Artificial Intelligence (Künstliche Intelligenz 1) Winter 2018/19 - Lecture Notes- Prof. Dr. Michael Kohlhase Professur für ...
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Artificial Intelligence (Künstliche Intelligenz 1)
Winter 2018/19
– Lecture Notes –
Prof. Dr. Michael Kohlhase
Professur für Wissensrepräsentation und -verarbeitung
Informatik, FAU Erlangen-Nürnberg
Michael.Kohlhase@FAU.de
October 18, 2018
i
Preface
Course Concept
Objective: The course aims at giving students a solid (and often somewhat theoretically oriented)
foundation of the basic concepts and practices of artificial intelligence. The course will predom-
inantly cover symbolic AI – also sometimes called “good old-fashioned AI (GofAI)” – in the first
semester and offers the very foundations of statistical approaches in the second. Indeed, a full ac-
count sub-symbolic, machine-learning-based AI deserves its own specialization courses and needs
much more mathematical prerequisites than we can assume in this course.
Context: The course “Künstliche Intelligenz” (KI 1 & 2) at FAU Erlangen is a two-semester
course in the “Wahlpflichtbereich” (specialization phase) in semesters 5/6 of the Bachelor program
“Computer Science” at FAU Erlangen. It is also available as a (somewhat remedial) course in the
“Vertiefungsmodul Künstliche Intelligenz” in the Computer Science Master’s program.
Prerequisites: KI-1 & 2 builds on the mandatory courses in the FAU Bachelor’s program, in
particular the course “Grundlagen der Logik in der Informatik” [Glo], which already covers a lot
of the materials usually presented in the “knowledge and reasoning” part of an introductory AI
course. The AI 1& 2 course also minimizes overlap with the course.
The course is relatively elementary, we expect that any student who attended the mandatory
CS courses at FAU Erlangen can follow it.
Open to external students: Other Bachelor programs are increasingly co-opting the course as
specialization option. There is no inherent restriction to Computer Science students in this course.
Students with other study biographies – e.g. students from other Bachelor programs our external
Master’s students should be able to pick up the prerequisites when needed.
Course Contents
Goal: To give students a solid foundation of the basic concepts and practices of the field of Artificial
Intelligence. The course will be based on Russell/Norvig’s book “Artificial Intelligence; A modern
Approach” [RN09]
Artificial Intelligence I (the first semester): introduces AI as an area of study, discusses “rational
agents” as a unifying conceptual paradigm for AI and covers problem solving, search, constraint
propagation, logic, knowledge representation, and planning.
Artificial Intelligence II (the second semester): is more oriented towards exposing students to
the basics of statistically based AI: We start out with reasoning under uncertainty, setting the
foundation with Bayesian Networks and extending this to rational decision theory. Building on
this we cover the basics of machine learning.
This Document
Format: The document mixes the slides presented in class with comments of the instructor to give
students a more complete background reference.
Caveat: This document is made available for the students of this course only. It is still very much
a draft and will develop over the course of the current course and in coming academic years.
Licensing: This document is licensed under a Creative Commons license that requires attribution,
allows commercial use, and allows derivative works as long as these are licensed under the same
license.
Knowledge Representation Experiment:
This document is also an experiment in knowledge representation. Under the hood, it uses
the STEX package [Koh08; Koh18], a TEX/LATEX extension for semantic markup, which allows to
export the contents into active documents that adapt to the reader and can be instrumented with
services based on the explicitly represented meaning of the documents.
ii
Acknowledgments
Materials: Most of the materials in this course is based on Russel/Norvik’s book “Artificial In-
telligence — A Modern Approach” (AIMA [RN95]). Even the slides are based on a LATEX-based
slide set, but heavily edited. The section on search algorithms is based on materials obtained from
Bernhard Beckert (then Uni Koblenz), which is in turn based on AIMA. Some extensions have
been inspired by an AI course by Jörg Hoffmann and Wolfgang Wahlster at Saarland University
in 2016. Finally Dennis Müller suggested and supplied some extensions on AGI.
All course materials have bee restructured and semantically annotated in the STEX format, so
that we can base additional semantic services on them.
AI Students: The following students have submitted corrections and suggestions to this and earlier
versions of the notes: Rares Ambrus, Ioan Sucan, Yashodan Nevatia, Dennis Müller, Simon Rainer,
Demian Vöhringer, Lorenz Gorse, Philipp Reger, Benedikt Lorch, Maximilian Lösch, Luca Reeb,
Marius Frinken, Peter Eichinger, Oskar Herrmann, Daniel Höfer, Stephan Mattejat.
iii Recorded Syllabus In this document, we record the progress of the course in the academic year 2017/18 in the form of a “recorded syllabus”, i.e. a syllabus that is created after the fact rather than before. Recorded Syllabus Winter Semester 2017/18: # date until slide page 1 Oct 17. admin, what is AI? 13 9 2 Oct 25. AI components, overview 18 16
iv
Here the syllabus of the last academic year for reference, the current year should be similar;
see the course notes of last year available for reference at http://kwarc.info/teaching/AI/
notes-2017-18.pdf.
