Path: utzoo!utgpu!news-server.csri.toronto.edu!cs.utexas.edu!wuarchive!udel!princeton!pucc!PSYCH@TCSVM From: harnad@phoenix.Princeton.EDU (Stevan Harnad) Newsgroups: sci.psychology.digest Subject: PSYCOLOQUY V2 #1 (Announcements : 1267 lines) Message-ID: <9101040500.AA10928@reason.Princeton.EDU> Date: 3 Jan 91 23:37:00 GMT Sender: VMNNPOST@pucc.Princeton.EDU (Listserv to Netnews Gateway) Organization: Listserv to Netnews Gateway at pucc.Princeton.EDU Lines: 1240 Approved: PSYCH@TCSVM PSYCOLOQUY Thu, 3 Jan 91 Volume 2 : Issue #1 Conference Announcement and Call for Papers: TENNET II Conference on History of Brain Function, Ft. Myers, Florida Conference on the Study of Cognition, University of Minnesota ML91 Final Call for Papers New Philosophy of Cognitive Science degree at Sussex Special Issue of Psychology of Women Quarterly Query: Database Retrieval and Coding Systems for Patient Access [Editor's Note: This Announcement Section is quite long, perhaps too long for some mailers. The reason is that we have provisionally accepted full program announcements. A policy decision must be made as volume on Psycoloquy increases: Psycoloquy readers, please write to indicate whether you would prefer brief announcements together with the poster's email address, from which the full program can be requested, rather than the full posting on Psycoloquy.] ---------------------------------------------------------------------- From: R12040@UQAM Subject: Conference Announcement and Call for Papers: TENNET II (NEW) ANNOUNCEMENT (REVISED DATE) and CALL FOR PAPERS TENNET II: Theoretical and Experimental Neuropsychology --- Neuropsychologie Experimentale et Theorique May 8-10, 1991, Universite du Quebec a Montreal Grace soit la Poste canadienne soit la Poste americaine, quelques annonces de TENNET II avaient etees perdues, peutetre vers de trente pour cent. Donc, le date limite a soumettre un abstrait est changee au 25 janvier 1991. Thanks to either the American or Canadian postal services, about 30 per cent of the announcements for TENNET II were lost. Therefore we have extended the date for submitting abstracts to January 25, 1991. (TENNET organizing committee) This is a call for papers for the 1991 meeting, TENNET II, and for symposia proposals for future TENNET meetings. Papers on all aspects of experimental and theoretical neuropsychology are welcome. The conference structure again will be (a) refereed submitted poster presentations and (b) invited or submitted thematic symposia of 2-3 hour duration. Both symposia and poster presentations should be concerned with contemporary topics and issues. Poster presentations should deal with a well-defined topic or problem. Submissions are in two parts: (1) a 200-word abstract in English, which will be published in Brain & Cognition or Brain & Language, if the paper is accepted by the committee for presentation at the conference, and (2) a two-page detailed description of the paper (English or French) to be refereed by the Program Committee. Please do not exceed the word limits for the abstract or the page limits for the description. Symposia submissions may be sent to any member of the Program Committee, at any time; there's no particular format. Typical TENNET symposia involve 3 or 4 presentations, in order to allow sufficient time for discussion. A list of symposia being planned for the 1991 TENNET II meeting, is appended at the end of this announcement. (new) DEADLINE for submission of abstracts: January 25, 1991 Please send eight (8) typewritten copies of your submission to: Dr. S. J. Segalowitz Department of Psychology Brock University St. Catharines, Ontario, Canada L2S 3A1 E-Mail: psfsid@BROCKU.CA The pre-registration fee for the conference is $45.00; students may register for $25.00. For information on registration and hotel accomodations (reduced hotel rates for students are available) and to pre-register, please contact: Dr. Harry A. Whitaker Departement de psychologie Universite du Quebec a Montreal Case postale 8888, Succursale A Montreal, Quebec, Canada H3C 3P8 Telephone: (514) 987-7002 E-mail: R12040@UQAM.BITNET FAX: (514) 987-7953 Program committee: Sidney J. Segalowitz, Brock University, Chair Harry A. Whitaker, UQAM, Local Arrangements Dennis Molfese, Southern Illinois Univ at Carbondale Yves Joanette, Universite de Montreal Alfonso Caramazza, Johns Hopkins University Christine Chiarello, Syracuse University Jean-Luc Nespoulous, Universite de Toulouse-Le Mirail Xavier Seron, Universite de Louvain =============================================================== TENNET II symposia (1) MEMORY: (organizer: Morris Moscovitch) (Morris Moscovitch, Daniel Schachter, Larry Jacoby) (2) NARRATIVE AND DISCOURSE PROCESSES: (organizers: Hiram Brownell and Yves Joanette) (3) HANDEDNESS AND THE IMMUNE SYSTEM: (organizers: I. McManus and M.P. Bryden) (4) ORTHOGRAPHIC AND PHONOLOGICAL ASPECTS OF THE LEXICON: (organizer: Alfonso Caramazza) (Alfonso Caramazza, Eleanor Saffran, Vicki Fromkin) (5) ATTENTION DEFICIT SYNDROME AND FRONTAL LOBE DEVELOPMENT: (organizer: Marcel Kinsbourne) (Marcel Kinsbourne, Frank Wood, B.A.Shaywitz) (6) HISTORICAL STUDIES IN NEUROPSYCHOLOGY: (organizers: Andre Roch Lecours and Harry