experiences. This gives us more contexts to analyze and think critically about.Model being a critical thinker yourself. When you ponder something, talk through your thought process out loud. Explainhow you question sources, analyze different angles, make connections, and arrive at judgments. Showing us the critical thinking approach in action really helps.Be patient! Critical thinking is really hard, especially for kids. We're just starting to develop these high-level skills. Make sure to celebrate when we use critical thinking, even if we don't get everything right. That positive reinforcement keeps us motivated.Those are some of the top ways I think teachers and parents can nurture our critical thinking abilities from an early age. It's such an important skillset that will help us inside and outside the classroom. The more we can question, analyze, connect ideas, and solve problems, the better we'll understand ourworld and complexities.The ability to think critically is one of the most valuable tools an education can provide. It helps us avoid being misled by bad information and make wise, well-reasoned decisions. It allows us to deeply understand multiple viewpoints on issues before forming our own stances. Most importantly, strong critical thinking skills empower us to keep learning, growing, and making sense of our fascinating, intricate world throughout our lives.So teachers, parents, please take the time to develop our critical thinking skills starting from when we're little kids. Ask us lots questions to get us thinking. Have us analyze sources and make connections between ideas. Let us wrestle withopen-ended problems and figure out our own solutions. Expose us to diverse perspectives beyond our own. And model being critical thinkers yourselves.If you nurture these abilities in us from an early age, we'll grow up to be curious critical thinkers. We'll question information rather than just accepting it. We'll look at situations from multiple angles before judging. We'll be great problem solvers who can analyze different solutions. Most of all, we'll have the crucial skills needed to successfully navigate our complex world.Thanks for letting me share my thoughts! Critical thinking is a superpower that every kid deserves to develop. I appreciate you taking the time to learn how to build these invaluable abilities in us from a young age.。

logic

logic
–「理」为何物?有何重要?
• 人性 – 理性 • 事物 – 理解 • 学问 – 学理 • 处世 – 理由 •...... 理智 道理 原理 物理 心理 楽理 理念 理论 合理 无理 理直气壮 理屈词穷
16
• 阅读参考:
– http://philosophy.hku.hk/think/misc/chinese.php • H10 : 什么是逻辑 • H11 : 基本逻辑概念 • H15 : 论证分析 – http://philosophy.hku.hk/think/misc/sitemap.php • L01 : What is Logic? • L02 : Statements • A01 : Identifying Arguments • A04 : Identifying Hidden Assumptions
9
•逻辑概念 (logical concepts):
–演绎逻辑 (deductive logic)
• 演绎对确性 (deductive validity)
–归纳逻辑 (inductive logic)
• 归纳盖确性 (inductive strength)
–命题逻辑 (propositional logic)
– 前提和结论的推演 / 支持关系 – 意见 (opinion) vs. 知识 (knowledge)
5
逻辑小测试#1 逻辑小测试
• 以下的推论正确吗? 珍珍认真 珍珍不认真 贾贾虚假
6
逻辑小测试#2 逻辑小测试
• 西维尔理发师 (The Barber of Seville)
– 「我替(并且只替)那些不替自己理发的西维 尔人理发」 – 问题:他替不替自己理发?
11
论证分析的基本概念

单片机交通灯中英文资料对照外文翻译文献

单片机交通灯中英文资料对照外文翻译文献

单片机交通灯中英文资料对照外文翻译文献原文题目:DESIGN OFTRAFFIC LIGHTBASEDON MCUBecause of therapiddevelopment of oureconomyresulting in thecar number of large andmedium—sized cities surgedandtheurbantraffic, isfacing serious test,leading to the trafficproblem increasingly serious, its basically are behaved as follows: traffic accident frequency,to the human life safety enormous threat,Traf fic congestion,resulting in serioustravel time increases,energy consumptionincrease;Airpollution and noise pollution degreeofdeepening,etc.Daily traffic jamsbecome people commonplaceand hadtoendure。

Inthis context, in combinationwith the actualsituationof urban roadtraffic, develop truly suitable for our own characteristicsof intelligent signalcontrol systemhas become the main task.PrefaceInpracticalapplication at homeandabroad,according to theactualtraffic signal control application inspection,planar independent intersection signalcontrol basic using set cycle, much time set cycle,half induction, wholesensoretcin several ways. The former two control modeiscompletely basedon planar intersectionalways traffic flowdataof statisticalinvestigation,due to trafficflowthe existence of variablesexand randomicity,the two methods have traffic efficiency is low,the scheme, thedefects of agingandh alf inductive andall theinductive the two methods are inthe former twowaysbased onincreasedvehicledetectorand according to the informationprovided to adjustcycle islong and green letter ofvehicle, it than random arrived adaptabilitybigger,c an make vehiclesintheparking cord before asfew parking,achieve traffic flowing effectInmodernindustrial production,current,voltage,temperature,pressure, and flowrate, velocity,and switch quantity are common mainlycontrolled parameter。

逻辑与思辨英语作文素材

逻辑与思辨英语作文素材

逻辑与思辨英语作文素材Logic and Dialectic: Tools for Critical Thinking.Logic and dialectic are two fundamental tools ofcritical thinking. Logic is the study of correct reasoning, while dialectic is the art of argumentation. Both logic and dialectic are essential for developing the ability to think critically and communicate effectively.Logic.Logic is the study of the principles of correct reasoning. It provides us with a framework for evaluating arguments and determining whether they are valid or invalid. Logic can be divided into two main branches: deductivelogic and inductive logic.Deductive logic is concerned with arguments in which the conclusion is necessarily true if the premises are true. For example, the following argument is deductively valid:All men are mortal.Socrates is a man.Therefore, Socrates is mortal.Inductive logic is concerned with arguments in which the conclusion is not necessarily true, but is supported by the evidence. For example, the following argument is inductively valid:I have seen 100 black crows.Therefore, all crows are black.Dialectic.Dialectic is the art of argumentation. It is the process of using logic and evidence to support a position and refute opposing views. Dialectic can be used in both formal and informal settings. For example, dialectic isused in debates, courtrooms, and everyday conversations.There are many different types of dialectical arguments, but they all share some common features. First, dialectical arguments are based on evidence. Second, dialectical arguments are structured in a way that allows for the exchange of ideas and perspectives. Third, dialectical arguments are designed to persuade the audience to accept a particular position.Logic and Dialectic in Practice.Logic and dialectic are essential tools for critical thinking. They can be used to evaluate arguments, communicate ideas, and solve problems. Logic provides uswith a framework for evaluating arguments and determining whether they are valid or invalid. Dialectic provides uswith the tools we need to argue effectively and persuade others to accept our views.Here are some examples of how logic and dialectic canbe used in practice:Evaluating arguments: Logic can be used to evaluate the validity of arguments. For example, we can use logic to determine whether an argument is deductively valid or inductively valid.Communicating ideas: Dialectic can be used to communicate ideas effectively. For example, we can use dialectic to structure our arguments in a way that is clear and persuasive.Solving problems: Logic and dialectic can be used to solve problems. For example, we can use logic to identify the underlying assumptions of a problem and to generate possible solutions.Conclusion.Logic and dialectic are two essential tools forcritical thinking. They can be used to evaluate arguments, communicate ideas, and solve problems. Logic provides us with a framework for evaluating arguments and determiningwhether they are valid or invalid. Dialectic provides us with the tools we need to argue effectively and persuade others to accept our views.。

统计关系学习研究进展

统计关系学习研究进展

万方数据 万方数据 万方数据 万方数据 万方数据 万方数据 万方数据 万方数据 万方数据刘大有等:统计关系学习研究进展2119[61]PerlichC,ProvostF,Aggregationandconceptcomplexityinrelationallearning[el//ProcofUcM一03WorkshopLearningStatisticalModdsfromRelationalData(IJCAI一03).SanFranciscolMorganKaufmann,2003l107—108[62]GetoorL,GrantJ.PRL:Aprobabilisticrelationallanguage[J].MachineLearning,2006,62(2)l7-31[63]JensenD。

NevilleJ.Linkageandautocorrelationfeatureselectionbiasinrelationallearning[c]//Procofthe19thIntConfMachineLearning.SanFranciscolMorganKaufmann.2002259-266[64]JensenD,NevilleJ,HayM.Avoidingbiaswhenaggregatingrelationaldatawithdegreedisparity[c]//Procofthe20thIntJointConfMachineLearning(ICML2003).MenloPark,CAAAAIPress,2003:274-281[65]DomingosP.Prospectsandchallengesformulti—relationaldatamining[J].ACMSIGKDDExplorationsNewsletter,2003,5(1):80-83LiuDayou,bornin1942.ProfessorandPh.D.supervisor.Hismainresearchinterestsincludeknowledgeengineering,expertsystemanduncertaintyreasoning,spatio-temporalreasoning,distributedartificialintelligence,muhi-agentsystemsandmobileagentsystems.dataminingandmulti.relationaldatamining,datastructuresandcomputeralgorithms.刘大有,1942年生,教授、博士生导师,主要研究方向为知识工程、专家系统与不确定性推理、时空推理、分布式人工智能、多Agent和移动Agent系统、数据挖掘与多关系数据挖掘、数据结构与计算机算法等.YuPeng。