Recorded Syllabus Winter Semester 2017/18:
# date until
1 Oct 19. admin, overview
2 Oct 25. overview, topics
3 Oct 26. rationality
Nov. 1. Allerheiligen (public holiday)
4. Nov. 2. Environment & agent types.
5. Nov. 8. Prolog
6. Nov. 9. Problem Solving & Search
7. Nov. 15. Relaxed Problems
8. Nov. 16. Problem Solving & Search
9. Nov. 22. minimax & alpha-pruning
10. Nov. 23. MCTS & AlphaGo, Constraint Problems
11. Nov. 29. CSP, Waltz Algorithm, Constraint Types
12. Nov. 30. CSP search/heuristics
13. Dec. 6. solving acyclic CSP graphs
14. Dec. 7. CSP decomposition, Wumpus World
15 Dec. 13 Kalah Competition Happening
16. Dec. 14 Calculi & Proofs, Propositional Natural Deduction
17. Dec 20. Review Formal Systems, Propositional Tableaux
18. Dec 21. Killing the Wumpus; DPLL
19. Jan 10. New recap, Implication Graphs
20. Jan. 11 Clause Learning, First-order Logic
21. Jan. 17. First Order Semantics, Substitutions, FO Natural Deduction
22 Jan 18. Free Variable Tableaux
23 Jan 24. Prolog as Resolution, Abduction, Induction
24 Jan 25. Intro to Planning, STRIPS, PDDL
25 Jan 31. Review Planning, Evaluation
26 Feb 1. planning by heuristic search
27 Feb 7. PlanEx+
28 Feb 8. AI-1 Conclusion
Recorded Syllabus Summer Semester 2017:
v
# date until
1 May 4. overview, some admin
2. May 8. probabilities, Kolmogorov axioms
3. 11. May conditional probabilitites, independence, Bayes rule
4. 15. May conditional independence, Bayesian Networks
5. 18. May constructing and reasoning with BN
6. 22. May decision theory, preferences & utilities
7. 29. May Multi-Attribute Utilities
8. 1. Jun Belief, transsition, and sensor models, VPI
9. 8. Jun Markov Processes, temporal inference
10. 12. Jun temporal inference
11. 19. Jun Markov Decision Procedures, Value Iteration
12. 22. Jun POMDPs, ML Intro
13. 26. Jun decision tree learning, performance measurement
14. 29. Jun learning evaluation, loss
15. 3. Juli Linear regression and classification
16. 6. Juli Neural Networks
17. 10. Juli Support Vector Machines
18. 13. Juli Knowledge in Learning
17. - 21-0. Juli Neural Nets Challenge
19. 24. Juli Statistical Learning
20. 28. Juli Wrap-Up; What did we learn?
vi
Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Course Concept . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Course Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Recorded Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
1 Administrativa 1
2 About My Lecturing . . . 5
3 Overview over the Course 9
3.1 What is Articifial Initelligence? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2 Artificial Intelligence is here today! . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.3 Two Ways to Attack the AI Problem . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3.4 AI Topics Covered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.5 Strong vs. Narrow AI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.6 AI in the KWARC Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
I Getting Started with AI: A Conceptual Framework 23
4 Introduction: What is Artificial Intelligence 27
vii
Chapter 1
Administrativa
We will now go through the ground rules for the course. This is a kind of a social contract
between the instructor and the students. Both have to keep their side of the deal to make learning
as efficient and painless as possible.
Prerequisites
the mandatory courses in Computer Science from Semesters 1-4, in particular:
course “Algorithmen und Datenstrukturen”.
course “Grundlagen der Logik in der Informatik” (GLOIN).
course “Berechenbarkeit und Formale Sprachen”.
If you have not taken these (or do not remember), read up on them as needed.
Motivation, Interest, Curiosity, hard work
You can do this course if you want!
©: Michael Kohlhase 1
Now we come to a topic that is always interesting to the students: the grading scheme.
Assessment, Grades
Academic Assessment: 90 minutes exam at the end of the semester (∼ Feb.
10.)
Retake Exam: 90 min exam at the end of the following semester (∼ July 15.)
Mid-semester mini-exam: online, optional, corrected but ungraded, (so you
can predict the exam style)
Module Grade:
Grade via the exam (Klausur) ; 100% of the grade
Results from “Übungen zu Künstliche Intelligenz” give up to 10% bonus to
a passqing exam (not passed, no bonus)
1
2 CHAPTER 1. ADMINISTRATIVA
I do not think that this is the best possible scheme, but I have very little choice.
©: Michael Kohlhase 2
I basically do not have a choice in the grading sheme, as it is essentially the only one consistent
with university policies. For instance, I would like to give you more incentives for the homework
assignments – which would also mitigate the risk of having a bad day in the exam. Also, graded
Wednesday quizzes would help you prepare for the lectures and thus let you get more out of them,
but that is also impossible.
