Specific Knowledge Acquisition Research Articles

Automatic knowledge acquisition tool for irrigation and fertilization expert systems

Abstract Knowledge acquisition is commonly regarded as a major obstacle and bottleneck in the process of designing and implementing knowledge base system. Our approach to overcome this problem is to build a task specific knowledge acquisition tool for solving the irrigation and fertilization scheduling problems. The tool was tested using set of cases that was designed to measure the tool flexibility, usability, accuracy, and exception handling.

Knowledge acquisition in the fuzzy knowledge representation framework of a medical consultation system

This paper describes the fuzzy knowledge representation framework of the medical computer consultation system MedFrame/CADIAG-IV as well as the specific knowledge acquisition techniques that have been developed to support the definition of knowledge concepts and inference rules. As in its predecessor system CADIAG-II, fuzzy medical knowledge bases are used to model the uncertainty and the vagueness of medical concepts and fuzzy logic reasoning mechanisms provide the basic inference processes. The elicitation and acquisition of medical knowledge from domain experts has often been described as the most difficult and time-consuming task in knowledge-based system development in medicine. It comes as no surprise that this is even more so when unfamiliar representations like fuzzy membership functions are to be acquired. From previous projects we have learned that a user-centered approach is mandatory in complex and ill-defined knowledge domains such as internal medicine. This paper describes the knowledge acquisition framework that has been developed in order to make easier and more accessible the three main tasks of: (a) defining medical concepts; (b) providing appropriate interpretations for patient data; and (c) constructing inferential knowledge in a fuzzy knowledge representation framework. Special emphasis is laid on the motivations for some system design and data modeling decisions. The theoretical framework has been implemented in a software package, the Knowledge Base Builder Toolkit. The conception and the design of this system reflect the need for a user-centered, intuitive, and easy-to-handle tool. First results gained from pilot studies have shown that our approach can be successfully implemented in the context of a complex fuzzy theoretical framework. As a result, this critical aspect of knowledge-based system development can be accomplished more easily.

The Effects of Prior Knowledge on Goal Variability & Learning: The More Goals the Merrier

Prior knowledge and experience influence many of our everyday task interactions and knowledge acquisition. One way this happens is by goal choice and goal-oriented behavior. This study focused on the effects of goal variability with repeated interactions with a complex, dynamic task over several months. The effect of goal variability on knowledge acquisition mechanisms and learning of task domain knowledge was observed through the use of the mircogenetic approach. Prior knowledge had strong implications for the profile of active goals, interactions with the task and ultimately, learning. Goal variability influenced the use of specific knowledge-acquisition mechanisms. By the final session, goal variability, regardless of the content of the goals, heavily influenced increments in domain knowledge. Variability may have beneficial effects when applied to goal selection, knowledge-acquisition mechanisms, task strategies, and learning over time. Implications of this study may extend to training and other learning and teaching environments.

The Epistemological Meaning of Constraints in the Development of Domain Knowledge

This article explores the meaning of the category of `constraint' and the role it plays in contemporary psychological research. First, Chomsky's influential use of this concept is briefly reviewed. Second, the concept of `constraint' is discussed from a metatheoretical point of view. Cognitive approaches usually see constraints as internal to the mind and as logically prior to the process of specific knowledge acquisition. Contextualist approaches consider knowledge processes in terms of a complementary interplay of innate and cultural constraining factors. Third, a reinterpretation of the concept of `constraint' from a constructivist perspective is proposed. A constructivist approach should consider constraints not as `givens', but as dynamic components that may be transformed by the cognitive process itself and that can be made the object of an explicitly epistemological analysis. The argument supports the plausibility and legitimacy of a dialectic or non-dualist approach for interpreting the role of constraints in cognitive development.

Adaptive Tuning of Fuzzy Set-Point Weighting for PID Controllers

Abstract In this paper a new adaptive procedure for the tuning of Proportional-Integral-Derivative (PID) controllers is proposed. It is based on the concept of fuzzy set-point weighting, i.e. the set-point weight value is continuously updated depending on the current system error and its time derivative, according to a fuzzy inference system. In this way, both the load disturbance rejection and the Bet-point following specifications can be properly addressed. The parameters of the PID gains are fixed according to the Ziegler-Nichols method, while the coefficients of the fuzzy mechanism are adaptively modified based on the step responses. Simulation results show how the overall methodology is very effective in improving the performances in the step response, without requiring the acquisition of specific knowledge from the operator and without requiring a significant extra-effort from a computational point of view.