Whitaker) ------------------------------ From: R12040@UQAM Subject: Conference on History of Brain Function, Ft. Myers, Florida FINAL SCHEDULE COMMEMORATING WORKS BY FRANZ JOSEPH GALL (1791) AND SIGMUND FREUD (1891): An Historical Conference on Brain Functions January 2-5, 1991 Ramada Inn on the River 2220 West First Street Fort Myers, Florida 33901 (813) 332-4888 ================================================================ Wednesday, January 2 ON-SITE REGISTRATION & WELCOME 4:30-8:30 pm Thursday, January 3 ON-SITE REGISTRATION 8:00 am to noon ============================================================== Thursday, January 3 Morning Session ============================================================== 8:45-9:00: Harry Whitaker: Conference Opening 9:00-9:30: Sam Greenblatt: NEUROHISTORY: A PROPOSAL 9:30-10:00: Frank Wood: WHY FREUDIAN NEUROPSYCHOLOGY IS ESSENTIAL FOR NEUROSCIENTIFIC PROGRESS IN THE 21st CENTURY coffee break 10:30-11:00: Ria De Bleser: FREUD ON GRASHEY'S APHASIA: THE LOCALIZATIONIST VERSUS FUNCTIONAL EXPLANATION OF AMNESIC APHASIA 11:00-11:30: Gary Woodill & Marie LeNormand: THE CONCEPT OF APHASIA BEFORE FREUD 11:30-12:00: Victor Henderson: CONDUCTION APHASIA: FREUD VERSUS THE DIAGRAM-MAKERS ============================================================= Thursday, January 3 Afternoon Session Chair: Henri Cohen ============================================================= 1:30-2:00: Anne Laubstein: INCONSISTENCIES AND AMBIGUITIES IN LICHTHEIM's MODEL 2:00-2:30: Pamela Mathews, Loraine Obler & Martin Albert: WERNICKE AND ALZHEIMER ON THE LANGUAGE DISTURBANCES OF DEMENTIA AND APHASIA 2:30-3:00: William Wolz & David Roeltgen: COMMENTARY ON ANTON'S SYNDROME DESCRIBED IN THE 1898 PAPER coffee break 3:30-4:00: Bernard Patten: EVENTS LEADING UP TO THE DISCOVERY OF L-DOPA 4:00-4:30: Robert Ulrich: EARLY HISTORY OF PSYCHOPHARMACOLOGY, INCLUDING THE DEVELOPMENT OF LSD-25 coffee break 5:00-5:30: Mark Rayport and Shirley Ferguson: IS THERE A NEURO- PHYSIOLOGICAL BASIS FOR FREUD'S HYPOTHESIS OF EGO STRUCTURE? 5:30-6:00: Malcolm Macmillan: THE CONTROL OF BEHAVIOR: FROM GALL TO FREUD VIA PHINEAS GAGE AND THE FRONTAL LOBES 6:00-6:30: Peter Rosenberger: FREUD AND SKINNER: A COMMON PHILOSOPHICAL HERITAGE 6:30: Adjourn the first day's meeting ============================================================== Friday, January 4 Morning Session Chair: Lauren Harris ============================================================= 9:00-9:30: Paul Eling: WORDS AND SENTENCES: APHASIA AND AKATAPHASIA. EARLY NEUROLINGUISTIC VIEWS FROM STEINTHAL 9:30-10:00: Helmut Hildebrandt: ORGANOLOGY AND MODULARITY: ONE PICTURE OF THE MIND OR TWO? coffee break 10:30-11:00: William Watt: NEO-LAMARCKIAN EVOLUTION IN COGNITIVE SYSTEMS 11:00-11:30: Edson Francozo & Joao de Fernandes Teixeira: FREUD: APHASIA, THE PROJECT AND COGNITIVE ARCHITECTURE 11:30-12:00: Thomas Bever & G. Gergely: NATIVISM AND EMPIRICISM IN THE EVOLUTION OF DEPTH PSYCHOLOGY AND LINGUISTICS ================================================================ Friday, January 4 Afternoon Session Chair: Helen Kahn ================================================================ 1:30-2:00: Tory Hoff: GALL's CONCEPT OF FUNCTION: A REPLY TO DALLENBACH (1915) 2:00-2:30: Tim van Gelder: GALL, FLOURENS AND THE CONCEPT OF DISTRIBUTION coffee break 3:00-3:30: Hugh Buckingham: THE ASSOCIATIONISM OF DAVID HARTLEY 3:30-4:00: Susan deSanti & Loraine Obler: HUGHLINGS JACKSON AND THE AUTOMATIC/PROPOSITIONAL DICHOTOMY 4:00-4:30: Lauren Harris: ON THE ORIGINS OF HUMAN HANDEDNESS: AN ANALYSIS OF THE WORK AND VIEWS OF JOHN B. WATSON coffee break 5:00-5:30: Stanley Finger: REDUNDANCY, VICARIATION AND RECOVERY FROM BRAIN DAMAGE IN THE 19TH CENTURY 5:30-6:00: Jason Brown & Karen Chobor: PHRENOLOGICAL STUDIES IN APHASIA PRIOR TO BROCA 6:00-6:30: Frank Freemon: AMERICAN MEDICINE AND PHRENOLOGY FROM THE 1820's to 1840's 6:30: adjourn the second day's meeting ============================================================== Saturday, January 5 Morning Session Chair: Sam Greenblatt ============================================================== 9:00-9:30: Harry Whitaker & Christine Grou: AN EARLY (1802) PUBLIC DISCUSSION OF GALL'S IDEAS: THE LETTER FROM VILLERS TO CUVIER 9:30-10:00: Detlev Linke: G.W.F. HEGEL's CRITIQUE (1807) OF F.J. GALL's LOCALIZATIONISM 10:00-10:30: P.J. Koehler: BROWN-SEQUARD's CONTRIBUTION TO THE CONTROVERSY OF CEREBRAL LOCALIZATION coffee break 11:00-11:30: Eran Zaidel: SHEPHERD IVORY FRANZ ON HEMISPHERIC SPECIALIZATION IN THE NORMAL BRAIN 11:30-12:00: Harry Jerison: BRAIN SIZE AND INTELLIGENCE IN THE 19th CENTURY 12:00-12:30: Zvi Lothane: ZUR AUFFASSUNG DER APHASIEN: A FOCAL POINT OF DIVERGENCE BETWEEN FREUD AND FLECHSIG 12:30-12:50: Lauren Harris: Awards Ceremony for the Best Papers 12:50-1:00: Sam Greenblatt: Adjourn the Conference =============================================================== For additional information, please contact the Program Local Arrangements Chair: Harry A. Whitaker, PhD Departement de psychologie Laboratoire de Neurscience de la Cognition Univ du Quebec a Montreal C.P. 8888, Succ. A Montreal, Que, Canada H3C 3P8 E-mail: R12040@UQAM.BITNET FAX: (514) 987-7953 Phone messages: (514) 987-7002 ------------------------------ From: "H. John Hilton" Subject: Conference on the Study of Cognition, University of Minnesota The Study of Cognition: Conceptual and Methodological Issues February 28-March 2, 1991 Coffman Memorial Union University of Minnesota Minneapolis, Minnesota Organized in celebration of the 25th Anniversary of the Center for Research in Learning, Perception, and Cognition of the University of Minnesota. Since World War II there has been a radical change in perspective on how to think about and investigate cognitive processes. Development has been so rapid that there has been little time to reflect on a variety of underlying conceptual, philosophical issues. Furthermore, many technological and methodological advances raise their own conceptual issues. It is the purpose of this conference to step back, identify some of these issues, and ask about the nature of our enterprise. The conference presenters represent a broad range of interests. The presenters are among the most innovative researchers in their empirical areas and have demonstrated concern with basic issues in cognitive psychology. The conference is organized around three fundamental questions. First, just what kinds of behavior comprise the domain of cognition? Second, how can we conceptualize the knowledge base underlying our cognitive processes? Third, what are the implications of different methodological approaches for our understanding of cognition? Preliminary Program THURSDAY, FEBRUARY 28 8:00 a.m. Registration and refreshments, Mississippi Room, 3rd floor, Coffman Union 8:45 Opening remarks, Albert Yonas, Institute of Child Development, University of Minnesota 9:00 "The Organization and Reorganization of Categories", James Jenkins, Department of Psychology, University of South Florida 10:00 Refreshment break 10:30 "Theories, Constraints, and Cognition", Douglas Medin, Department of Psychology, University of Michigan 11:30 Lunch, individual arrangements 1:15 p.m. "Broadening the Domain of Information Processing", Dominic Massaro, Program in Experimental Psychology, University of California, Santa Cruz 2:15 Refreshment break 2:30 "Ecological Foundations of Cognition: Invariants of Perception and Action", Michael Turvey, Center for the Ecological Study of Perception and Action, Department of Psychology, University of Connecticut 3:30 Refreshment break 4:00 Panel Discussion with Patricia Bauer, Institute of Child Development, University of Minnesota and Irving Biederman, Department of Psychology, University of Minnesota 5:15 Reception, Burton Hall Atrium FRIDAY, MARCH 1 8:30 a.m. Refreshments 9:00 "How to Think About Perceptual Learning: 25 Years Later", Eleanor Gibson, Department of Psychology, Cornell University 10:00 Refreshment break 10:30 "Learning, Cognition, and Education: Then and Now", Robert Glaser, Learning, Research, and Development Center, University of Pittsburgh 11:30 Lunch, individual arrangements 1:15 p.m. "A Cultural Cognitive Psychology", Claudia Strauss and Naomi Quinn, Department of Anthropology, Duke University 2:15 Refreshment break 2:30 "Origins of Conceptual Primitives", David Premack, Department of Psychology, University of Pennsylvania 3:30 Refreshment break 4:00 Panel Discussion with Anne Pick, Institute of Child Development, University of Minnesota and William Charlesworth, Institute of Child Development, University of Minnesota 7:00 Banquet, Speaker: Gerald Siegel, Department of Communication Disorders, University of Minnesota, "Liberation Theoreology" (see registration for meal options) SATURDAY, MARCH 2 8:30 a.m. Refreshments 9:00 "The Dynamic Structure of Expert Thinking", Paul Johnson, Carlson School of Management, Information and Decision Sciences, University of Minnesota 10:00 Refreshment break 10:30 "Alternative Representations for Cognition: Search and Reasoning", Herbert Simon, Department of Psychology, Carnegie Mellon University 11:30 Lunch, individual arrangements 1:15 p.m. "Cognitive Architectures: How Can They Be Evaluated Empirically?", Walter Kintsch, Institute of Cognitive Science, University of Colorado at Boulder 2:15 Refreshment break 2:45 "Filling In vs. Finding Out: A Ubiquitous Confusion in Cognitive Science", Daniel Dennett, Department of Philosophy, Tufts University 3:45 Panel Discussion with Ulrich Neisser, Department of Psychology, Emory University and C. Wade Savage, Department of Philosophy, University of Minnesota 5:00 Adjourn GENERAL INFORMATION Conference Organizers: Herbert Pick, Co-Chair, Paul van den Broek, Co-Chair, Kirsten Condry, John Hummel, Lisa Isenberg, David Knill, Leslie Schwandt, Elizabeth Strickland, Richard Thurlow, Lisa Travis Location: The conference will be held in the Coffman Memorial Union, 300 Washington Avenue S.E., University of Minnesota, Minneapolis, Minnesota. Registration: The registration fee is $15 for University of Minnesota faculty, students, and the general public. Registrants receive admission to all sessions, program materials, refreshment breaks, and Thursday's reception. Optional meals with conference presenters include a banquet on Friday, March 1 at the Campus Club in Coffman Memorial Union. The banquet fee is $20. Registration must be received by February 18, 1991. To register