AI-1 Homework Assignments
Homeworks: will be small individual problem/programming/proof assignments
(but take time to solve) group submission if and only if explicitly permitted.
Double Jeopardy : Homeworks only give 10% bonus points for the
exam, but without tryinging you are unlikely to pass the exam.
Admin: To keep things running smoothly
Homeworks will be posted on StudOn
please sign up for the AI-1 under https://studon.fau.de/crs2361111.
html
Homeworks are handed in electronically (plain text, program files, PDF)
go to the tutorials, discuss with your TA (they are there for you!)
Homework Discipline:
start early! (many assignments need more than one evening’s work)
Don’t start by sitting at a blank screen
Humans will be trying to understand the text/code/math when grading it.
©: Michael Kohlhase 3
Tutorials for Artificial Intelligence 1
Weekly tutorials and homework assignments (first one in week two)
Instructor/Lead TA: Dennis Müller (dennis.mueller@fau.de) Room: 11.138,
Tel: 85-64053
Tutorials: one each for Alpcan Dalga, Lisa-Marie Dreier, Marius Frinken, Max
Rapp
Goal 1: Reinforce what was taught in class (need )
Goal 2: Allow you to ask any question you have in a small and protected
environment3
Life-saving Advice: go to your tutorial, and prepare it by having looked at the
slides and the homework assignments
Inverted Classroom: the latest craze in didactics (works well if done right)
in CS: Lecture + Homework assignments + Tutorials =
b Inverted Classroom
©: Michael Kohlhase 4
Textbook, Handouts and Information, Forums
Textbook: Russel & Norvig: Artificial Intelligence, A modern Approach [RN09]
basically “broad but somewhat shallow”
great to get intuitions on the basics of AI
Make sure that you read the third edition, which is vastly improved over earlier
ones (unfortunately, the German version is based on edition 2)
Course notes will be posted at http://kwarc.info/teaching/AI
more detailed than [RN09] in some areas
I mostly prepare them as we go along (semantically preloaded ; research
resource)
please e-mail me any errors/shortcomings you notice. (improve for the
group)
Announcements will be posted on the course forum (choose the right one)
https://fsi.cs.fau.de/forum/144-Kuenstliche-Intelligenz
https://fsi.cs.fau.de/forum/149-Kuenstliche-Intelligenz-II
Check the forum frequently for
announcements, homeworks, questions
discussion among your fellow students
©: Michael Kohlhase 54 CHAPTER 1. ADMINISTRATIVA
Chapter 2
About My Lecturing . . .
First let me state the obvious – this is really still part of the admin – but there is an important
point I want to make.
Do I need to attend the lectures
Attendance is not mandatory for the AI-1 lecture
There are two ways of learning AI-1: (both are OK, your mileage may vary)
Approach B: Read a Book
Approach I: come to the lectures, be involved, interrupt me whenever you
have a question.
The only advantage of I over B is that books do not answer questions (yet!
we are working on this in AI research)
Approach S: come to the lectures and sleep does not work!
I really mean it: If you come to class, be involved, ask questions, challenge me
with comments, tell me about errors, . . .
I would much rather have a lively discussion than get through all the slides
You learn more, I have more fun (Approach B serves as a backup)
You may have to change your habits, overcome shyness, . . . (please do!)
This is what I get paid for, and I am more expensive than most books (get
your money’s worth)
©: Michael Kohlhase 6
That being said – I know that it sounds quite idealistic – can I do something to help you along
in this? Let me digress on lecturing styles ; take the following with “cum kilo salis” 1 , I want to
make a point here, not bad-mouth my colleagues.!
Traditional Lectures (cum kilo salis)
1 with much more than the proverbial grain of salt.
56 CHAPTER 2. ABOUT MY LECTURING . . .
One person talks to 50+ students who just listen and take notes
The I have a book hat you do not have style makes it hard to stay awake
It is well-known that frontal teaching does not optimize learning
But it scales very well (especially when televised)
©: Michael Kohlhase 7
So there is a tension between
• scalability of teaching – which is a legitimate concern for an institution like FAU, and
• effectiveness/efficiency of learning – which is a legitimate concern for students
My Lectures? What can I do to keep you awake?
We know how to keep large audiences engaged and motivated(even televised)
But the topic is different (AI-1 is arguably more complex than Sports/Media)
We’re not gonna be able to go all the way to TV entertainment(“AI-1 total”)
But I am going to (try to) incorporate some elements . . .
©: Michael Kohlhase 87
I will use interactive elements I call “questionnaires in my course. Here is one example to give you
an idea of what is coming.
Questionnaire
Question: How many scientific articles (6-page double-column “papers”) were
submitted to the 2016 International Joint Conference on Artificial Intelligence
(IJCAI’16) in New York City?
a) 7?
b) 811?
c) 1996?
d) 2296?