(extended abstract)

(extended abstract)

Toward Automated Provability-Based Semantic Interoperability Between Ontologies for the Intelligence Community(extended abstract)Andrew Shilliday,Joshua Taylor,Selmer Bringsjord,Konstantine Arkoudas {shilla,tayloj,selmer}@,konstantine@Department of Cognitive ScienceDepartment of Computer ScienceRensselaer AI&Reasoning(RAIR)Lab:/research/rair/Troy NY12180USAJuly15,20071IntroductionThe need for interoperability is dire:Knowledge repre-sentation systems employ ontologies that use disparate formalisms to describe related domains;to be truly use-ful to the intelligence community,they must meaningfully share information.Ongoing research[3,4,7,15]strives toward the holy grail of complete interoperability,but has been hindered by techniques that are specialized for par-ticular ontologies,and that lack the expressivity needed to describe complex ontological relationships.In the sequel, we describe provability-based semantic interoperability (PBSI)[16],a means to surmount these hindrances;trans-lation graphs,one of our key formalism for describing the complex relationships among arbitrary ontologies;and ways in which these techniques might be automated.2PBSI and PBSI+We clarify our uses of syntactic and semantic.The syntax of a knowledgebase regiments the structure of expressions in it(e.g.,that(mother-of Amy)is a well-formed KIF term owes to KIF’s syntax);semantics attribute meaning to otherwise abstract constructs((mother-of Amy)des-ignates Amy’s mother according to the semantics of an ontology).A syntactic translation occurs when knowl-edge from one ontology is moved into another using the same semantics.In other words,when ontologies de-scribe the same kind of things,and differ only in the way object-level information is structured,interoperabil-ity is achieved by mere syntactic translation.When on-tologies differ not only in syntax,but also in semantics (yet relate meaningfully),a stronger form of translation is needed:semantic translation enables the transfer of in-formation across such ontologies.Systems capable of se-mantic translation(e.g.,[4,6])provide some language in which to formalize the semantic connections between on-tologies.Unfortunately,the relationships associating on-tologies may be so complex that translation of knowledge from one ontology into another is not feasible.Moreover, when interoperability is achieved between complex on-tologies,justification is needed to support trust that the meaning of the data has been preserved.PBSI provides a language for formalizing the rela-tionships between ontologies via bridging axioms,and our extension,PBSI+,associates each information ex-change with a proof certifying the conservation of seman-tic meaning.The basic construct of PBSI+is the signa-ture,a collection of statements in the meta-theory which, coupled with a set of axioms,captures a given ontology.A signatureΣconsists of a setσof sorts,and a setφof functors.A sort s∈σis a domain—a collection whose elements are considered the same kind of thing,1(e.g.,the months in the year,boolean values,natural numbers,US citizens).A functor f∈φmaps between objects of the sorts inσ.In the case that f maps onto the boolean val-1Our current formalization draws on many-sorted logic,and so do-mains are disjoint.While this is a limitation on the expressitivity of the language(many ontologies require a subsort hierarchy),it is not a technical restriction.Specifically,we are investigating the use of other ontology representation languages[11,8].1Figure1:A sample translation graph enabling interoper-ability between four related ontologies.ues,f is a relation;if it also takes no arguments,it is a proposition.Having defined signatures,the specifications of ontologies,we present translation graphs,a framework for bridging signatures(and so,ontologies)while preserv-ing semantics.3Translation GraphsA translation graph,like the one infigure1,is a directed graph G=(V,E)where the vertices v∈V are each unique signatures,and each edge e=(u,v)∈E describes the ap-plication of a primitive operation to u yielding v,viz., adding or removing either a sort or functor.The addition of a new functor also has associated information poten-tially relating the new functor to existing functors of the modified signature.As a toy example,let signatureΣ1consist of the do-mainsσ1={People,Firearms}and just one functorφ1= {OwnerOf:Firearms→People},which is understood to map afirearm to its owner.Furthermore,signature Σ2consists of the domainσ2={People}and the func-torφ2={IsArmed:People→Boolean}so that IsArmed holds for those people who own guns(in this example, all signatures implicitly have the boolean domain).A translation graph enabling interoperability between these signatures might apply the following primitive operations bridgingΣ1toΣ2:1.AddFunctor(IsArmed)with the bridging axiom∀p[∃g OwnerOf(g)=p]→IsArmed(p) so that the the relation IsArmed holds for any person, p where there is afirearm that p owns.2.RemoveFunctor(OwnerOf)3.RemoveSort(Firearms)PBSI between the two described ontologies is made possible:Suppose that thefirst ontology has among the declarative information in its knowledgebase that Mo-hammed Al Harbi is the owner of an AKS-74U assault riffle,and that the knowledgebase of the second ontol-ogy contains no information about Mohammed Al Harbi except that he is a person.A query of whether or not Mohammed is armed,issued in the second ontology and making use ofσ1’s knowledgebase along with bridging axioms generated by traversing the path fromσ1toσ2, would yield the correct answer and the associated,certi-fying proof.4AutomationIn this section,we discuss ways to automate the process of creating and applying translations graphs.The proce-dure to extract appropriate bridging axioms from a trans-lation graph has been accomplished,and systems whose ontologies are present as nodes in a translation graph can interoperate with other nodes in the graph.PBSI does not always yield translation;in some cases,bridging axioms can be converted to techniques for syntactic translation, but typically interoperability is achieved by a system is-suing a query expressed in its own syntax and semantics and the search for an answer incorporates knowledge from related ontologies.A detailed example of the above is presented in the in-teroperability experiment[2]between our own advanced reasoning system,Slate,and Oculus’geospatial and tem-poral visualization system,GeoTime.In the experiment, Slate and GeoTime collaborate to solve a portion of a case study used at the Joint Military Intelligence College. Additionally,the IKRIS Workshop[12]culminated in a demonstration of interoperability between three systems, Slate[1],Cycorp’s N¨o scape[14],and IBM and Stanford’s KANI[5].2This automation gets us half way there,but the holy grail of PBSI is to automate not only the intoperation be-tween systems,but the generation of translation graphs as well.Translation graphs are of course implemented in code,so the challenge of fully automating PBSI+be-comes the challenge of so-called automatic programming [13].Because of the capability of the system we have de-signed for intelligence analysts(Slate),we are optimistic 2Demonstrations of these experiments and other Slate-related content is made available online at /slate/Demos/2about being able to devise programs that generate the pro-grams that implement translation graphs.Slate integrates deductive,inductive,and abductive reasoning.To the best of our knowledge,there has not been a single effort in automatic programming that synthesizes these three el-ements.The tradition of deductive program automation [10]is based exclusively on deduction;the tradition of machine learning(e.g.,genetic programming[9])is based exclusively on induction;while abduction has not even been explored in thisfield.And yet,typically,when hu-mans approach a programming problem they employ all three of these.They use induction(in tandem with testing and checking)to formulate conjectures about the problem and their tentative solutions;they use deduction in order to reason about the consequences of their design decisions and about the correctness of their solutions;and they use abduction to explain the behavior of their algorithms.We look forward to reporting on our progress toward full au-tomaticity at OIC2007.5A Robust ExampleIn the presentation corresponding to this extended ab-stract at OIC2007itself,we will also describe a PBSI+-enabled interoperabilty example too robust to present within present space constraints.The example will be based on ongoing DTO-sponsored R&D,in which the aforementioned Oculus and Slate systems interoperate to enable analysts,working on a challenging case study,to issue hypotheses and recommendations that would not otherwise be attainable.References[1]B RINGSJORD,S.,S HILLIDAY,A.,AND T AYLOR,J.Slate,/slate/,2007.[2]C HAPPELL, A.,B RINGSJORD,S.,S HILLIDAY,A.,T AYLOR,J.,AND W RIGHT,W.Integra-tion Experiment with GeoTime,Slate,and VIKRS.ARIV A Principal Investigator Meeting Handout, March2007.[3]C HOI,N.,S ONG,I.-Y.,AND H AN,H.A surveyon ontology mapping.SIGMOD Rec.35,3(2006), 34–41.[4]D OU, D.,M C D ERMOTT, D.,AND Q I,P.On-tology Translation by Ontology Merging and Au-tomated Reasoning.Whitestein Series in Soft-ware Agent Technologies and Autonomic Comput-ing.Birkh¨a user Basel,2005,pp.73–94.[5]F IKES,R.E.,F ERRUCCI, D.,AND T HURMAN,D.A.Knowledge Associates for Novel Intelligence.In Proceedings of the2005International Conferenceon Intelligence Analysis(IA2005)(McLean,V A,USA,May2005).[6]G OGUEN,J.A.Data,Schema,Ontology and LogicIntegration.Logic Journal IGPL13,6(2005),685–715.[7]H ENDLER,J.Agents and the Semantic Web.IEEEIntelligent Systems(March/April2001),30–37.[8]K LYNE,G.,AND C ARROLL,J.J.Resourcedescription framework(rdf):Concepts and ab-stract syntax,available at /tr/rdf-concepts/.Tech.rep.,W3C,February2004.[9]K OZA,J.Genetic Programming:On the Program-ming of Computers by Means of Natural Selection.MIT Press,Cambridge,MA,1992.[10]M ANNA,Z.,AND W ALDINGER,R.Fundamentalsof deductive program synthesis.In Logic,Algebra,and Computation,F.L.Bauer,Ed.Springer,Berlin,Heidelberg,1991,pp.41–107.[11]M C G UINNESS,D.L.,AND VAN H ARMELEN,F.OWL Web Ontology Language overview.Tech.rep.,W3C,Available at /TR/owl-features/,2004.[12]MITRE.IKRIS,workshop site:/NRRC/ikris.htm,2007. [13]R ICH,C.,AND W ATERS,R.C.Automatic pro-gramming:Myths and puter21,8(Aug.1988),40–51.[14]S IEGEL,N.,S HEPARD, B.,C ABRAL,J.,ANDW ITBROCK,M.Hypothesis Generation and Evi-dence Assembly for Intelligence Analysis:Cycorp’sNo¨o scape Application.In Proceedings of the2005International Conference on Intelligence Analysis(IA2005)(McLean,V A,USA,May2005). [15]S MITH, B.The basic tools of formal ontology.In Formal Ontology in Information Systems(1998),N.Guarino,Ed.,IOS Press,pp.19–28.[16]T AYLOR,J.,S HILLIDAY,A.,AND B RINGSJORD,S.Provability-based semantic interoperability viatranslation graphs.In International Workshop onOntologies and Information Systems for the Seman-tic Web(ONISW2007)(2007).3。

