Abstract: By action model, we understand any logic-based representation of effects and executability preconditions of individual actions within a certain domain. In the context of artificial intelligence, such models are necessary for planning and goal-oriented automated behaviour. Currently, action models are commonly hand-written by domain experts in advance. However, since this process is often difficult, time-consuming, and error-prone, it makes sense to let agents learn the effects and conditions of actions from their own observations. Even though the research in the area of action learning, as a certain kind of inductive reasoning, is relatively young, there already exist several distinctive action learning methods. We will try to identify the collection of the most important properties of these methods, or challenges that they are trying to overcome, and briefly outline their impact on practical applications., Abstrakt: Podle akčního modelu chápeme logickou reprezentaci efektů a předpokladů vykonatelnosti jednotlivých akcí v rámci určité domény. V kontextu umělé inteligence jsou tyto modely nezbytné pro plánování a cílené automatizované chování. V současné době jsou akční modely běžně ručně psány odborníky domény předem. Vzhledem k tomu, že tento proces je často obtížný, časově náročný a náchylný k chybám, má smysl nechat agenty seznámit se s účinky a podmínkami akcí z vlastních pozorování. I když je výzkum v oblasti akčního učení, jako určitý druh indukčního uvažování, relativně mladý, existuje již několik výrazných metod učení. Pokusíme se identifikovat sbírku nejdůležitějších vlastností těchto metod., and Michal Čertický
The caterpillars of the butterfly Methona themisto (Nymphalidae: Ithomiinae) are conspicuously coloured and feed exclusively on Brunfelsia uniflora (Solanaceae), a plant that is rich in secondary plant substances, which suggests the caterpillars are chemically protected against predators. Results of experiments indicate that predators determine the survival of Methona themisto caterpillars in the field and laboratory bioassays that this organism is eaten by ants and spiders but not chicks. Both the conspicuous orange and black striped colouration and chemical compounds of Methona themisto caterpillars seem to be related to protection against predation by visually hunting predators. Chicks ate proportionally more of the cryptically coloured 1st instar caterpillars than of the conspicuously coloured later instar caterpillars. That Methona themisto caterpillars are chemically defended is supported by the activity of the dichloromethanic extract of 5th instars in preventing predation by chicks. Caterpillars of Methona themisto are aposematic as they are both (1) unpalatable, and (2) their warning signal is easily recognized by potential predators. Chicks learned to avoid the aposematic 3rd or 5th instar caterpillars after one encounter. Mealworms painted to look like caterpillars were also rejected by chicks that had previously encountered Methona caterpillars. Naïve chicks did not avoid eating the painted mealworms, which indicates they do not innately avoid this specific colour pattern.
The paper deals with a description of a constructive neural network based on gradient initial setting of its weights. The network has been used as a pattern classifier of two dimensional patterns but it can be generally used to n x m associative problems. A network topology, processes of learning and retrieving, experiments and comparison to other neural networks are described.
Extremely low-frequency magnetic field (ELF-MF) has been suggested to influence the cognitive capability but this should be dynamically evaluated in a longitudinal study. Previous training can affect performance, but the influence under magnetic field is unclear. This study aims to evaluate the effects of previous training and ELF-MF exposure on learning and memory using the Morris water maze (MWM). Sprague-Dawley rats were subjected to MWM training, ELF-MF exposure (50 Hz, 100 μT), or ELF-MF exposure combined with MWM training for 90 days. Normal rats were used as controls. The MWM was used to test. The data show that the rats exposed to training and ELF-MF with training performed better on spatial acquisition when re-tested. However, during the probe trial the rats showed no change between the training phase and the test phase. Compared with the control group, the ELF-MF group showed no significant differences. These results confirm that previous training can improve the learning and memory capabilities regarding spatial acquisition in the MWM and this effect can last for at least 90 days. However, this improvement in learning and memory capabilities was not observed during the probe trial. Furthermore, ELF-MF exposure did not interfere with the improvement in learning and memory capabilities., Y. Li, C. Zhang, T. Song., and Obsahuje bibliografii