after this date, call (612) 624- 6053. A full registration refund will be issued if written cancellation is received by February 23, 1991. The University of Minnesota reserves the right to cancel the conference if necessary; in this event a full refund will be issued. Registrants will receive a confirmation letter, receipt, and a map with campus, hotel, and parking locations. Hotel Accommodations A block of rooms has been reserved at the Holiday Inn Metrodome, 1500 Washington Avenue South, Minneapolis, MN 55454 at special rates of $61 single and double rooms. To make reservations, contact the hotel at (612) 333-4646, extension 605, and mention the conference title to obtain the special rates. Reservations must be made by January 30, 1991, in order to receive the discounted rate. Parking Ample public parking is available in nearby parking ramps. More information will be sent with your confirmation letter. Conference Travel Agent Group Travel Directors, Inc. is the official travel agency for this conference offering special discounted fares on Northwest Airlines flights within the United States. (Frequent Flyer mileage does apply.) Contact Carolyn Lyon at 1-800-222-7907 outside of Minnesota. Group Travel Directors is located at 2000 West 98th Street, Minneapolis, MN 55431. For further registration information contact: Lisa Brienzo, Program Director or Chris Carlstrom, Program Associate, Professional Development and Conference Services, 335 Nolte Center, 315 Pillsbury Drive S.E., University of Minnesota, Minneapolis, MN 55455-0139. Telephone: (612)624-6053, Fax: (612) 626-1632. For further program information contact: Special Programs Committee, Center for Research in Learning, Perception, and Cognition, 205 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455. Telephone: (612)625-9367. REGISTRATION 51-24LB February 28-March 2, 1991 Coffman Memorial Union, University of Minnesota Name____________________________________________________ Address_________________________________________________ City_______________________State__________Zip___________ Telephone (day)_________________________________________ Position/Employer_______________________________________ Payment Enclosed ( ) $15 registration fee Meal Options ( ) $20 March 1 banquet $__________ Total Enclosed.(Please make check or money order payable to University of Minnesota.) Bill my employer for $________. A purchase order or letter of authorization is attached. The registration deadline is February 18, 1991. To register after this date call (612)624-6053. Mail registration form and fee to: Registrar Professional Development and Conference Services 338 Nolte Center 315 Pillsbury Drive S.E. Minneapolis, MN 55455-0139 If registering by P.O., you may fax your registration to Professional Development and Conference Services, (612)626-1631. Facilitated by Professional Development and Conference Services Continuing Education and Extension, University of Minnesota Sponsored by the American Psychological Association Scientific Conference Grant Fund, the Wilson Learning Corporation, and the Center for Research in Learning Perception and Cognition. The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, religion, color, sex, national origin, handicap, age, veteran status, or sexual orientation. H. John Hilton hilton@eye.psych.umn.edu Image Understanding Lab eqz6593@umnacvx.bitnet University of Minnesota / Psychology phone: (612) 626-1551 Minneapolis, MN 55455 fax (612) 626-2079 ------------------------------ From: birnbaum%fido.ils.nwu.edu@pucc Subject: ML91 Final Call for Papers THE EIGHTH INTERNATIONAL WORKSHOP ON MACHINE LEARNING CALL FOR PAPERS On behalf of the organizing committee, and the individual workshop committees, we are pleased to announce submission details for the eight workshop tracks that will constitute ML91, the Eighth International Workshop on Machine Learning, to be held at Northwestern University, Evanston, Illinois, USA, June 27-29, 1991. The eight workshops are: o Automated Knowledge Acquisition o Computational Models of Human Learning o Constructive Induction o Learning from Theory and Data o Learning in Intelligent Information Retrieval o Learning Reaction Strategies o Learning Relations o Machine Learning in Engineering Automation Please note that submissions must be made to the workshops individually, at the addresses given below, by March 1, 1991. The Proceedings of ML91 will be published by Morgan Kaufmann. Questions concerning individual workshops should be directed to members of the workshop committees. All other questions should be directed to the program co-chairs at ml91@ils.nwu.edu. Details concerning the individual workshops follow. Larry Birnbaum Gregg Collins Northwestern University The Institute for the Learning Sciences 1890 Maple Avenue Evanston, IL 60201 phone (708) 491-3500 ---------------------------------------------------------------------------- AUTOMATED KNOWLEDGE ACQUISITION Research in automated knowledge acquisition shares the primary objective of machine learning research: building effective knowledge bases. However, while machine learning focuses on autonomous "knowledge discovery," automated knowledge acquisition focuses on interactive