Answer: (d) is correct. (Previous year, IJCAI’15, answer (c) was correct . . . )
Questionnaires: are my attempt to get you to interact
At end of each logical unit (most, if I can get around to preparing them)
You get 2 -5 minutes, feel free to make noise (e.g. discuss with your
neighbors)
©: Michael Kohlhase 9
One of the reasons why I like the questionnaire format is that it is a small instance of a question-
answer game that is much more effective in inducing learning – recall that learning happens in
the head of the student, no matter what the instructor tries to do – than frontal lectures. In
fact Sokrates – the grand old man of didactics – is said to have taught his students exclusively
by asking leading questions. His style coined the name of the teaching style “Socratic Dialogue”,
which unfortunately does not scale to a class of 100+ students.
More Generally: My Questions to You
When will I ask them?
In questionnaires.
At various points during the lectures.
We’ll do examples together.
Why do I ask them?
They give you the option to follow the lectures actively.
They allow me to check whether or not you are able to follow.
How will I look for answers?
“Streber syndrom”: 3 students answer all the questions, N − 3 sleep.
If this happens, I may resort to picking students randomly.8 CHAPTER 2. ABOUT MY LECTURING . . .
There is nothing to be ashamed of when giving a wrong answer! You wouldn’t
believe the number of times I got something wrong myself (I do hope all bugs
are removed now, but . . . )
©: Michael Kohlhase 10
Unfortunately, this idea of adding questionnaires is mitigated by a simple fact of life. Good
questionnaires require good ideas, which are hard to come by; in particular for AI-1-2, I do not
have many. But maybe you – the students – can help.
Call for Help/Ideas with/for Questionnaires
I have some questionnaires . . . , but more would be good!
I made some good ones . . . , but better ones would be better
Please help me with your ideas (I am not Stefan Raab)
You know something about AI-1 by then.
You know when you would like to break the lecture by a questionnaire.
There must be a lot of hidden talent! (you are many, I am only one)
I would be grateful just for the idea. (I can work out the details)
©: Michael Kohlhase 11Chapter 3
Overview over the Course
We restart the new semester by reminding ourselves of (the problems, methods, and issues of )
Articifial Intelligence, and what has been achived so far.
Plot of this Course
Today: Motivation, Admin, and find out what you already know
What is Artificial Intelligence?
What has AI already achieved?
a (very) quick walk through the topics
how can you get involved with AI at KWARC
©: Michael Kohlhase 12
3.1 What is Articifial Initelligence?
The first question we have to ask ourselves is “what is Artificial Intelligence”, i.e. how can we
define it. And already that poses a problem since the natural definition like human intelligence,
but artificially realized presupposes a definition of Intelligence, which is equally problematic; even
Psychologists and Philosophers – the subjects nominally “in charge” of human intelligence – have
problems defining it, as witnessed by the plethora of theories e.g. found at [WHI].
What is Artificial Intelligence? Definition
910 CHAPTER 3. OVERVIEW OVER THE COURSE
Definition 3.1.1 (According to Wikipedia)
Artificial Intelligence (AI) is intelligence
exhibited by machines
Definition 3.1.2 (also) Artificial Intel-
ligence (AI) is a sub-field of Computer Sci-
ence that is concerned with the automation
of intelligent behavior.
BUT: it is already difficult to define “Intelli-
gence” precisely
Elaine Rich: AI studies how we can make the
computer do things that humans can still do
better at the moment.
©: Michael Kohlhase 13
Maybe we can get around the problems of defining “what Artificial intelligence is”, by just describ-
ing the necessary components of AI (and how they interact). Let’s have a try to see whether that
is more informative.
What is Artificial Intelligence? Components3.1. WHAT IS ARTICIFIAL INITELLIGENCE? 11
Elaine Rich: AI studies how we
can make the computer do things
that humans can still do better at
the moment.
This needs a combination of
the ability to learn
inference
perception
language understanding
emotion
©: Michael Kohlhase 1412 CHAPTER 3. OVERVIEW OVER THE COURSE
3.2 Artificial Intelligence is here today!
The components of Artificial Intelligence are quite daunting, and none of them are fully understood,
much less achived artificially. But for some tasks we can get by with much less. And indeed that
is what the field of Artificial Intelligence does in practice – but keeps the lofty ideal around. This
practice of “trying to achieve AI in selected and restricted domains” (cf. the discussion starting
with slide 23) has borne rich fruits: systems that meet or exceed human capabilities in such areas.
Such systems are in common use in many domains of application.
Artificial Intelligence is here today3.2. ARTIFICIAL INTELLIGENCE IS HERE TODAY! 13
14 CHAPTER 3. OVERVIEW OVER THE COURSE
in outer space
in outer space systems
need autonomous con-
trol:
remote control impos-
sible due to time lag
in artificial limbs
the user controls the
prosthesis via existing
nerves, can e.g. grip
a sheet of paper.
in household appliances
The iRobot Roomba
vacuums, mops, and
sweeps in corners, . . . ,
parks, charges, and
discharges.
general robotic house-
hold help is on the
horizon.
im hospitals
in the USA 90% of the
prostate operations are
carried out by Ro-
boDoc
Paro is a cuddly robot
that eases solitude in
nursing homes.3.2. ARTIFICIAL INTELLIGENCE IS HERE TODAY! 15
©: Michael Kohlhase 15
And here’s what you all have been waiting for . . .
