Using cautious heuristics to bias generlization and guide example section
ACM SIGART Bulletin
Explanation-based learning: a survey of programs and perspectives
ACM Computing Surveys (CSUR)
Learning domain knowledge for teaching procedural skills
Proceedings of the first international joint conference on Autonomous agents and multiagent systems: part 3
Using genetic programming to learn and improve control knowledge
Artificial Intelligence
Active Sampling for Class Probability Estimation and Ranking
Machine Learning
Active learning with near misses
AAAI'06 Proceedings of the 21st national conference on Artificial intelligence - Volume 1
Journal of Artificial Intelligence Research
Learning subgoal sequences for planning
IJCAI'89 Proceedings of the 11th international joint conference on Artificial intelligence - Volume 1
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This research examines the process of learning problem solving with minimal requirements for a priori knowledge and teacher involvement. Experience indicates that knowledge about the problem solving task can be used to improve problem solving performance. This research addresses the issues of what knowledge is useful, how it is applied during problem solving, and how it can be acquired. For each operator used in the problem solving domain, knowledge is incrementally learned concerning why it is useful, when it is applicable, and what transformation it performs. The method of experimental goal regression is introduced for improving the learning rate by approximating the results of analytic learning. The ideas are formalized in an algorithm for learning and problem solving and demonstrated with examples from the domains of simultaneous linear equations and symbolic integration.