knowledge elicitation and formulation. Consequently, research in automated knowledge acquisition typically stresses different issues, including how to ask good questions, how to learn from problem-solving episodes, and how to represent the knowledge that experts can provide. In addition to the task of classification, which is widely studied in machine learning, automated knowledge acquisition studies a variety of performance tasks such as diagnosis, monitoring, configuration, and design. In doing so, research in automated knowledge acquisition is exploring a rich space of task-specific knowledge representations and problem solving methods. Recently, the automated knowledge acquisition community has proposed hybrid systems that combine machine learning techniques with interactive tools for developing knowledge-based systems. Induction tools in expert system shells are being used increasingly as knowledge acquisition front ends, to seed knowledge engineering activities and to facilitate maintenance. The possibilities of synergistic human-machine learning systems are only beginning to be explored. This workshop will examine topics that span autonomous and interactive knowledge acquisition approaches, with the aim of productive cross- fertilization of the automated knowledge acquisition and machine learning communities. Submissions to the automated knowledge acquisition track should address basic problems relevant to the construction of knowledge-based systems using automated techniques that take advantage of human input or human- generated knowledge sources and provide computational leverage in producing operational knowledge. Possible topics include: o Integrating autonomous learning and focused interaction with an expert. o Learning by asking good questions and integrating an expert's responses into a growing knowledge base. o Using existing knowledge to assist in further knowledge acquisition. o Acquiring, representing, and using generic task knowledge. o Analyzing knowledge bases for validity, consistency, completeness, and efficiency then providing recommendations and support for revision. o Automated assistance for theory / model formation and discovery. o Novel techniques for knowledge acquisition, such as explanation, analogy, reduction, case-based reasoning, model-based reasoning, and natural language understanding. o Principles for designing human-machine systems that integrate the complimentary computational and cognitive abilities of programs and users. Submissions on other topics relating automated knowledge acquisition and autonomous learning are also welcome. Each submission should specify the basic problem addressed, the application task, and the technique for addressing the problem. WORKSHOP COMMITTEE Ray Bareiss (Northwestern Univ.) Bruce Buchanan (Univ. of Pittsburg) Tom Gruber (Stanford Univ.) Sandy Marcus (Boeing) Bruce Porter (Univ. of Texas) David Wilkins (Univ. of Illinois) SUBMISSION DETAILS Papers should be approximately 4000 words in length. Authors should submit six copies, by March 1, 1991, to: Ray Bareiss Northwestern University The Institute for the Learning Sciences 1890 Maple Avenue Evanston, IL 60201 phone (708) 491-3500 Formats and deadlines for camera-ready copy will be communicated upon acceptance. ---------------------------------------------------------------------------- COMPUTATIONAL MODELS OF HUMAN LEARNING Details concerning this workshop will be forthcoming as soon as possible. ---------------------------------------------------------------------------- CONSTRUCTIVE INDUCTION Selection of an appropriate representation is critical to the success of most learning systems. In difficult learning problems (e.g., protein folding, word pronunciation, relation learning), considerable human effort is often required to identify the basic terms of the representation language. Constructive induction offers a partial solution to this problem by automatically introducing new terms into the representation as needed. Automatically constructing new terms is difficult because the environment or teacher usually provides only indirect feedback, thus raising the issue of credit assignment. However, as learning systems face tasks of greater autonomy and complexity, effective methods for constructive induction are becoming increasingly important. The objective of this workshop is to provide a forum for the interchange of ideas among researchers actively working on constructive induction issues. It is intended to identify commonalities and differences among various existing and emerging approaches such as knowledge-based term construction, relation learning, theory revision in analytic systems, learning of hidden- units in multi-layer neural networks, rule-creation in classifier systems, inverse resolution, and qualitative-law discovery. Submissions are encouraged in the following topic areas: o Empirical approaches and the use of inductive biases o Use of domain knowledge in the construction and evaluation of new terms o Construction of or from relational predicates o Theory revision in analytic-learning systems o Unsupervised learning and credit assignment in constructive induction o Interpreting hidden units as constructed