Life-long learning in the perspective of primary school education

SUMMARY ‘Life-long learning’ is a complex concept. Contrary to positions focusing either on key qualifications or the tools for learning, it is argued here that the teaching of qualifications and the stimulation of qualities for lifelong learning at school demands the simultaneous teaching of solid basic general knowledge which is systematically integrated into the acquisition of specific factual knowledge. This complex integration requires the systematic direction of the teacher. Primary schools have a special — fundamental — role in relation to the development and promotion of abilities, competencies and attitudes which characterise lifelong learners. However, they are mainly concerned with the initiation and preparation rather than with their full development. The paper reviews — as examples for particular important qualities and attitudes for lifelong learning — the research on interests and learning strategies. For both concepts, their development, their relation to school achievement and characteristics of their promotion in primary schools are discussed.

Research in education programs

Postgraduate medical training is intended to give competence in a specific field of medicine. Postgraduate programs should therefore be designed to offer the appropriate opportunities for the acquisition of specific knowledge and skills required for expertise in that particular medical or surgical specialty. The trained physician should not only be able to practice his specialty, but also have a deep understanding of the fundamental knowledge involved and convey this experience to others. Scientific curiosity, critical reasoning, persistence, and the ability to work in a team are important qualities that should be developed during post graduate training. Due to its requirements and methods, research clearly emerges as an important tool in promoting the timely achievement of these main objectives. All departments should be involved in basic or clinical research, and this work should be part of the postgraduate program. Finally, research activities should be appropriately valorized in the overall appreciation of the trainee's curriculum.

Knowledge and beliefs regarding agricultural pesticides in rural Guatemala

Throughout Central America, the United States Agency for International Development (USAID), and the Zamorano Pan-American Agricultural School support a Safe Pesticide Use program. In 1993, a study of results was carried out among farmers and housewives in eastern Guatemala. Aspects of the methodology included: (1) participation of extension workers in all aspects of the study; (2) small, region-focused samples (eight cells, 30 interviews per cell); (3) comparison to control groups of untrained farmers and housewives; (4) a traditional questionnaire for studying acquisition of specific knowledge; and (5) a flexible instrument for building a cognitive map of knowledge and beliefs regarding pesticides. The cognitive map is a step toward applying modern psychocultural scaling, an approach already well developed for medicine and public health, to environmental problems. Positive results detected include progress at learning the meaning of colors on containers that denote toxicity and where to store pesticides. Pesticide application problems detected were mention by farmers of highly toxic, restricted pesticides as appropriate for most pest problems and of insecticides as the correct solution to fungus problems, and the widespread belief that correct pesticide dosage depends on number of pests seen rather than on land or foliage surface. Health-related problems detected were admission by a vast majority of housewives that they apply highly toxic pesticides to combat children's head-lice; low awareness that pesticides cause health problems more serious than nausea, dizziness, and headaches; and a common belief that lemonade and coffee are effective medicines for pesticide poisoning.

A primitives-based generic approach to knowledge acquisition

A primitives-based generic approach to perform knowledge acquisition is proposed. The approach is generic in the sense that it enables the user to construct domain-specific knowledge acquisition tools for specific tasks. It is also primitives-based since the construction of specific knowledge acquisition tools is based on a primitives kernel that contains problem solving primitives, acquisition primitives, interaction primitives, representation schemas and knowledge verification primitives. A generic knowledge acquisition shell is developed on the basis of this approach. It facilitates the development of proper specific knowledge acquisition tools for specific tasks through the construction of experimental knowledge acquisition tools. Furthermore, the shell is developed as an open architecture (i.e. separating the generic knowledge acquisition structure from specific knowledge acquisition structures) so that further enhancement can be done readily.

Knowledge acquisition at the front end: defining the domain

The Knowledge Engineering process may be partitioned into three general phases. The first phase is characterized by domain definition, application selection and resource commitment. The second reflects the numerous iterations of knowledge acquisition and knowledge-based development. The final phase is the installation, maintenance and use of the system. Unlike phase two, which is characterized by powerful methodologies, few structured techniques for domain definition exist for the first phase. Knowledge Acquisition principles, but not current knowledge acquisition tools, are applicable to phase one activity. Cognosys is a semi-automated system developed to build general content models of a domain before the use of specific knowledge acquisition tools. Cognosys is described, as are future developments and research using the tool.

Building expert systems with KNACK

KNACK is an automated, specialized knowledge acquisition tool to generate expert systems that assist with different classes of reporting tasks. KNACK has been used by knowledge engineers to produce a series of reporting systems. Whenever such a system revealed inadequacies, KNACK was used to improve it. If individual task requirements could not be realized with KNACK, the knowledge base was manually enhanced. This paper summarizes the experience gained and outlines the scope of the current KNACK tool. It characterizes the application systems built, relates data on KNACK's performance to the defined characteristics, identifies shortcomings, and suggests directions along which to extend KNACK. ‡ ‡ This research was sponsored by the Defense Nuclear Agency (DNA) and the Harry Diamond Laboratories (HDL) under contract DNA001-85-C-0027, the Bares Foundation, Boeing Computer Services (BCS), and Digital Equipment Corporation (DEC). The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the official policies, either expressed or implied, of DNA, HDL, the Bares Foundation, BCS, or DEC.