人工智能(AI)中英文术语对照表

人工智能(AI)中英文术语对照表

人工智能(AI)中英文术语对照表目录人工智能(AI)中英文术语对照表 (1)Letter A (1)Letter B (2)Letter C (3)Letter D (4)Letter E (5)Letter F (6)Letter G (6)Letter H (7)Letter I (7)Letter K (8)Letter L (8)Letter M (9)Letter N (10)Letter O (10)Letter P (11)Letter Q (12)Letter R (12)Letter S (13)Letter T (14)Letter U (14)Letter V (15)Letter W (15)Letter AAccumulated error backpropagation 累积误差逆传播Activation Function 激活函数Adaptive Resonance Theory/ART 自适应谐振理论Addictive model 加性学习Adversarial Networks 对抗网络Affine Layer 仿射层Affinity matrix 亲和矩阵Agent 代理/ 智能体Algorithm 算法Alpha-beta pruning α-β剪枝Anomaly detection 异常检测Approximation 近似Area Under ROC Curve/AUC Roc 曲线下面积Artificial General Intelligence/AGI 通用人工智能Artificial Intelligence/AI 人工智能Association analysis 关联分析Attention mechanism注意力机制Attribute conditional independence assumption 属性条件独立性假设Attribute space 属性空间Attribute value 属性值Autoencoder 自编码器Automatic speech recognition 自动语音识别Automatic summarization自动摘要Average gradient 平均梯度Average-Pooling 平均池化Action 动作AI language 人工智能语言AND node 与节点AND/OR graph 与或图AND/OR tree 与或树Answer statement 回答语句Artificial intelligence,AI 人工智能Automatic theorem proving自动定理证明Letter BBreak-Event Point/BEP 平衡点Backpropagation Through Time 通过时间的反向传播Backpropagation/BP 反向传播Base learner 基学习器Base learning algorithm 基学习算法Batch Normalization/BN 批量归一化Bayes decision rule 贝叶斯判定准则Bayes Model Averaging/BMA 贝叶斯模型平均Bayes optimal classifier 贝叶斯最优分类器Bayesian decision theory 贝叶斯决策论Bayesian network 贝叶斯网络Between-class scatter matrix 类间散度矩阵Bias 偏置/ 偏差Bias-variance decomposition 偏差-方差分解Bias-Variance Dilemma 偏差–方差困境Bi-directional Long-Short Term Memory/Bi-LSTM 双向长短期记忆Binary classification 二分类Binomial test 二项检验Bi-partition 二分法Boltzmann machine 玻尔兹曼机Bootstrap sampling 自助采样法/可重复采样/有放回采样Bootstrapping 自助法Letter CCalibration 校准Cascade-Correlation 级联相关Categorical attribute 离散属性Class-conditional probability 类条件概率Classification and regression tree/CART 分类与回归树Classifier 分类器Class-imbalance 类别不平衡Closed -form 闭式Cluster 簇/类/集群Cluster analysis 聚类分析Clustering 聚类Clustering ensemble 聚类集成Co-adapting 共适应Coding matrix 编码矩阵COLT 国际学习理论会议Committee-based learning 基于委员会的学习Competitive learning 竞争型学习Component learner 组件学习器Comprehensibility 可解释性Computation Cost 计算成本Computational Linguistics 计算语言学Computer vision 计算机视觉Concept drift 概念漂移Concept Learning System /CLS概念学习系统Conditional entropy 条件熵Conditional mutual information 条件互信息Conditional Probability Table/CPT 条件概率表Conditional random field/CRF 条件随机场Conditional risk 条件风险Confidence 置信度Confusion matrix 混淆矩阵Connection weight 连接权Connectionism 连结主义Consistency 一致性/相合性Contingency table 列联表Continuous attribute 连续属性Convergence收敛Conversational agent 会话智能体Convex quadratic programming 凸二次规划Convexity 凸性Convolutional neural network/CNN 卷积神经网络Co-occurrence 同现Correlation coefficient 相关系数Cosine similarity 余弦相似度Cost curve 成本曲线Cost Function 成本函数Cost matrix 成本矩阵Cost-sensitive 成本敏感Cross entropy 交叉熵Cross validation 交叉验证Crowdsourcing 众包Curse of dimensionality 维数灾难Cut point 截断点Cutting plane algorithm 割平面法Letter DData mining 数据挖掘Data set 数据集Decision Boundary 决策边界Decision stump 决策树桩Decision tree 决策树/判定树Deduction 演绎Deep Belief Network 深度信念网络Deep Convolutional Generative Adversarial Network/DCGAN 深度卷积生成对抗网络Deep learning 深度学习Deep neural network/DNN 深度神经网络Deep Q-Learning 深度Q 学习Deep Q-Network 深度Q 网络Density estimation 密度估计Density-based clustering 密度聚类Differentiable neural computer 可微分神经计算机Dimensionality reduction algorithm 降维算法Directed edge 有向边Disagreement measure 不合度量Discriminative model 判别模型Discriminator 判别器Distance measure 距离度量Distance metric learning 距离度量学习Distribution 分布Divergence 散度Diversity measure 多样性度量/差异性度量Domain adaption 领域自适应Downsampling 下采样D-separation (Directed separation)有向分离Dual problem 对偶问题Dummy node 哑结点Dynamic Fusion 动态融合Dynamic programming 动态规划Letter EEigenvalue decomposition 特征值分解Embedding 嵌入Emotional analysis 情绪分析Empirical conditional entropy 经验条件熵Empirical entropy 经验熵Empirical error 经验误差Empirical risk 经验风险End-to-End 端到端Energy-based model 基于能量的模型Ensemble learning 集成学习Ensemble pruning 集成修剪Error Correcting Output Codes/ECOC 纠错输出码Error rate 错误率Error-ambiguity decomposition 误差-分歧分解Euclidean distance 欧氏距离Evolutionary computation 演化计算Expectation-Maximization 期望最大化Expected loss 期望损失Exploding Gradient Problem 梯度爆炸问题Exponential loss function 指数损失函数Extreme Learning Machine/ELM 超限学习机Letter FExpert system 专家系统Factorization因子分解False negative 假负类False positive 假正类False Positive Rate/FPR 假正例率Feature engineering 特征工程Feature selection特征选择Feature vector 特征向量Featured Learning 特征学习Feedforward Neural Networks/FNN 前馈神经网络Fine-tuning 微调Flipping output 翻转法Fluctuation 震荡Forward stagewise algorithm 前向分步算法Frequentist 频率主义学派Full-rank matrix 满秩矩阵Functional neuron 功能神经元Letter GGain ratio 增益率Game theory 博弈论Gaussian kernel function 高斯核函数Gaussian Mixture Model 高斯混合模型General Problem Solving 通用问题求解Generalization 泛化Generalization error 泛化误差Generalization error bound 泛化误差上界Generalized Lagrange function 广义拉格朗日函数Generalized linear model 广义线性模型Generalized Rayleigh quotient 广义瑞利商Generative Adversarial Networks/GAN 生成对抗网络Generative Model 生成模型Generator 生成器Genetic Algorithm/GA 遗传算法Gibbs sampling 吉布斯采样Gini index 基尼指数Global minimum 全局最小Global Optimization 全局优化Gradient boosting 梯度提升Gradient Descent 梯度下降Graph theory 图论Ground-truth 真相/真实Letter HHard margin 硬间隔Hard voting 硬投票Harmonic mean 调和平均Hesse matrix海塞矩阵Hidden dynamic model 隐动态模型Hidden layer 隐藏层Hidden Markov Model/HMM 隐马尔可夫模型Hierarchical clustering 层次聚类Hilbert space 希尔伯特空间Hinge loss function 合页损失函数Hold-out 留出法Homogeneous 同质Hybrid computing 混合计算Hyperparameter 超参数Hypothesis 假设Hypothesis test 假设验证Letter IICML 国际机器学习会议Improved iterative scaling/IIS 改进的迭代尺度法Incremental learning 增量学习Independent and identically distributed/i.i.d. 