features o Constructive induction in human learning o Techniques for handling noise and uncertainty o Experimental studies of constructive induction systems o Theoretical proofs, frameworks, and comparative analyses o Comparison of techniques from empirical learning, analytical learning, classifier systems, and neural networks WORKSHOP COMMITTEE Organizing Committee: Program Committee: Christopher Matheus (GTE Laboratories) Chuck Anderson (Colorado State) George Drastal (Siemens Corp.) Gunar Liepins (Oak Ridge National Lab) Larry Rendell (Univ. of Illinois) Douglas Medin (Univ. of Michigan) Paul Utgoff (Univ. of Massachusetts) SUBMISSION DETAILS Papers should be a maximum of 4000 words in length. Authors should include a cover page with authors' names, addresses, phone numbers, electronic mail addresses, paper title, and a 300 (maximum) word abstract. Do not indicate or allude to authorship anywhere within the paper. Send six copies of paper submissions, by March 1, 1991, to: Christopher Matheus GTE Laboratories 40 Sylvan Road, MS-45 Waltham MA 02254 (matheus@gte.com) Formats and deadlines for camera-ready copy will be communicated upon acceptance. ---------------------------------------------------------------------------- LEARNING FROM THEORY AND DATA Research in machine learning has primarily focused on either (1) inductively generalizing a large collection of training data (empirical learning) or (2) using a few examples to guide transformation of existing knowledge into a more usable form (explanation-based learning). Recently there has been growing interest in combining these two approaches to learning in order to overcome their individual weaknesses. Preexisting knowledge can be used to focus inductive learning and to reduce the amount of training data needed. Conversely, inductive learning techniques can be used to correct imperfections in a system's theory of the task at hand (commonly called "domain theories"). This workshop will discuss techniques for reconciling imperfect domain theories with collected data. Most systems that learn from theory and data can be viewed from the perspective of both data-driven learning (how preexisting knowledge biases empirical learning) and theory-driven learning (how empirical data can compensate for imperfect theories). A primary goal of the workshop will be to explore the relationship between these two complementary viewpoints. Papers are solicited on the following (and related) topics: o Techniques for inductively refining domain theories and knowledge bases. o Approaches that use domain theories to initialize an incremental, inductive-learning algorithm. o Theory-driven design and analysis of scientific experiments. o Systems that tightly couple data-driven and theory-driven learning as complementary techniques. o Empirical studies, on real-world problems, of approaches to learning from theory and data. o Theoretical analyses of the value of preexisting knowledge in inductive learning. o Psychological experiments that investigate the relative roles of prior knowledge and direct experience. WORKSHOP COMMITTEE Haym Hirsh (Rutgers Univ.), hirsh@cs.rutgers.edu Ray Mooney (Univ. of Texas), mooney@cs.utexas.edu Jude Shavlik (Univ. of Wisconsin), shavlik@cs.wisc.edu SUBMISSION DETAILS Papers should be single-spaced and printed using 12-point type. Authors must restrict their papers to 4000 words. Papers accepted for general presentation will be allocated 25 minutes during the workshop and four pages in the proceedings published by Morgan Kaufmann. There will also be a posters session; due to the small number of proceedings pages allocated to each workshop, poster papers will not appear in the Morgan Kaufmann proceedings. Instead, they will be allotted five pages in an informal proceedings distributed at this particular workshop only. Please indicate your preference for general or poster presentation. Also include your mailing and e-mail addresses, as well as a short list of keywords. People wishing to discuss their research at the workshop should submit four (4) copies of a paper, by March 1, 1991, to: Jude Shavlik Computer Sciences Department University of Wisconsin 1210 W. Dayton Street Madison, WI 53706 Formats and deadlines for camera-ready copy will be communicated upon acceptance. ---------------------------------------------------------------------------- LEARNING IN INTELLIGENT INFORMATION RETRIEVAL The intent of this workshop is to bring together researchers from the Information Retrieval (IR) and Machine Learning (ML) communities to explore areas of common interest. Interested researchers are encouraged to submit papers and proposals for panel discussions. The main focus will be on issues relating learning to the intelligent retrieval of textual data. Such issues include, for example: o Descriptive features, clustering, category formation, and indexing vocabularies in the domain of queries and documents. + Problems of very large, sparse feature sets. + Large, structured indexing vocabularies. + Clustering for supervised learning. + Connectionist cluster learning. + Content theories of indexing, similarity, and relevance. o Learning from failures and explanations: + Dealing with high