AlphaGo is a program developed by Google DeepMind to play the board game
Go.
In March 2016, it beat Lee Sedol in a five-game match, the first time a com-
puter Go program has beaten a 9-dan professional without handicaps.
In December 2017 AlphaZero, a successor of AlphaGo “learned” the games
Go, chess, and shogi in 24 hours, achieving a superhuman level of play in these
three games by defeating world-champion programs.
©: Michael Kohlhase 16
We will conclude this Section with a note of caution.
The AI Conundrum
Observation: Reserving the term “Artificial Intelligence” has been quite a land-
grab!
But: researchers at the Dartmouth Conference (1950) really thought they
would solve AI in two/three decades.
Consequence: AI still asks the big questions.
Another Consequence: AI as a field is an incubator for many innovative tech-
nologies.
AI Conundrum: Once AI solves a subfield it is called “Computer Science”.
(becomes a separate subfield of CS)
Example 3.2.1 Functional/Logic Programming, Automated Theorem Prov-
ing, Planning, Machine Learning, Knowledge Representation, . . .
Still Consequence: AI research was alternatingly flooded with money and cut
off brutally.16 CHAPTER 3. OVERVIEW OVER THE COURSE
©: Michael Kohlhase 17
3.3 Two Ways to Attack the AI Problem
The field of Artificial Intelligence (AI) is an engineering field at the intersection of computer science
(logic, programming, applied statistics), cognitive science (psychology, neuroscience), philosophy
(can machines think, what does that mean?), linguistics (natural language understanding), and
mechatronics (robot hardware, sensors).
There are currently two main avenues of attack to the problem of building artificially intelligent
systems. The (historically) first is based on the symbolic representation of knowledge about the
world and uses inference-based methods to derive new knowledge on which to base action decisions.
The second uses statistical methods to deal with uncertainty about the world state and learning
methods to derive new (uncertain) world assumptions to act on.
Two ways of reaching Artificial Intelligence?
Two avenues of attack for the problem: knowledge-based and statistical techniques
(they are complementary)
Deep Knowledge-based Not there yet
AI-1 cooperation?
Shallow no-one wants this Statistical Methods
AI-2
Analysis ↑
vs. Narrow Wide
Coverage →
We will cover foundational methods of deep/narrow processing in this semester
and shallow/wide-coverage ones in the next.
©: Michael Kohlhase 18
Environmental Niches for both Approaches to AI
There are two kinds of applications/tasks in AI
consumer-grade applications have tasks that must be fully generic, and
wide coverage (e.g. machine translation ; Google Translate)
producer-grade applications must be high-precision, but domain-adapted
(multilingual documentation, machinery-control, program verification,
medical technology)3.4. AI TOPICS COVERED 17
Precision
100% Producer Tasks
50% Consumer Tasks
103±1 Concepts 106±1 Concepts Coverage
A producer domain I am interested in: Mathematical/Technical documents
©: Michael Kohlhase 19
To get this out of the way . . .
AlphaGo = search + neural networks
we do search this semester and cover neural networks in KI-2.
I will explain AlphaGo a bit in The chapter on “Adversarial Search”.
©: Michael Kohlhase 20
3.4 AI Topics Covered
Topics of AI-1 (Winter Semester)
Getting Started
What is Artificial Intelligence (situating ourselves)
Intelligent Agents (a unifying framework)
Logic Programming in Prolog (An influential paradigm)
Problem Solving
Problem Solving and Search
Game playing (Adversarial Search)
Constraint Satisfaction Problems18 CHAPTER 3. OVERVIEW OVER THE COURSE
Knowledge and Reasoning
Formal Logic as the Mathematics of Meaning
Logic Programming
Planning
Planning
Planning and Acting in the real world
©: Michael Kohlhase 21
Topics of AI-2 (Summer Semester)
Uncertain Knowledge and Reasoning
Uncertainty
Probabilistic Reasoning
Making Decisions in Episodic Environments
Problem Solving in Sequential Environments
Foundations of Machine Learning
Learning from Observations
Knowledge in Learning
Statistical Learning Methods
Communication (If there is time)
Natural Language Processing
Natural Language for Communication
©: Michael Kohlhase 22
3.5 Strong vs. Narrow AI
Strong AI vs. Narrow AI
Definition 3.5.1 With the term narrow AI (also weak AI, instrumental
AI, applied AI) we refer to the use of software to study or accomplish specific
problem solving or reasoning tasks (e.g. playing chess, controlling
elevators, composing music, . . . )
Definition 3.5.2 With the term strong AI (also full AI, AGI) we denote
the quest for software performing at the full range of human cognitive abil-
ities.
Definition 3.5.3 Problems requiring strong AI to solve are called AI com-
plete.3.6. AI IN THE KWARC GROUP 19
In short: We can characterize the difference intuitively:
narrow AI: What (most) computer scientists think AI is / should be.
strong AI: What Hollywood authors think AI is / should be.