独立同分布Independent Component Analysis/ICA 独立成分分析Indicator function 指示函数Individual learner 个体学习器Induction 归纳Inductive bias 归纳偏好Inductive learning 归纳学习Inductive Logic Programming/ILP 归纳逻辑程序设计Information entropy 信息熵Information gain 信息增益Input layer 输入层Insensitive loss 不敏感损失Inter-cluster similarity 簇间相似度International Conference for Machine Learning/ICML 国际机器学习大会Intra-cluster similarity 簇内相似度Intrinsic value 固有值Isometric Mapping/Isomap 等度量映射Isotonic regression 等分回归Iterative Dichotomiser 迭代二分器Letter KKernel method 核方法Kernel trick 核技巧Kernelized Linear Discriminant Analysis/KLDA 核线性判别分析K-fold cross validation k 折交叉验证/k 倍交叉验证K-Means Clustering K –均值聚类K-Nearest Neighbours Algorithm/KNN K近邻算法Knowledge base 知识库Knowledge Representation 知识表征Letter LLabel space 标记空间Lagrange duality 拉格朗日对偶性Lagrange multiplier 拉格朗日乘子Laplace smoothing 拉普拉斯平滑Laplacian correction 拉普拉斯修正Latent Dirichlet Allocation 隐狄利克雷分布Latent semantic analysis 潜在语义分析Latent variable 隐变量Lazy learning 懒惰学习Learner 学习器Learning by analogy 类比学习Learning rate 学习率Learning Vector Quantization/LVQ 学习向量量化Least squares regression tree 最小二乘回归树Leave-One-Out/LOO 留一法linear chain conditional random field 线性链条件随机场Linear Discriminant Analysis/LDA 线性判别分析Linear model 线性模型Linear Regression 线性回归Link function 联系函数Local Markov property 局部马尔可夫性Local minimum 局部最小Log likelihood 对数似然Log odds/logit 对数几率Logistic Regression Logistic 回归Log-likelihood 对数似然Log-linear regression 对数线性回归Long-Short Term Memory/LSTM 长短期记忆Loss function 损失函数Letter MMachine translation/MT 机器翻译Macron-P 宏查准率Macron-R 宏查全率Majority voting 绝对多数投票法Manifold assumption 流形假设Manifold learning 流形学习Margin theory 间隔理论Marginal distribution 边际分布Marginal independence 边际独立性Marginalization 边际化Markov Chain Monte Carlo/MCMC马尔可夫链蒙特卡罗方法Markov Random Field 马尔可夫随机场Maximal clique 最大团Maximum Likelihood Estimation/MLE 极大似然估计/极大似然法Maximum margin 最大间隔Maximum weighted spanning tree 最大带权生成树Max-Pooling 最大池化Mean squared error 均方误差Meta-learner 元学习器Metric learning 度量学习Micro-P 微查准率Micro-R 微查全率Minimal Description Length/MDL 最小描述长度Minimax game 极小极大博弈Misclassification cost 误分类成本Mixture of experts 混合专家Momentum 动量Moral graph 道德图/端正图Multi-class classification 多分类Multi-document summarization 多文档摘要Multi-layer feedforward neural networks 多层前馈神经网络Multilayer Perceptron/MLP 多层感知器Multimodal learning 多模态学习Multiple Dimensional Scaling 多维缩放Multiple linear regression 多元线性回归Multi-response Linear Regression /MLR 多响应线性回归Mutual information 互信息Letter NNaive bayes 朴素贝叶斯Naive Bayes Classifier 朴素贝叶斯分类器Named entity recognition 命名实体识别Nash equilibrium 纳什均衡Natural language generation/NLG 自然语言生成Natural language processing 自然语言处理Negative class 负类Negative correlation 负相关法Negative Log Likelihood 负对数似然Neighbourhood Component Analysis/NCA 近邻成分分析Neural Machine Translation 神经机器翻译Neural Turing Machine 神经图灵机Newton method 牛顿法NIPS 国际神经信息处理系统会议No Free Lunch Theorem/NFL 没有免费的午餐定理Noise-contrastive estimation 噪音对比估计Nominal attribute 列名属性Non-convex optimization 非凸优化Nonlinear model 非线性模型Non-metric distance 非度量距离Non-negative matrix factorization 非负矩阵分解Non-ordinal attribute 无序属性Non-Saturating Game 非饱和博弈Norm 范数Normalization 归一化Nuclear norm 核范数Numerical attribute 数值属性Letter OObjective function 目标函数Oblique decision tree 斜决策树Occam’s razor 奥卡姆剃刀Odds 几率Off-Policy 离策略One shot learning 一次性学习One-Dependent Estimator/ODE 独依赖估计On-Policy 在策略Ordinal attribute 有序属性Out-of-bag estimate 包外估计Output layer 输出层Output smearing 输出调制法Overfitting 过拟合/过配Oversampling 过采样Letter PPaired t-test 成对t 检验Pairwise 成对型Pairwise Markov property成对马尔可夫性Parameter 参数Parameter estimation 参数估计Parameter tuning 调参Parse tree 解析树Particle Swarm Optimization/PSO粒子群优化算法Part-of-speech tagging 词性标注Perceptron 感知机Performance measure 性能度量Plug and Play Generative Network 即插即用生成网络Plurality voting 相对多数投票法Polarity detection 极性检测Polynomial kernel function 多项式核函数Pooling 池化Positive class 正类Positive definite matrix 正定矩阵Post-hoc test 后续检验Post-pruning 后剪枝potential function 势函数Precision 查准率/准确率Prepruning 预剪枝Principal component analysis/PCA 主成分分析Principle of multiple explanations 多释原则Prior 先验Probability Graphical Model 概率图模型Proximal Gradient Descent/PGD 近端梯度下降Pruning 剪枝Pseudo-label伪标记Letter QQuantized Neural Network 量子化神经网络Quantum computer 量子计算机Quantum Computing 量子计算Quasi Newton method 拟牛顿法Letter RRadial Basis Function/RBF 径向基函数Random Forest Algorithm 随机森林算法Random walk 随机漫步Recall 查全率/召回率Receiver Operating Characteristic/ROC 受试者工作特征Rectified Linear Unit/ReLU 线性修正单元Recurrent Neural Network 循环神经网络Recursive neural network 递归神经网络Reference model 参考模型Regression 回归Regularization 正则化Reinforcement learning/RL 强化学习Representation learning 表征学习Representer theorem 表示定理reproducing kernel Hilbert space/RKHS 再生核希尔伯特空间Re-sampling 重采样法Rescaling 再缩放Residual Mapping 残差映射Residual Network 残差网络Restricted Boltzmann Machine/RBM 受限玻尔兹曼机Restricted Isometry Property/RIP 限定等距性Re-weighting 重赋权法Robustness 稳健性/鲁棒性Root node 根结点Rule Engine 规则引擎Rule learning 规则学习Letter SSaddle point 鞍点Sample space 样本空间Sampling 采样Score function 评分函数Self-Driving 自动驾驶Self-Organizing Map/SOM 自组织映射Semi-naive Bayes classifiers 半朴素贝叶斯分类器Semi-Supervised Learning半监督学习semi-Supervised Support Vector Machine 半监督支持向量机Sentiment analysis 情感分析Separating hyperplane 分离超平面Searching algorithm 搜索算法Sigmoid function Sigmoid 函数Similarity measure 相似度度量Simulated annealing 模拟退火Simultaneous localization and mapping同步定位与地图构建Singular Value Decomposition 奇异值分解Slack variables 松弛变量Smoothing 平滑Soft margin 软间隔Soft margin maximization 软间隔最大化Soft voting 软投票Sparse representation 稀疏表征Sparsity 稀疏性Specialization 特化Spectral Clustering 谱聚类Speech Recognition 语音识别Splitting variable 切分变量Squashing function 挤压函数Stability-plasticity dilemma 可塑性-稳定性困境Statistical learning 统计学习Status feature function 状态特征函Stochastic gradient descent 随机梯度下降Stratified sampling 分层采样Structural risk 结构风险Structural risk minimization/SRM 结构风险最小化Subspace 子空间Supervised learning 监督学习/有导师学习support vector expansion 支持向量展式Support Vector Machine/SVM 支持向量机Surrogat loss 替代损失Surrogate function 替代函数Symbolic learning 符号学习Symbolism 符号主义Synset 同义词集Letter TT-Distribution Stochastic Neighbour Embedding/t-SNE T –分布随机近邻嵌入Tensor 张量Tensor Processing Units/TPU 张量处理单元The least square method 最小二乘法Threshold 阈值Threshold logic unit 阈值逻辑单元Threshold-moving 阈值移动Time Step 时间步骤Tokenization 标记化Training error 训练误差Training instance 训练示例/训练例Transductive learning 直推学习Transfer learning 迁移学习Treebank 树库Tria-by-error 试错法True negative 真负类True positive 真正类True Positive Rate/TPR 真正例率Turing Machine 图灵机Twice-learning 二次学习Letter UUnderfitting 欠拟合/欠配Undersampling 欠采样Understandability 可理解性Unequal cost 非均等代价Unit-step function 单位阶跃函数Univariate decision tree 单变量决策树Unsupervised learning 无监督学习/无导师学习Unsupervised layer-wise training 无监督逐层训练Upsampling 上采样Letter VVanishing Gradient Problem 梯度消失问题Variational inference 变分推断VC Theory VC维理论Version space 版本空间Viterbi algorithm 维特比算法Von Neumann architecture 冯·诺伊曼架构Letter WWasserstein GAN/WGAN Wasserstein生成对抗网络Weak learner 弱学习器Weight 权重Weight sharing 权共享Weighted voting 加权投票法Within-class scatter matrix 类内散度矩阵Word embedding 词嵌入Word sense disambiguation 词义消歧。