Cieľ štúdie. Analýza odstupňovania modifikovanej spätnej väzby v Dynamickom teste latentnej učebnej schopnosti pre 8 až 10 ročné deti (DTLUS 8-10). Súbor a postup výskumu. Výskumný súbor tvorili deti zo sociálne znevýhodňujúceho prostredia vo veku od 7 do 8 rokov a 6 mesiacov (N = 50), ktorým boli administrované jednotlivé stupne spätnej väzby izolovane. Hypotéza. Pri izolovanom poskytnutí jednotlivých rád z DTLUS 8-10, upravených na základe zásad poskytovania spätnej väzby v krátkodobých dynamických testoch, sa bude s vyšším stupňom jednotlivých rád zvyšovať aj počet správnych odpovedí. Štatistická analýza. Na zistenie rozdielov medzi jednotlivými radami z hľadiska počtu vyriešených a nevyriešených úloh bol zvolený chí-kvadrát test, v rámci ktorého boli pre každú úlohu porovnávané reálne frekvencie medzi odpoveďami pri jednotlivých dvojiciach rád. Výsledky. Preukázalo sa, že s vyšším stupňom spätnej väzby narastalo aj percento vyriešených úloh. Príspevok poskytuje overený návod na poskytovanie spätnej väzby v krátkodobých dynamických testoch. Obmedzenia štúdie. Výsledky sa vzťahujú len na 7 až 8 ročné deti zo sociálne znevýhodňujúceho prostredia., Goal of the study. Analysis of grading the modified feedback in Dynamic test of latent learning ability for 8 to 10 years old children (DTLUS 8-10). Sample and method. The research sample consisted of children from socially disadvantaged environment aging from 7 to 8 years and 6 months (N=50). The particular grades of feedback were administered to them separately. Hypothesis. In case of separate providing the particular sequences from DTLUS 8-10, adjusted on the basis of principles for providing the feedback in short-time dynamic tests, together with the higher grade of particular sequences the number of right answers will be also increasing. Statistical analysis. For assessing the differences between particular sequences in numbers of worked out and non-worked out tasks the chisquared test was selected. The real frequencies of answers in particular pairs of sequences were compared for every task. Results. It was proved that together with the higher grade of feedback the percentage of worked out tasks was increasing. The paper offers the verified instructions for providing feedback in short-time dynamic tests. Study limits. Results apply only to 7 to 8 years old children from socially disadvantaged environment., Vladimír Čema., and Obsahuje bibliografii a bibliografické odkazy
We show that the learning of (uncertain) conditional and/or causal information may be modelled by (Jeffrey) imaging on Stalnaker conditionals. We adapt the method of learning uncertain conditional information proposed in Günther (2017) to a method of learning uncertain causal information. The idea behind the adaptation parallels Lewis (1973c)’s analysis of causal dependence. The combination of the methods provides a unified account of learning conditional and causal information that manages to clearly distinguish between conditional, causal and conjunctive information. Moreover, our framework seems to be the first general solution that generates the correct predictions for Douven (2012)’s benchmark examples and the Judy Benjamin Problem., Ukazujeme, že učení (neurčitých) podmíněných a / nebo kauzálních informací může být modelováno zobrazením (Jeffrey) na Stalnakerových podmínkách. Metodu učení nejistých podmíněných informací navrhovaných v Güntheru (2017) přizpůsobujeme metodě učení nejistých kauzálních informací. Myšlenka adaptačních paralel Lewisova (1973c) analýza kauzální závislosti. Kombinace metod poskytuje jednotný popis učení podmíněných a příčinných informací, které dokáží jasně rozlišit mezi podmíněnými, příčinnými a spojovacími informacemi. Náš rámec se navíc jeví jako první obecné řešení, které vytváří správné předpovědi pro příklady benchmarku Douven (2012) a problém Judy Benjaminové., and Mario Günther
Cílem tohoto článku je popsat a kriticky reflektovat tři hlavní teoretické přístupy, kterými je v současné psychologii konstruován lidský potenciál k učení; autoři tyto přístupy souhrnně označují jako teorie nadání, teorie přípravy a teorie motivace. Autoři se v článku zabývají tím, na jakých základech jsou jednotlivé přístupy vystavěny, tedy z jakého teoretického rámce vycházejí a jaké metody používají. Ukazují také, jak jednotlivé přístupy k lidskému potenciálu zobecňují své závěry, a jak na tomto základě doporučují odlišné vzdělávací praktiky a nabízejí odlišné interpretace situací, se kterými se lidé mohou setkávat v průběhu vzdělávání. Závěrem argumentují, že jednotlivé přístupy mohou být nahlíženy z perspektivy kritické psychologie jako různé diskurzy lidské přirozenosti, které vycházejí z rozdílných ideologických perspektiv a jejichž závěry mohou vést ke zvýhodňování, nebo naopak znevýhodňování různých skupin studentů a studentek., The main aim of the article is to introduce and critically reflect on three theoretical