“Sometimes” and “not never” revisited: on branching versus linear time temporal logic
Journal of the ACM (JACM) - The MIT Press scientific computation series
Types of monotonic language learning and their characterization
COLT '92 Proceedings of the fifth annual workshop on Computational learning theory
Reasoning about knowledge
Logic, language and computation, vol. 2
Modal logic
The logic of public announcements, common knowledge, and private suspicions
TARK '98 Proceedings of the 7th conference on Theoretical aspects of rationality and knowledge
Characterization of Finite Identification
AII '92 Proceedings of the International Workshop on Analogical and Inductive Inference
ALT '96 Proceedings of the 7th International Workshop on Algorithmic Learning Theory
A Knowledge Based Semantics of Messages
Journal of Logic, Language and Information
Logics of communication and change
Information and Computation
Learning by Erasing in Dynamic Epistemic Logic
LATA '09 Proceedings of the 3rd International Conference on Language and Automata Theory and Applications
Dynamic Epistemic Logic
Group belief dynamics under iterated revision: fixed points and cycles of joint upgrades
Proceedings of the 12th Conference on Theoretical Aspects of Rationality and Knowledge
Can doxastic agents learn? on the temporal structure of learning
LORI'09 Proceedings of the 2nd international conference on Logic, rationality and interaction
Bridges between dynamic doxastic and doxastic temporal logics
LOFT'08 Proceedings of the 8th international conference on Logic and the foundations of game and decision theory
Belief revision as a truth-tracking process
Proceedings of the 13th Conference on Theoretical Aspects of Rationality and Knowledge
Invariance properties of quantifiers and multiagent information exchange
MOL'11 Proceedings of the 12th biennial conference on The mathematics of language
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Formal learning theory constitutes an attempt to describe and explain the phenomenon of learning, in particular of language acquisition. The considerations in this domain are also applicable in philosophy of science, where it can be interpreted as a description of the process of scientific inquiry. The theory focuses on various properties of the process of hypothesis change over time. Treating conjectures as informational states, we link the process of conjecture-change to epistemic update. We reconstruct and analyze the temporal aspect of learning in the context of dynamic and temporal logics of epistemic change. We first introduce the basic formal notions of learning theory and basic epistemic logic. We provide a translation of the components of learning scenarios into the domain of epistemic logic. Then, we propose a characterization of finite identifiability in an epistemic temporal language. In the end we discuss consequences and possible extensions of our work.