关于逻辑的英语小作文

关于逻辑的英语小作文

关于逻辑的英语小作文Logic.Logic is the study of reasoning and argumentation. It is concerned with the principles of correct reasoning, and with the methods of distinguishing between valid andinvalid arguments. Logic is used in a wide variety of fields, including philosophy, mathematics, law, and computer science.There are two main branches of logic: deductive logic and inductive logic. Deductive logic is concerned with arguments in which the conclusion is necessarily true if the premises are true. Inductive logic is concerned with arguments in which the conclusion is only probably true, even if the premises are true.One of the most important concepts in logic is the concept of validity. An argument is valid if and only if it is impossible for the premises to be true and theconclusion to be false. Validity is a formal property of arguments, and it does not depend on the content of the premises or the conclusion.Another important concept in logic is the concept of soundness. An argument is sound if and only if it is valid and its premises are true. Soundness is a material property of arguments, and it does depend on the content of the premises and the conclusion.Logic is a powerful tool that can be used to improve our reasoning and argumentation skills. By understanding the principles of logic, we can better evaluate the arguments of others and make more informed decisions.逻辑学。

Validityandarguments有效性和参数

Validityandarguments有效性和参数

6Validity and argumentsBefore turning to explore some formal techniques for evaluating arguments, we should pause to say a little more about the ‘classical’ conception of validity for individual inference steps, and also say more about what makes for cogent multi-step arguments.6.1Classical validity againIn Chapter 1, we introduced the intuitive idea of an inference’s being deductively valid – i.e. absolutely guaranteeing its conclusion, given the premisses. Then in Chapter 2, we gave the classic definition of validity, which is supposed to capture the intuitive idea. But does our definition really do the trick?A reminder, and a quiz. We said that an inference is (‘classically’) valid if and only if there is no possible situation in which the premisses are true and the con-clusion false. So consider: according to that definition, which of the following inferences are classically valid?A Jo is married; so Jo is married.B Socrates is a man; Jo is married; all men are mortal; so Socrates is mortal.C Jack is married; Jack is single; so today is Tuesday.D Elephants are large; so either Jill is married or she is not.And then ask: which of the inferences are intuitively deductively compelling? Do your answers match?(1) Trivially, there is no possible way that A’s premiss ‘Jo is married’ could be true and its conclusion ‘Jo is married’ be false; so the first inference is indeed valid by the classical definition.What is the intuitive verdict about this argument? Of course, the inference is no use at all as a means for persuading someone who does not already accept the the conclusion as correct. Still, truth-preservation is one thing, being useful for persuading someone to accept a conclusion is something else (after all, a valid argument leading to an unwelcome conclusion can well serve to persuade its recipient of the falsehood of one of the premisses, rather than the truth of the6.1Classical validity again45 conclusion). Once we make the distinction between truth-preservation and use-fulness, there is no reason not to count the ‘Jo’ argument as deductively valid. As we put it in §3.2, an inference that covers no ground hasn’t got a chance to go wrong!Objection: ‘It was said at the very outset that arguments aim to give reasons for their conclusions – and the premiss of A doesn’t give an independent reason for its conclusion, so how can it be a good argument?’ Reply: Fair comment. We’ve just agreed that A isn’t a persuasive argument, in the sense that it can’t give anyone who rejects the conclusion a reason for changing their minds. Still, to repeat, that doesn’t mean that the inferential relation between premiss and conclusion isn’t absolutely secure. And the intuitive idea of validity is primarily introduced to mark absolutely secure inferences: A just illustrates the limiting case where the security comes from unadventurously staying in the same place.(2) Argument B with a redundant and irrelevant premiss also comes out as valid by the classical definition. There can be no situation in which Socrates is a man, and all men are mortal, yet Socrates is not mortal. So there can be no situation in which Socrates is a man, all men are mortal, and (as it happens) Jo is married, yet Socrates is not mortal.What’s the intuitive verdict on B? Well, introducing redundant premisses may be pointless (or worse, may be misleading). But B’s conclusion is still guaran-teed, if all the premisses – including the ones the really matter – are true. Generalizing, suppose A1, A2, …, A n logically entail C. Then A1, A2, …, A n, B logically entail C, for any additional premiss B (both intuitively, and by our offi-cial definition).Deductive inference contrasts interestingly with inductive inference in this respect. Recall the ‘coffee’ argument in §1.3:E(1)Cups of coffee that looked and tasted just fine haven’t killed you in the past.(2)This present cup of coffee looks and tastes just fine.So(3)This present cup of coffee won’t kill you.The premisses here probabilistically support the conclusion. But add the further premiss(2′)The coffee contains a tasteless poison,and the conclusion now looks improbable. Add the further premiss(2″)The biscuit you just ate contained the antidote to that poison, and (3) is supported again (for it is still unlikely the coffee will kill you for any other reason). This swinging to and fro of degree of inductive support as further relevant information is noted is one reason why the logic of inductive arguments is difficult to analyse and codify. By contrast, a deductively cogent argument can’t be spoilt by adding further premisses.(3) So far so good. We can readily live with the results that completely trivial arguments and arguments with redundant premisses count as deductively valid46Validity and argumentsby the classical definition. But now note that there is no possible situation in which Jack is both married and single. That is to say, there is no possible situa-tion where the premisses of argument C are both true. So, there is no possible situation where the premisses of that argument are both true and the conclusion false. So, this time much less appealingly, the inference in C also comes out as valid by the classical definition.The point again generalizes. Suppose that a bunch of propositions A1, A2, …, A n is logically inconsistent, i.e. there is no possible situation in which A1, A2, …, A n are all true together. Then there is also no situation in which A1, A2, …, A n are all true and C is false, whatever C might be. Hence by our definition of classical validity, we can validly infer any proposition we choose from a bunch of incon-sistent premisses.That all looks decidedly counter-intuitive. Surely the propositions ‘Jack is married’ and ‘Jack is single’ can’t really entail anything about what day of the week it is.(4) What about the ‘Jill’ argument? There is no possible situation in which the conclusion is false; it is inevitably true that either Jill is married or she isn’t. So, there is no possible situation where the conclusion is false and the premiss about elephants is true. Hence the inference in argument D is also valid by the classical definition.The point again generalizes: If C is necessarily true, i.e. there is no possible sit-uation in which C is false, then there is also no situation in which A1, A2, …, A n are all true, and C is false, whatever A1, A2, …, A n might be. Hence by our defi-nition, we can validly infer a necessarily true conclusion from any premisses we choose, including elephantine ones.Which again looks absurd. What to do?6.2Sticking with the classical definitionWe have just noted a couple of decidedly counter-intuitive results of the classical definition of validity. Take first the idea that contradictory premisses entail any-thing. Then one possible response runs along the following lines:We said that the premisses of a valid argument guarantee the conclusion: how can contradictory premisses guarantee anything? And intuitively, the conclusion of an inferentially cogent inference ought to have something to do with the premisses. So argument C commits a fallacy of irrelevance. Our official definition of validity therefore needs to be tightened up by introduc-ing some kind of relevance-requirement in order to rule out such examples as counting as ‘valid’. Time to go back to the drawing board.Another response runs:The verdict on C is harmless because the premisses can never be true together; so we can never use this type of inference in a sound argument for an irrelevant conclusion. To be sure, allowing the ‘Jack’ argument to count as valid looks surprising, even counter-intuitive. But maybe we shouldn’t6.3Multi-step arguments again47 slavishly follow all our pre-theoretical intuitions, especially our intuitions about unusual cases. The aim of an official definition of validity is to give a tidy ‘rational reconstruction’ of our ordinary notion which smoothly cap-tures the uncontentious cases; the classical definition does that particularly neatly. So we should bite the bullet and accept the mild oddity of the verdict on C.Likewise there are two responses to the observation that the classical definition warrants argument D. We could either say this just goes to show that our defini-tion allows more gross fallacies of irrelevance. Or we could bite the bullet again and deem this result to be a harmless oddity (we already need to know that a conclusion C is necessarily true before we are in a position to say that it is classi-cally entailed by arbitrary premisses – and if we already know that C is neces-sary, then extra valid arguments for it like D can’t extend our knowledge). The majority of modern logicians opt for the second responses. They hold that the cost of trying to construct a plausible notion of ‘relevant’ inference turns out to be too high in terms of complexity to make it worth abandoning the neat sim-plicity of the idea of classical validity. But there is a significant minority who insist that we really should be going back to the drawing board, and hold that there are well-motivated and workable systems of ‘relevant logic’. We won’t be able to explore their arguments and their alternative logical systems here – and in any case, these variant logics can really only be understood and appreciated in contrast to classical systems. We just have to note frankly that the classical defi-nition of validity is not beyond challenge.Still, our basic aim is to model certain forms of good reasoning; and models can be highly revealing even if some of their core constructs idealize. The idea of a ‘classically valid argument’ – like e.g. the idea of a ‘ideal gas’ – turns out at least to be a highly useful and illuminating idealization: and this can be so even if it would be wrong to claim that it is in the end the uniquely best and most accu-rate idealization. Anyway, we are going to stick to the classical definition in our introductory discussions in this book.6.3Multi-step arguments againWe characterized deductive validity as, in the first place, a property of individual inference steps. We then fell in with the habit of calling a one-step argument valid if it involves a valid inference step from initial premisses to final conclu-sion. In this section, we’ll see the significance of that qualification ‘one-step’. Consider the following mini-argument:F(1)All philosophers are logicians.So(2)All logicians are philosophers.The inference is obviously fallacious. It just doesn’t follow from the assumption that all philosophers are logicians that only philosophers are logicians. (You might as well argue ‘All women are human beings, hence all human beings are women’.) Here’s another really bad inference:。