proportions of negative examples. + Explaining failures and successes. + Incremental query formulation, incremental concept learning. + Exploiting feedback. + Dealing with near-misses. o Learning from and about humans: + Intelligent apprentice systems. + Acquiring and using knowledge about user needs and goals. + Learning new search strategies for differing user needs. + Learning to classify via user interaction. o Information Retrieval as a testbed for Machine Learning. o Particularities of linguistically-derived features. WORKSHOP COMMITTEE Christopher Owens (Univ. of Chicago), owens@gargoyle.uchicago.edu David D. Lewis (Univ. of Chicago), lewis@cs.umass.edu Nicholas Belkin (Rutgers Univ.) W. Bruce Croft (Univ. of Massachusetts) Lawrence Hunter (National Library of Medicine) David Waltz (Thinking Machines Corporation) SUBMISSION DETAILS Authors should submit 6 copies of their papers. Preference will be given to papers that sharply focus on a single issue at the intersection of Information Retrieval and Machine Learning, and that support specific claims with concrete examples and/or experimental data. To be printed in the proceedings, papers must not exceed 4 double-column pages (approximately 4000 words). Researchers who wish to propose a panel discussion should submit 6 copies of a proposal consisting of a brief (one page) description of the proposed topic, followed by a list of the proposed participants and a brief (one to two paragraph) summary of each participant's relevant work. Both papers and panel proposals should be received by March 1, 1991, at the following address: Christopher Owens Department of Computer Science The University of Chicago 1100 East 58th Street Chicago, IL 60637 Phone: (312) 702-2505 Formats and deadlines for camera-ready copy will be communicated upon acceptance. ---------------------------------------------------------------------------- LEARNING REACTION STRATEGIES The computational complexity of classical planning and the need for real-time response in many applications has led many in AI to focus on reactive systems, that is, systems that can quickly map situations to actions without extensive deliberation. Efforts to hand code such systems have made it clear that when agents must interact with complex environments the reactive mapping cannot be fully specified in advance, but must be adaptable to the agent's particular environment. Systems that learn reaction strategies from external input in a complex domain have become an important new focus within the machine learning community. Techniques used to learn strategies include (but are not limited to): o reinforcement learning o using advice and instructions during execution o genetic algorithms, including classifier systems o compilation learning driven by interaction with the world o sensorimotor learning o learning world models suitable for conversion into reactions o learning appropriate perceptual strategies WORKSHOP COMMITTEE Leslie Kaelbling (Teleos), leslie@teleos.com Charles Martin (Univ. of Chicago), martin@cs.uchicago.edu Rich Sutton (GTE), rich@gte.com Jim Firby (Univ. of Chicago), firby@cs.uchicago.edu Reid Simmons (CMU), reid.simmons@cs.cmu.edu Steve Whitehead (Univ. of Rochester), white@cs.rochester.edu SUBMISSION DETAILS Papers must be kept to four two-column pages (approximately 4000 words) for inclusion in the proceedings. Preference will be given to submissions with a single, sharp focus. Papers must be received by March 1, 1990. Send 3 copies of the paper to: Charles Martin Department of Computer Science University of Chicago 1100 East 58th Street Chicago, IL 60637 Formats and deadlines for camera-ready copy will be communicated upon acceptance. --------------------------------------------------------------------------- LEARNING RELATIONS In the past few years, there have been a number of developments in empirical learning systems that learn from relational data. Many applications (e.g. planning, design, programming languages, molecular structures, database systems, qualitative physical systems) are naturally represented in this format. Relations have also been the common language of many advanced learning styles such as analogy, learning plans and problem solving. This workshop is intended as a forum for those researchers doing relational learning to address common issues such as: Representation: Is the choice of representation a relational language, a grammar, a plan or explanation, an uncertain or probabilistic variant, or second order logic? How is the choice extended or restricted for the purposes of expressiveness or efficiency? How are relational structure mapped into neural architectures? Principles: What are the underlying principles guiding the system? For instance: similarity measures to find analogies between relational structures such as plans, "minimum encoding" and other approaches to hypothesis evaluation, the employment of additional knowledge used to constrain hypothesis generation, mechanisms for retrieval or adapation of prior plans or explanations. Theory: What theories have supported the development of the system? For instance, computational complexity theory, algebraic semantics, Bayesian and decision theory, psychological