©: Michael Kohlhase 23
A few words on AGI. . .
The conceptual and mathematical framework (Agents, environments etc.) is
the same for strong AGI and weak AI.
AGI research focuses mostly on abstract aspects of machine learning (reinforce-
ment learning, neural nets) and decision/game theory (“which goals should an
AGI pursue?”).
Academic respectability fluctuates massively, recently increased (again). (cor-
relates somewhat with AI winters and golden years)
Public attention increasing due to talk of “existential risks” (e.g. Hawking,
Musk, Bostrom, Yudkowsky, Obama, . . . )
©: Michael Kohlhase 24
AGI Research
“Famous” research(ers) / organizations
MIRI (Machine Intelligence Research Institute), Eliezer Yudkowsky (For-
merly known as “Singularity Institute”)
Future of Humanity Institute Oxford (Nick Bostrom),
Google (Ray Kurzweil),
AGIRI / OpenCog (Ben Goertzel),
petrl.org (People for the Ethical Treatment of Reinforcement Learners).
(Obviously somewhat tongue-in-cheek)
: Be highly skeptical about any claims with respect to AGI!
©: Michael Kohlhase 25
3.6 AI in the KWARC Group
The KWARC Research Group
Observation: The ability to represent knowledge about the world and to draw
logical inferences is one of the central components of intelligent behavior.20 CHAPTER 3. OVERVIEW OVER THE COURSE
Thus: reasoning components of some form are at the heart of many AI systems.
KWARC Angle: Scaling up (web-coverage) without dumbing down (too much)
Content markup instead of full formalization (too tedious)
User support and quality control instead of “The Truth” (elusive anyway)
use Mathematics as a test tube( Mathematics =
b Anything Formal )
care more about applications than about philosophy (we cannot help
getting this right anyway as logicians)
The KWARC group was established at Jacobs Univ. in 2004, moved to FAU
Erlangen in 2016
see http://kwarc.info for projects, publications, and links
©: Michael Kohlhase 26
Overview: KWARC Research and Projects
Applications: eMath 3.0, Active Documents, Semantic Spreadsheets, Semantic
CAD/CAM, Change Mangagement, Global Digital Math Library, Math Search Sys-
tems, SMGloM: Semantic Multilingual Math Glossary, Serious Games, . . .
Foundations of Math: KM & Interaction: Semantization:
MathML, OpenM ath Semantic Interpretation LATEXML: LATEX → XML
advanced Type Theories (aka. Framing) STEX: Semantic LATEX
MMT: Meta Meta The- math-literate interaction invasive editors
ory MathHub: math archi- Context-Aware IDEs
ves & active docs
Logic Morphisms/Atlas Mathematical Corpora
Theorem Prover/CAS In- Semantic Alliance: em-
bedded semantic services Linguistics of Math
teroperability
Mathematical Model-
s/Simulation
Foundations: Computational Logic, Web Technologies, OM Doc/MMT
©: Michael Kohlhase 27
Research Topics in the KWARC Group
We are always looking for bright, motivated KWARCies
We have topics in for all levels (Enthusiast, Bachelor, Master, Ph.D.)
List of current topics: https://gl.kwarc.info/kwarc/thesis-projects/
Automated Reasoning: Maths Representation in the Large
Logics development, (Meta)n -Frameworks
Math Corpus Linguistics: Semantics Extraction
Serious Games, Cognitive Engineering, Math Information Retrieval3.6. AI IN THE KWARC GROUP 21
We always try to find a topic at the intersection of your and our interests
1
We also often have positions! (HiWi, Ph.D.: 2 , PostDoc: full)
©: Michael Kohlhase 2822 CHAPTER 3. OVERVIEW OVER THE COURSE
Part I
Getting Started with AI: A
Conceptual Framework
2325
This part of the course note sets the stage for the technical parts of the course by establishing a
common framework (Rational Agents) that gives context and ties together the various methods
discussed in the course.
After having seen what AI can do and where AI is being employed today (see Chapter 3), will
now
1. situate AI historically,
2. prepare a conceptual framework in which we can think about “intelligence” (natural and
artificial), and
3. introduce a programming language to use in the course.
The conceptual framework is the framework of “rational agents” which combines aspects of purely
cognitive architectures (an original concern for the field of AI) with the more recent realization
that intelligence must interact with the world (situated AI) to grow and learn. The cognitive
architectures aspect allows us to place and relate the various algorithms and methods we will see
in this course. Unfortunately, the “situated AI” aspect will not be covered in this course due to
the lack of time and hardware.
For the programming language we choose ProLog, historically one of the most influential “AI
programming languages”. While the other AI programming language: LISP which gave rise to
the functional programming paradigm has been superseded by typed languages like SML, Haskell,
Scala, and F#, ProLog is still the prime example of the declarative programming paradigm. So
using ProLog in this course gives students the opportunity to explore this paradigm. At the same
time, ProLog is well-suited for trying out algorithms in symbolic AI – the topic of this semester –
since it internalizes the more complex primitives of the algorithms presented here.26
Chapter 4
Introduction: What is Artificial
Intelligence
What is AI?