有关逻辑英文作文

有关逻辑英文作文

有关逻辑英文作文1. Logic is the foundation of reasoning and critical thinking. It allows us to make sense of the world and draw conclusions based on evidence and facts. Without logic, our thoughts and arguments would be chaotic and irrational.2. In logical reasoning, we use premises to support our conclusions. Premises are statements or facts that are assumed to be true. By analyzing and evaluating these premises, we can determine the validity of an argument.3. Logical fallacies are errors in reasoning that can weaken an argument. They often involve making false assumptions or using faulty logic. Common examples of logical fallacies include ad hominem attacks, straw man arguments, and appeals to authority.4. Inductive reasoning is another important aspect of logic. It involves making generalizations based on specific observations or examples. While inductive reasoning can beuseful, it is important to recognize that it does not guarantee absolute certainty.5. Deductive reasoning, on the other hand, is a type of logical reasoning that involves drawing specific conclusions from general principles or premises. It is often used in mathematics and formal logic to prove the validity of arguments.6. Critical thinking is closely related to logic. It involves analyzing and evaluating arguments and evidence to determine their validity and reliability. Critical thinkers are able to identify logical fallacies and biases, allowing them to make more informed decisions and judgments.7. Logic is not limited to academic or intellectual pursuits. It is a fundamental skill that is applicable to everyday life. From making decisions and solving problems to evaluating information and arguments, logic plays a crucial role in our daily lives.8. In conclusion, logic is essential for clear andrational thinking. It helps us to analyze and evaluate arguments, identify fallacies, and make informed decisions. By developing our logical reasoning skills, we can become more effective communicators and critical thinkers.。

逻辑的重要性英语作文

逻辑的重要性英语作文

逻辑的重要性英语作文The Significance of Logic in Everyday Life。

In the intricate tapestry of human existence, logic stands as a guiding light, illuminating the path towards clarity and understanding. Its importance is not merely confined to the realm of philosophy or mathematics; it pervades our daily lives, influencing our decision-making, communication, and the very way we perceive the world.Firstly, logic is crucial in the formulation ofrational decisions. In a world where information is constantly flooding us from all directions, the ability to sift through the noise and identify the logical conclusions is paramount. Whether it's choosing a career path,investing in a stock market, or deciding on a vacation destination, logic helps us analyze the facts, weigh the pros and cons, and ultimately arrive at a decision that is most likely to lead to success or satisfaction. Without logic, we are left adrift in a sea of confusion, prone tomaking impulsive and often regrettable choices.Moreover, logic plays a pivotal role in effective communication. When we engage in discussions or debates, it is logic that ensures our arguments are coherent and convincing. By employing deductive reasoning, we can build a logical chain of thought that leads from premises to conclusions, making our points more compelling to our audience. Similarly, inductive reasoning allows us to draw general conclusions from specific observations, further strengthening our arguments. In a world where persuasion and influence are often the keys to success, the ability to communicate logically is a valuable asset.Furthermore, logic is essential in the pursuit of knowledge and understanding. Science, in particular, relies heavily on logical methods to formulate hypotheses, conduct experiments, and interpret results. It is through logical deduction and inductive generalization that scientists are able to discover new laws of nature and expand the boundaries of human knowledge. Even in our daily lives。

三种论证方法的语文作文

三种论证方法的语文作文

三种论证方法的语文作文English: There are three main methods of argumentation in writing: logos, ethos, and pathos. Logos refers to using logic and reasoningto support the argument, such as providing evidence and using deductive or inductive reasoning. Ethos involves establishing the credibility and authority of the writer by presenting their qualifications, experience, and trustworthiness. Pathos, on the other hand, appeals to the emotions of the audience by incorporating personal anecdotes, vivid imagery, and evocative language to elicit empathy and connection. Each of these methods plays a crucial rolein persuasive writing, and a balanced combination of all three can effectively sway the audience to the writer's point of view.Translated content: 写作中有三种主要的论证方法:逻辑、道德和感情。

逻辑是指使用逻辑和推理来支持论点,例如提供证据并使用演绎或归纳推理。

道德包括通过介绍作者的资格、经验和可信度来建立作者的信誉和权威性。

【必刷题】2024高一英语上册完形填空逻辑推理专项专题训练(含答案)

【必刷题】2024高一英语上册完形填空逻辑推理专项专题训练(含答案)