THE EFFECTIVENESS OF ENGINEERING DEGREE COURSES

ABSTRACT Statements from the engineering institutions and educational authorities agree that, in higher education, the acquisition of specific knowledge and technical proficiency must go hand in hand with the stimulation of inquiry and the encouragement of independent judgement and critical appraisal. It is argued that the present structure of engineering degree courses, involving around 25 contact hours per week and an emphasis on assignments which have a clearly defined correct answer, encourages the adoption of a surface approach to learning which militates against the achievement of these aims. It is suggested that the overall workload in engineering courses should be reduced and that more emphasis should be placed on relatively open‐ended assignments. Possible means of achieving this are discussed.

Knowledge acquisition for evaluation systems

KNACK is a specialized knowledge acquisition tooi that generates expert systems for evaluating different classes of designs. An important goal in the development of KNACK is that it acquires knowledge from domain experts without presupposing knowledge engineering skills on their part. During knowledge acquisition KNACK gains power by exploiting a presupposed problem solving method and a domain model. This paper describes KNACK's approach to automating the acquisition of a domain model as part of its knowledge acquisition strategy. To build a model of a domain, general understanding about evaluation is incorporated into KNACK. In an initial questioning session with domain experts KNACK customizes that knowledge and builds a preliminary model of the domain. Critical for KNACK's performance is its general understanding about evaluation and its ability to refine the preliminary domain model into a detailed structural and functional model of a particular domain. To get a better understanding of the means of evaluation and how to derive a domain model, KNACK was used to create a series of application systems in different domains. The experience gained with these tasks resulted in some data describing KNACK's performance and scope.

The Issue of Knowledge Acquisition in the Design of Rule-based Expert Systems

Knowledge acquisition is a crucial problem in the design of expert systems. In fact, bridging the gap between domain experts and expert system designers in constructing and mantaining a large rule base is a very demanding issue. In this paper we propose an approach to knowledge acquisition which is based on a deep restructuring of the usual architecture of an expert system. This includes: the partitioning of knowledge in a rule base and a strategy-rule base; the proposal of a flexible rule structure, the treatment of partial matching, the introduction of the new concept of goal in the inference process, and the design of a specific knowledge acquisition subsystem. The above issues are discussed in connection with a real application concerning safety in route transportation of hazardous materials.

Type of Task and Student Achievement and Attitudes in Interpersonal Cooperation, Competition, and Individualization.

The effects of interpersonal cooperation, competition, and individualization were compared on drill-review, problem-solving, specific-knowledge acquisition, and specific-knowledge retention instructional tasks. Sixty-six fifth graders were included in the study. Males and females were assigned randomly to conditions so that within each condition there were 22 Ss and an equal number of males and females. The results indicate that cooperation generally produced more positive attitudes than did either individualization or competition. Cooperation resulted in higher achievement than did competition and individualization on both the problem-solving and retention tasks, higher achievement than competition and just as high achievement as individualization on the drill-review task, and higher achievement than individualization and just as high achievement as competition on the specific-knowledge-acquisition task.

1962 International Field Institute in the Swiss Alps: ABSTRACT

Classic areas of Alpine geology were studied during the summer of 1962 by twenty-five American college teachers of geology participating in the second International Field Institute. Participants in this foreign study program, sponsored by the American Geological Institute and funded by a National Science Foundation grant, represented colleges and universities throughout the country and nearly every geological discipline. Under the guidance of leading Swiss geologists special attention was paid in the field to regional stratigraphic and structural relationships and to their importance in the solution of Alpine tectonics and paleogeography. Nappe development and geosynclinal theory were topics discussed in detail in light of recent Alpine studies requiring modification of c assical views. More significant to Institute participants than the acquisition of specialized knowledge in their own fields of interest was a profound impression of the magnitude and complexity of geological processes. The effect of this continuing AGI program on American geological thinking in general and on the petroleum industry in particular lies in the broadening of experience and perspectives of participating geology teachers. Their introduction to classic areas overseas and to modern trends in foreign geological study will undoubtedly contribute to the geological awareness and scientific effectiveness of their students. End_of_Article - Last_Page 1769------------

The Problem of the University

Love of learning, or learning itself? Culture, or the acquisition of specialized knowledge? This is the great problem which faces every university in the modern age. Some, indeed, claim to have solved it to their own satisfaction. Others are still grappling with it.The problem has been created by the passage of time and the opening up of fresh fields of thought and knowledge. Applying equally to both the old and the new worlds, it is of universal importance, inasmuch that on the solution of it depends the future, not merely of our educational systems, but of our civilization itself.The university was essentially an invention of the Middle Ages, existing for one definite purpose. First and foremost it was a cultural institution; the acquisition of mere knowledge, as such, was of secondary and almost negligible importance.