What is AI?: Four possible answers:
Systems that think like humans Systems that think rationally
Systems that act like humans Systems that act rationally
expressed by four different definitions/quotes:
Humanly Rational
Thinking “The exciting new effort “The formalization of mental
to make computers think faculties in terms of computa-
. . . machines with human-like tional models”
minds”
Acting “The art of creating machines “The branch of CS concerned
that perform actions requiring with the automation of appro-
intelligence when performed by priate behavior in complex sit-
people” uations”
Idea: Rationality is performance-oriented rather than based on imitation
©: Michael Kohlhase 29
So, what does modern AI do?
Acting Humanly: Turing Test, not much pursued outside Loebner prize
∼ Aeronautics: building pigeons that can fly so much like real pigeons that
they can fool pigeons
Not reproducible, not amenable to mathematical analysis
2728 CHAPTER 4. INTRODUCTION: WHAT IS ARTIFICIAL INTELLIGENCE
Thinking Humanly: Cognitive Science. How do humans think, how does the
(human) brain work
Neural networks are a (extremely simple so far) approximation
Thinking Rationally: Logics, Formalization of knowledge and inference
You know the basics, we do some more, fairly widespread in modern AI
Acting Rationally: How to make good action choices?
Contains Logics (one possible way to make intelligent decisions)
Making good choices is what we are interested in, in practice (e.g. in
AlphaGo)
©: Michael Kohlhase 30
Acting humanly: The Turing test
Alan Turing (1950) “Computing machinery and intelligence” [Tur50]:
“Can machines think?” −→ “Can machines behave intelligently?”
Definition 4.0.1 The Turing test is an operational test for intelligent be-
havior based on an Imitation Game:
Predicted that by 2000, a machine might have a 30% chance of fooling a lay
person for 5 minutes
Turing anticipated all major arguments against AI in following 50 years
Suggested major components of AI: knowledge, reasoning, language under-
standing, learning
Problem: Turing test is not reproducible, constructive, or amenable to math-
ematical analysis
©: Michael Kohlhase 31
Thinking humanly: Cognitive Science
1960s: “cognitive revolution”: information-processing psychology replaced pre-
vailing orthodoxy of behaviorism
Requires scientific theories of internal activities of the brain29
What level of abstraction? “Knowledge” or “circuits”?
How to validate?: Requires
1. Predicting and testing behavior of human subjects (top-down), or
2. Direct identification from neurological data (bottom-up)
Definition 4.0.2 Cognitive Science is the interdisciplinary, scientific study
of the mind and its processes. It examines the nature, the tasks, and the
functions of cognition.
Definition 4.0.3 Cognitive Neuroscience studies the biological processes
and aspects that underlie cognition, with a specific focus on the neural
connections in the brain which are involved in mental processes.
Both approaches are now distinct from AI
Both share with AI the following characteristic: the available theories do not
explain (or engender) anything resembling human-level general intelligence
Hence, all three fields share one principal direction!
©: Michael Kohlhase 32
Thinking rationally: Laws of Thought
Normative (or prescriptive) rather than descriptive
Aristotle: what are correct arguments/thought processes?
Several Greek schools developed various forms of logic: notation and rules
of derivation for thoughts; may or may not have proceeded to the idea of
mechanization.
Direct line through mathematics and philosophy to modern AI
Problems
1. Not all intelligent behavior is mediated by logical deliberation
2. What is the purpose of thinking? What thoughts should I have out of all
the thoughts (logical or otherwise) that I could have?
©: Michael Kohlhase 33
Acting rationally
Definition 4.0.4 Rational behavior: doing the right thing
The right thing: that which is expected to maximize goal achievement (given
the available information)
Doesn’t necessarily involve thinking — e.g., blinking reflex — but thinking
should be in the service of rational action30 CHAPTER 4. INTRODUCTION: WHAT IS ARTIFICIAL INTELLIGENCE
Aristotle (Nicomachean Ethics): Every art and every inquiry, and similarly
every action and pursuit, is thought to aim at some good
©: Michael Kohlhase 34
Rational agents
Definition 4.0.5 An agent is an entity that perceives and acts.
This course is about designing rational agents
Definition 4.0.6 Abstractly, an agent is a function from percept histories
to actions:
f : P∗ → A
For any given class of environments and tasks, we seek the
agent (or class of agents) with the best performance
Caveat: computational limitations make perfect rationality unachievable
→ design best program for given machine resources
©: Michael Kohlhase 35
AI prehistory
Philosophy logic, methods of reasoning, mind as physical system
foundations of learning, language, rationality
Mathematics formal representation and proof, probability
algorithms, computation, (un)decidability, (in)tractability
Psychology adaptation, phenomena of perception and motor control
experimental techniques (psychophysics, etc.)