approaches representing three different psychological constructions of human potential to learn; we label them theories of giftedness, theories of preparation, and theories of motivation. The authors focus on the ways in which the approaches have been construed and explore their philosophical and methodological background. Furthermore, the authors show how the approaches generalize their conclusions and on this basis recommend various educational practices and provide different interpretations of situations emerging in the educational context. Finally, the authors discuss that the approaches are a part of various discourses of human nature influenced by different ideological perspectives. In this way, their conclusions may favor or discriminate against various groups of students., Jiří Mudrák, Kateřina Zábrodská., and Obsahuje seznam literatury
During the early postnatal age environmental signals underlie the development of sensory systems. The visual system is considered as an appropriate system to evaluate role of sensory experience in postnatal development of sensory systems. This study was made to assess the effect of visual deprivation on strategy of arm selection in navigation of radial arm maze. Six-week-old light- (LR, control) and dark-reared (DR) rats were trained for correct choices and adjacent arms tasks. Our results showed that both the LR and DR animals equally selected correct arms. In the adjacent arms task, however, the control group significantly outperformed the DR animals. While the LR males and females displayed some differences in performing the tasks, no sex dependency was found in the performance of the DR group. These findings indicate that the lack of visual experience is likely to influence the strategy selection as well as sex differences. Thus the difference in the performance of LR and DR animals seems to be due to the male rather than female behavior., M. Salami., and Obsahuje bibliografii a bibliografické odkazy
Aphelinus abdominalis Dalman (Hymenoptera: Aphelinidae), a solitary endoparasitoid of cereal aphids [e.g. Sitobion avenae (F.)] and aphids in greenhouses [e.g. Myzus persicae (Sulzer) and Macrosiphum euphorbiae (Thomas)] is available as biological control agent against aphid pests in greenhouses. As little is yet known about its long-range host location after release, the in-flight orientation of female A. abdominalis was investigated with regard to the effects of post-emergence experience, using a wind tunnel bioassay. In no-choice tests experienced females responded to the odour of M. euphorbiae-infested sweet pepper and aubergine plants while naive females exhibited mostly random flights. In a choice test, offering infested and uninfested plants of the same species, experienced wasps were able to recognize the plant-host complex (PHC) and selected it as landing site. In contrast to uninfested plants, host-damaged plants (infested plants with aphids removed) attracted experienced females just as well as infested plants. When the responses of groups of parasitoids with experience on two different plant-host complexes were studied, specifically trained wasps were observed to orientate significantly better towards the infested target plant than wasps with previous experience on the non-target plant. A final choice test, with an infested pepper and an infested aubergine plant as odour sources, showed that females trained on one of the offered plant-host combinations significantly preferred the odour of the learnt PHC to that of the different PHC. The results suggest that A. abdominalis females employ specific volatile signals emitted by host-infested plants (synomones) during long-range host location. These odours must be learnt, e.g. in association with a successful oviposition.
Spatial navigation comprises a widely-studied complex of animal behaviors. Its study offers many methodological advantages over other approaches, enabling assessment of a variety of experimental questions and the possibility to compare the results across different species. Spatial navigation in laboratory animals is often considered a model of higher human cognitive functions including declarative memory. Almost fifteen years ago, a novel dry-arena task for rodents was designed in our laboratory, originally named the place avoidance task, and later a modification of this approach was established and called active place avoidance task. It employs a continuously rotating arena, upon which animals are trained to avoid a stable sector defined according to room-frame coordina tes. This review describes the development of the place avoidance tasks, evaluates the cognitive processes associated with performance and explores the application of place avoidance in the testing of spatial learning after neuropharmacological, lesion and other experimental manipulations., A. Stuchlík ... [et al.]., and Obsahuje bibliografii a bibliografické odkazy