【必刷题】2024高一英语上册完形填空逻辑推理专项专题训练(含答案)试题部分一、选择题:1. In the first paragraph, the author mainly wants totell us that ______.A. logic reasoning is important in daily lifeB. logic reasoning is widely used in various fieldsC. logic reasoning can help us solve plex problemsD. logic reasoning is a skill that everyone should master2. According to the passage, which of the following is NOT a type of logic reasoning?A. Deductive reasoningB. Inductive reasoningC. Abductive reasoningD. Emotional reasoning3. When it es to solving a math problem, which type of reasoning is usually used?A. Deductive reasoningB. Inductive reasoningC. Abductive reasoningD. Analogical reasoning4. The passage mainly discusses ______.A. the importance of logic reasoningB. the types of logic reasoningC. how to apply logic reasoning in daily lifeD. the benefits of logic reasoning5. Which of the following sentences best describes the author's attitude towards logic reasoning?A. PraisefulB. CriticalC. IndifferentD. Objective6. In the second paragraph, the author mentions "For example, if all cats have four legs and Whiskers has four legs, then Whiskers is a cat." This is an example of ______.A. deductive reasoningB. inductive reasoningC. abductive reasoningD. analogical reasoning7. When using logic reasoning, which of the following is the most important?A. Making assumptionsB. Gathering evidenceC. Analyzing dataD. Drawing conclusions8. According to the passage, logic reasoning can help us ______.A. make better decisionsB. improve our memoryC. bee more imaginativeD. municate more effectively9. Which of the following is NOT mentioned as a benefit of logic reasoning in the passage?A. Improving critical thinking skillsB. Enhancing problemsolving abilitiesC. Boosting creativityD. Developing munication skills10. In the last paragraph, the author suggests that we should ______.A. learn different types of logic reasoningB. practice logic reasoning in daily lifeC. read more books about logic reasoningD. attend logic reasoning training courses二、判断题:1. Logic reasoning is only used in academic fields. ( )2. Deductive reasoning always starts with specific information and leads to general conclusions. ( )3. Inductive reasoning is based on patterns and observations. ( )4. Abductive reasoning is a bination of deductive and inductive reasoning. ( )5. Emotional reasoning is a type of logic reasoning. ( )三、填空题:1. Logic reasoning is a process of ________ that involves the use of rational thought to deduce a conclusion from a set of premises.2. The two main types of reasoning are ________ reasoning and ________ reasoning.3. In a syllogism, the "major premise" is the statement that ________, while the "minor premise" is the statementthat ________.4. An example of inductive reasoning is when we observe specific instances and ________ a general principle.5. A logical fallacy occurs when the argument's logic is ________ and leads to a false or incorrect conclusion.6. The process of using known facts to reach a specific conclusion is known as ________ reasoning.7. When we use analogical reasoning, we pare two ________ to infer something about the ________.8. To strengthen a logical argument, it is important to provide ________ and ________ evidence.9. Critical thinking is a skill that involves analyzing, evaluating, and ________ information.10. One of the benefits of logic reasoning is that ithelps improve our ________ thinking skills.11. In a logical argument, the "conclusion" is the statement that is ________ to be true based on the premises.12. A valid argument is one where if the premises are true, then the ________ must also be true.13. The structure of a logical argument includes premises, ________, and logical ________.14. ________ reasoning is often used in mathematics and formal logic to prove theorems.15. An example of circular reasoning is when theconclusion is ________ in one of the premises.16. ________ reasoning is used to make predictions based on limited data or observations.17. The process of elimination is a strategy often usedin ________ reasoning to narrow down possible answers.18. A counterargument can be used to ________ thevalidity of an opposing viewpoint.19. ________ reasoning is based on the idea that if two things are similar in some respects, they will be similar in other respects as well.20. To avoid logical fallacies, it is important to________ assumptions and biases that could weaken the argument.四、简答题:1. Explain the difference between deductive and inductive reasoning.2. How does critical thinking relate to logic reasoning?3. What is a logical fallacy, and how can it affect an argument?4. Describe the steps involved in constructing a valid deductive argument.5. Give an example of how inductive reasoning is used in everyday life.6. What is the role of evidence in logic reasoning?7. How can analogical reasoning be used to solve problems?8. Explain the concept of a syllogism and provide an example.9. Why is it important to avoid emotional reasoning in logical discussions?10. Discuss the importance of logic reasoning in academic and professional settings.本套试题答案如下一、选择题:1. B2. D3. A4. A5. D6. A7. D8. A9. C10. B二、判断题:1. ×2. ×3. √4. ×5. ×三、填空题:1. inference2. deductive, inductive3. makes a general statement, makes a specific statement4. infer5. flawed6. deductive7. cases, case in question8. relevant, sufficient9. synthesizing10. critical11. claimed12. conclusion13. conclusion, connectors14. Deductive15. restated16. Inductive17. deductive18. challenge19. Analogical20. identify and eliminate四、简答题:1. Deductive reasoning starts with a general principle and moves to a specific conclusion, while inductive reasoning starts with specific observations and moves to a general conclusion.2. Critical thinking involves the evaluation and analysis of arguments, which is essential in logic reasoning to ensure that the conclusions are valid.3. A logical fallacy is an error in reasoning that undermines the argument's validity; it can lead to false conclusions and weaken the argument's persuasive power.4. Identifying the major premise, stating the minor premise, and drawing the conclusion based on the relationship between the two premises.5. Observing that the sky is clear and predicting that it will not rain, based on past experiences.6. Evidence supports the premises and makes the argument more convincing and reliable.7. By identifying a known similarity between two situations and using that similarity to infer a similarity in another respect.8. A syllogism is a form of deductive reasoning that consists of a major premise, a minor premise, and a conclusion. Example: All mammals are warmblooded (major premise), a whale is a mammal (minor premise), therefore a whale is warmblooded (conclusion).9. Emotional reasoning can cloud judgment and lead to biased or illogical conclusions.10. Logic reasoning is essential for making wellreasoned decisions, solving plex problems, and effectively municating ideas in academic and professional contexts.。

证明这件事英语作文

证明这件事英语作文

证明这件事英语作文英文回答:In the tapestry of life, threads of skepticism and doubt intertwine with the vibrant hues of belief and conviction. As our minds navigate the labyrinthine paths of knowledge, we encounter countless propositions, each begging for our assent. But how do we discern truth amidst a sea of assertions? How do we prove that a particular claim is worthy of our unwavering belief?The scientific method, a beacon of empirical inquiry, offers a rigorous framework for evaluating the veracity of scientific hypotheses. Through observation, experimentation, and rigorous data analysis, scientists meticulously gather evidence to support or refute their theories. By allowing rival explanations to compete on an equal footing, science fosters a crucible of intellectual discourse where truth emerges from the crucible of rigorous scrutiny.In the realm of philosophy, logical reasoning provides a powerful tool for establishing the truth of arguments. Through deductive and inductive arguments, philosophers construct intricate chains of logic that lead to irrefutable conclusions. By analyzing the premises and the validity of the inferences, we can determine whether an argument is sound or fallacious, inching us closer to the elusive truth.Yet, beyond the confines of scientific and philosophical inquiry, the human experience encompasses a myriad of subjective truths that defy empirical verification. In matters of art, aesthetics, and personal beliefs, the truth often lies in the eye of the beholder. Emotional resonance, intuitive understanding, and cultural context shape our perceptions of what is true and meaningful in these realms.In the tapestry of truth, there are hues that transcend the limitations of reason and logic, reaching into the depths of our hearts and souls. Truths of compassion, empathy, and forgiveness resonate within us, guiding ouractions and shaping our humanity. These truths, though subjective and elusive, nevertheless possess an undeniable power to transform our lives and nurture the bonds that unite us.As we navigate the complexities of life, may we embrace a healthy skepticism that prompts us to question and seek evidence. Let us employ reason and logic as our allies, but let us also remain open to the truths that lie beyond the confines of empirical verification. For in the tapestry of truth, there are vibrant threads that defy easy categorization, threads that speak to the fullness of our human experience.中文回答:在生命的长卷上,怀疑和质疑的丝线与信念和确信的鲜艳色彩交织在一起。

关于逻辑的英语叙述文作文

关于逻辑的英语叙述文作文

In the intricate tapestry of human thought, logic is the thread that weaves together the fabric of coherent reasoning. It is the compass that guides us through the maze of ideas, ensuring that our conclusions are not mere flights of fancy but grounded in sound reasoning. My journey with logic began in high school, where I first encountered the structured beauty of deductive and inductive reasoning, and it has since become an integral part of my intellectual toolkit.Growing up, I was always intrigued by puzzles and riddles, which perhaps laid the groundwork for my fascination with logic. However, it wasnt until a high school debate class that I truly began to appreciate the power of logical argumentation. Our teacher, Mr. Thompson, was a fervent advocate for critical thinking, and he would often challenge us with thoughtprovoking questions that required more than just a surfacelevel response.One such instance that stands out in my memory was when we were tasked with arguing the merits of a controversial policy. Mr. Thompson insisted that we support our claims with evidence and logical reasoning, rather than emotional appeals. It was a transformative experience, as I realized the importance of constructing airtight arguments that could withstand scrutiny.As I delved deeper into the world of logic, I discovered the distinction between deductive and inductive reasoning. Deductive reasoning, with its topdown approach, starts with a general premise and leads to a specific conclusion. It was like solving a puzzle where all the pieces are laid out,and you simply need to fit them together in the correct order. On the other hand, inductive reasoning, with its bottomup approach, starts with specific observations and builds up to a general conclusion. This was more akin to piecing together a complex jigsaw puzzle where you must discern patterns and connections to form a coherent picture.My understanding of logic was further enriched by the study of fallacies, those deceptive tricks of reasoning that can lead us astray. Learning to recognize and avoid common fallacies such as ad hominem attacks, straw man arguments, and false dilemmas has been invaluable in both academic and everyday discourse. It has equipped me with the ability to critically evaluate the arguments of others and to construct my own arguments with greater precision and clarity.One of the most profound applications of logic Ive encountered is in the field of computer science, where algorithms are designed to process information in a logical sequence. The binary nature of computer logic, with its zeros and ones, mirrors the fundamental principles of logical reasoning. This realization was a eureka moment for me, as it underscored the universality of logic and its relevance across diverse disciplines.Moreover, logic has been a guiding force in my personal life as well. It has helped me navigate complex decisions, from choosing a university major to making career choices. By applying logical reasoning, I have been able to weigh the pros and cons of each option, consider the implications of each decision, and arrive at conclusions that are wellfounded and rational.In conclusion, my relationship with logic has been a journey of discovery and enlightenment. It has not only sharpened my analytical skills but also instilled in me a deep appreciation for the power of reason. As I continue to navigate the complexities of life, I am grateful for the compass of logic that guides me towards clear thinking and informed decisionmaking. Whether in the realm of academia, technology, or personal growth, the principles of logic remain a steadfast companion on my intellectual odyssey.。