Economics formal theory of rational decisions
Linguistics knowledge representation, grammar
Neuroscience plastic physical substrate for mental activity
Control theory homeostatic systems, stability, simple optimal agent designs
©: Michael Kohlhase 36
Potted history of AI31
1943 McCulloch & Pitts: Boolean circuit model of brain
1950 Turing’s “Computing Machinery and Intelligence”
1952–69 Look, Ma, no hands!
1950s Early AI programs, including Samuel’s checkers program,
Newell & Simon’s Logic Theorist, Gelernter’s Geometry Engine
1956 Dartmouth meeting: “Artificial Intelligence” adopted
1965 Robinson’s complete algorithm for logical reasoning
1966–74 AI discovers computational complexity
Neural network research almost disappears
1969–79 Early development of knowledge-based systems
1980–88 Expert systems industry booms
1988–93 Expert systems industry busts: “AI Winter”
1985–95 Neural networks return to popularity
1988– Resurgence of probability; general increase in technical depth
“Nouvelle AI”: ALife, GAs, soft computing
1995– Agents, agents, everywhere . . .
2003– Human-level AI back on the agenda
©: Michael Kohlhase 37
State of the art: What can be done at present?
Play a decent game of table tennis
Drive safely along a curving mountain road
Buy a week’s worth of groceries on the web
Buy a week’s worth of groceries at Berkeley Bowl
Play a decent game of bridge
Discover and prove a new mathematical theorem
Design and execute a research program in molecular biology
Write an intentionally funny story
Give competent legal advice in a specialized area of law
Translate spoken English into spoken Swedish in real time
Converse successfully with another person for an hour
Perform a complex surgical operation
Unload any dishwasher and put everything away
©: Michael Kohlhase 38
Unintentionally funny stories
One day Joe Bear was hungry. He asked his friend Irving Bird where some
honey was. Irving told him there was a beehive in the oak tree. Joe threatened32 CHAPTER 4. INTRODUCTION: WHAT IS ARTIFICIAL INTELLIGENCE
to hit Irving if he didn’t tell him where some honey was. The End.
Henry Squirrel was thirsty. He walked over to the river bank where his good
friend Bill Bird was sitting. Henry slipped and fell in the river. Gravity drowned.
The End.
Once upon a time there was a dishonest fox and a vain crow. One day the
crow was sitting in his tree, holding a piece of cheese in his mouth. He noticed
that he was holding the piece of cheese. He became hungry, and swallowed the
cheese. The fox walked over to the crow. The End.
©: Michael Kohlhase 39
Unintentionally funny stories
Joe Bear was hungry. He asked Irving Bird where some honey was. Irving
refused to tell him, so Joe offered to bring him a worm if he’d tell him where
some honey was. Irving agreed. But Joe didn’t know where any worms were,
so he asked Irving, who refused to say. So Joe offered to bring him a worm if
he’d tell him where a worm was. Irving agreed. But Joe didn’t know where any
worms were, so he asked Irving, who refused to say. So Joe offered to bring
him a worm if he’d tell him where a worm was . . .
©: Michael Kohlhase 40Bibliography
[Glo] Grundlagen der Logik in der Informatik. Course notes at https://www8.cs.fau.de/
_media/ws16:gloin:skript.pdf. url: https://www8.cs.fau.de/_media/ws16:
gloin:skript.pdf (visited on 10/13/2017).
[Koh08] Michael Kohlhase. “Using LATEX as a Semantic Markup Format”. In: Mathematics in
Computer Science 2.2 (2008), pp. 279–304. url: https : / / kwarc . info / kohlhase /
papers/mcs08-stex.pdf.
[Koh18] Michael Kohlhase. sTeX: Semantic Markup in TEX/LATEX. Tech. rep. Comprehensive
TEX Archive Network (CTAN), 2018. url: http : / / www . ctan . org / get / macros /
latex/contrib/stex/sty/stex.pdf.
[RN09] Stuart Russell and Peter Norvig. Artificial Intelligence: A Modern Approach. 3rd. Pren-
tice Hall Press, 2009. isbn: 0136042597, 9780136042594.
[RN95] Stuart J. Russell and Peter Norvig. Artificial Intelligence — A Modern Approach. Upper
Saddle River, NJ: Prentice Hall, 1995.
[Tur50] Alan Turing. “Computing Machinery and Intelligence”. In: Mind 59 (1950), pp. 433–460.
[WHI] Human intelligence — Wikipedia, The Free Encyclopedia. url: https://en.wikipedia.
org/w/index.php?title=Human_intelligence (visited on 04/09/2018).
33Index
agent, 30
AGI, 18
AI, 10
complete, 18
applied
AI, 18
Artificial
Intelligence, 10
behaviorism, 28
Cognitive
Neuroscience, 29
Science, 29
cognitive
revolution, 28
full
AI, 18
Imitation
Game, 28
instrumental
AI, 18
logic, 29
narrow
AI, 18
Normative, 29
prescriptive, 29
Rational, 29
strong
AI, 18
Turing
test, 28
weak
AI, 18
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