归纳逻辑程序设计

归纳逻辑程序设计
然而,函数和逻辑表达式嵌套的引入也带来了计算上的巨大挑战。例如,给给定一元谓词P和一元函数f,能组成的文字有 P(X),P(f(X)),P(f(f(X)))等无穷多个,这就是使得规则学习过程中可下的规则生成过程,则在增加规则长度时将因无法列举所有候选文字而失败。实际困难还包括,在计算FOIL增益时需对规则覆盖的全部 正反例计数,而在引入函数和逻辑表达式嵌套之后也变得不可行。
2)逆归结
在逻辑学中,演绎(deduction)与归纳(induction)是人类认识世界的两种基本方式。演绎是从一般性规律出发来探讨具体事物,而归纳则 是从个别事物出发概括出一般性规律。一般数学定理证明是演绎实践的代表,而机器学习显然是属于归纳的范畴。1965年逻辑学家 J.A.Robinson提出,一阶谓词演算中的演绎推理能用一条十分简洁的规则描述,这就是数理逻辑中著名的归结原理(resolution principle); 二十年后,计算机科学家S.Muggleton和W.Butine针对归纳推理提出了"逆归结"(inverse resolution),这对归纳逻辑程序设计的发展起到了 重要作用。
其中 q(1, S) <—纹理更清(1,S),q(1, T) <—敲声更沉(1,T) 等于是结合了两个规则,让q指代两个意思,纹理和敲声。
逆归结的一大特点就是能自动发明新谓词,这些新谓词可能对应于样例属性和背景知识中不存在的新知识,对知识发现和精化有重要意义。 但自动发明的新谓词究竟对应于什么语义,要在任务领域中进一步理解。在现实任务中,ILP系统通常先自底向上生成一组规则,然后再结合 最小一般泛化与逆归结进一步学习。
基于归结原理,可将复杂的逻辑规则与背景知识联系起来化繁为简,从一般到特殊;基于逆归结,可依托背景知识发明新概念和关系,从特 殊到一般。以命题演算为例,来说明归结和逆归结。
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Towards Inductive Support Logic ProgrammingJ. F. Baldwin and T. P. MartinJim.Baldwin@, Trevor.Martin@Extended AbstractThe related fields of data mining and knowledge discovery in databases (KDD) have grown rapidly, aiming to produce “knowledge” which gives insight to a human user and which can be used to explain existing patterns and predict future values in the database.At a simple level, we can make a distinction between commercial/industrial and academic approaches. Industrial and commercial applications need to demonstrate profitable results from data mining, and generally focus on simple questions against very large databases. The tools tend to be predominantly statistical in nature, and the underlying models are relatively simple. Strong emphasis is placed on visualisation.Academic approaches, on the other hand, generally focus on the extraction of much richer knowledge structures -typically rules - from smaller amounts of data. Rules are an ideal framework for knowledge discovery - logic is easily understood by most people, and provides a powerful computing formalism through logic programming. Additionally, it is relatively easy to incorporate background knowledge in the form of user-supplied logic statements. Of course, whilst logic is ideal for reasoning about formal, closed systems such as mathematics and small computer programs it suffers from an artificial over-precision in relation to the real world. Thus, rather than using a natural form such as “most young high-spending customers …”we are forced to quantify everything precisely“at least 85.2% of customers aged between 20 and 30 who spend over £200 per week …”The over-precision of logic may also be inappropriate at the data level. The relational model assumes that data is complete and correct - an assumption which is often invalid. A relational database imposes a crisp model of the world, i.e. all categories must be precise and information must be known with complete certainty.Support logic programming [Baldwin 1986] and its practical implementation (Fril) [Baldwin, Martin and Pilsworth 1991]avoids these problems by integrating probabilistic and fuzzy uncertainty into logic programming using the mass assignment framework [Baldwin 1992]. This allows uncertainty to be handled in data values, in relations, in rules, and in inference. To answer a query, a standard logic programming proof tree is created with extended unification to deal with uncertain attribute values; a probabilistic calculation is then carried out over the proof tree to determine the support for the conclusion. All proof paths must be examined to determine the overall support.The Fril data browser [Baldwin and Martin 1997] allows us to extract support logic rules from data. The data browser is a propositional learner, i.e. it summarises attribute values for different classes to produce predictive rules which model the relation between values in a tuple.More sophisticated KDD allows relations to be discovered between values in different tuples. This is implemented most effectively in inductive logic programming [Muggleton 1992], which has been successfully applied in diverse areas such as mutagenicity prediction, protein structure modelling, and program synthesis. Inductive logic programming relies heavily on the dual semantics of logic programs. Taking a database of examples E+ and counter-examples E-, with ∀e+∈E+:H∪B=e+¬∃e−∈E−:H∪B=e−background knowledge expressed as a set of clauses B, we attempt to derive H such thatThe generation of logic programs is a substantial search problem, but successful applications show that with the provision of appropriate background knowledge, this is an effective approach. One of the major drawbacks of inductive logic programming is its lack of a mechanism for dealing with uncertainty. To summarise:•commercial data mining systems have shown promising results with relatively simple tools•logic-based approaches give more understandable models and allow background knowledge to be expressed easily •Fril extends the logic programming approach to give more natural and understandable models by use of fuzzy terms •Inductive logic programming can generate richer knowledge by creating meaningful new predicatesCurrent research within the Bristol AI Group aims to combine the best aspects of inductive logic programming with the uncertainty representation of Fril to create a sophisticated and novel approach to knowledge discovery. In order to do this, we need to extend the present informal semantics of Fril and develop a model-theoretic framework so that we can reason about the declarative semantics of Fril programs as well as their procedural semantics.There have been several attempts to develop the declarative semantics of quantitative logic programs. Support logic is a more general approach in that it also permits uncertainty in attribute values; the Fril interpretation of a rule support as an interval-valued conditional probability also requires careful treatment.In conventional logic programming, a Herbrand interpretation is defined as a subset of the Herbrand base, containing precisely those ground atoms which are true under the interpretation. A Herbrand model of a program is a Herbrand interpretation in which every logical consequence of the program is true. A partial ordering on interpretations allows us to define the least Herbrand model and a method by which it may be constructed.For support logic programs we extend the idea of an interpretation by considering a mass assignment over the Herbrand base instead of a single subset of the Herbrand base. The supports have meaning with respect to the entire set of possible worlds (interpretations) - see also [Bacchus et al. 1996]. For example, with the Herbrand baseB = {p(1), r(1), q(1) }the set of interpretations is {p(1) ∧ r(1) ∧ q(1), p(1) ∧ r(1) ∧ ¬q(1), … , ¬p(1) ∧ ¬r(1) ∧ ¬q(1) }A distribution on the power set gives an extended interpretation - for exampleM = { {p(1) ∧ r(1) ∧ q(1), ¬p(1) ∧ r(1) ∧ q(1) }: 0.4{p(1) ∧ ¬r(1) ∧ q(1) , ¬p(1) ∧ ¬r(1) ∧ ¬q(1)}: 0.1{p(1) ∧ r(1) ∧ ¬q(1) }: 0.5 }The mass assignment restriction operation gives us a partial ordering over the mass assignment (MA) interpretations, and a way of deriving the support pair for any ground atom under the MA interpretation. The necessary support for a ground atom A under a MA interpretation I = {K : mk} is the sum of masses assigned to elements which entail A,while the possible support is the sum of masses assigned to elements which do not entail ¬Agiving the supports [0.5, 1] to p(1), [0.9, 0.9] to r(1) and [0.4, 0.5] to q(1) in the example above. A support logic program computes a support pair for any ground atom. Thus we have a way of defining soundness and completeness (respectively,the computed support pair is contained in/contains the support pair derived from the mass assignment interpretation).Hence we can define a mass assignment model of a support logic program. Further research is needed to fully explore this basic idea and its ramifications - for example, taking two extended interpretations I1 and I2 such that I1 is a restriction of I2, the support pair for a ground atom under I1 will be a sub-interval of the support for the atom under I2. Thus it should be possible to construct a mass assignment model in a similar fashion to computing the least fixed point of the Tp operator in standard logic programming.SummaryFril allows us to express uncertainty in logic programs, and can be used to extract programs from real world data. The Fril data browser summarises attribute values and forms predictive rules; this has been successfully applied in many applications as well as on benchmark machine learning databases. The development of mass assignment model-theoretic semantics will allow us to extract relational knowledge from data, in a manner similar to inductive logic programming.ReferencesBacchus, F., Grove, A. J., Halpern, J. Y. and Koller, D. (1996). “From Statistical Knowledge Bases to Degrees of Belief.” Artificial Intelligence 87(1-2): 75-143.Baldwin, J. F. (1986). "Support Logic Programming" in Fuzzy Sets - Theory and Applications , Ed. A. Jones, D. Reidel.133-170.Baldwin, J. F. (1992). "The Management of Fuzzy and Probabilistic Uncertainties for Knowledge Based Systems" in Encyclopedia of AI , Ed. S. A. Shapiro, John Wiley. (2nd ed.) 528-537.Baldwin, J. F. and Martin, T. P. (1997). "Basic Concepts of a Fuzzy Logic Data Browser with Applications" in Software Agents and Soft Computing: Concepts and Applications , Ed. H. S. Nwana and N. Azarmi, Springer (LNAI 1198). 211-241.Baldwin, J. F., Martin, T. P. and Pilsworth, B. W. (1991). "FRIL: A Support Logic Programming System", Proc.Expert Systems and Optimisation in Process Control , 225 - 238.Fayyad, U. (1997). "Knowledge Discovery in Databases: An Overview" in Inductive Logic Programming , Ed. N. Lavrac and S. Dzeroski, Springer (LNAI 1297). 3-16.Muggleton, S. (1992). "Inductive Logic Programming", Academic Press.S l (A ,I )=m K K ∈I K |=A∑S u (A ,I )=m KK ∈I K |=/¬A ∑。

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