learning theories, etc. Implementation: What indexing, hashing, or programming methodologies have been used to improve performance and why? For instance, optimizing the performance for commonly encountered problems (ala CYC). The committee is soliciting papers that fall into one of three categories: Theoretical papers are encouraged that define a new theoretical framework, prove results concerning programs which carry our constructive or relational learning, or compare theoretical issues in various frameworks. Implementation papers are encouraged that provide sufficient details to allow reimplementation of learning algorithms, and discuss the key time/space complexity details motivating the design. Experimentation papers are encouraged that compare methods or address hard learning problems, with appropriate results and supporting statistics. WORKSHOP COMMITTEE Wray Buntine (RIACS and NASA Ames Research Center), wray@ptolemy.arc.nasa.gov Stephen Muggleton (Turing Institute), steve@turing.ac.uk Michael Pazzani (Univ. of California, Irvine), pazzani@ics.uci.edu Ross Quinlan (Univ. of Sydney), quinlan@cs.su.oz.au SUBMISSION DETAILS Those wishing to present papers at the workshop should submit a paper or an extended abstract, single-spaced on US letter or A4 paper, with a maximum length of 4000 words. Those wishing to attend but not present papers should send a 1 page description of their prior work and current research interests. Three copies should be sent to arrive by March 1, 1991 to: Michael Pazzani ICS Department University of California Irvine, CA 92717 USA Formats and deadlines for camera-ready copy will be communicated upon acceptance. --------------------------------------------------------------------------- MACHINE LEARNING IN ENGINEERING AUTOMATION Engineering domains present unique challenges to learning systems, such as handling continuous quantities, mathematical formulas, large problem spaces, incorporating engineering knowledge, and the need for user-system interaction. This session concerns using empirical, explanation-based, case-based, analogical, and connectionist learning techniques to solve engineering problems such as design, planning, monitoring, control, diagnosis, and analysis. Papers should describe new or modified machine learning systems that are demonstrated with real engineering problems and overcome limitations of previous systems. Papers should satisfy one or more of the following criteria: o Present new learning techniques for engineering problems. o Present a detailed case study which illustrates shortcomings preventing application of current machine learning technology to engineering problems. o Present a novel application of existing machine learning techniques to an engineering problem indicating promising areas for applying machine learning techniques to engineering problems. Machine learning programs being used by engineers must meet complex requirements. Engineers are accustomed to working with statistical programs and expect learning systems to handle noise and imprecision in a reasonable fashion. Engineers often prefer rules and classifications of events that are more general than characteristic descriptions and more specific than discriminant descriptions. Engineers have considerable domain expertise and want systems that enable application of this knowledge to the learning task. This session is intended to bring together machine learning researchers interested in real-world engineering problems and engineering researchers interested in solving problems using machine learning technology. We welcome submissions including but not limited to discussions of machine learning applied to the following areas: o manufacturing automation o design automation o automated process planning o production management o robotic and vision applications o automated monitoring, diagnosis, and control o engineering analysis WORKSHOP COMMITTEE Bradley Whitehall (Univ. of Illinois) Steve Chien (JPL) Tom Dietterich (Oregon State Univ.) Richard Doyle (JPL) Brian Falkenhainer (Xerox PARC) James Garrett (CMU) Stephen Lu (Univ. of Illinois) SUBMISSION DETAILS Submission format will be similar to AAAI-91: 12 point font, single-spaced, text and figure area 5.5" x 7.5" per page, and a maximum length of 4000 words. The cover page should include the title of the paper, names and addresses of all the authors, a list of keywords describing the paper, and a short (less than 200 words) abstract. Only hard-copy submissions will be accepted (i.e., no fax or email submissions). Four (4) copies of submitted papers should be sent to: Dr. Bradley Whitehall Knowledge-Based Engineering Systems Research Laboratory Department of Mechanical and Industrial Engineering University of Illinois at Urbana-Champaign 1206 West Green Street Urbana, IL 61801 ml-eng@kbesrl.me.uiuc.edu Formats and deadlines for camera-ready copy will be communicated upon acceptance. ------------------------------ From: Andy Clark Subject: New Philosophy of Cognitive Science degree at Sussex Dear Colleague, The School of Cognitive and Computing Sciences at Sussex is about to begin a new M.A. in the Philosophy of Cognitive Science. Some details follow. I'd be very grateful if you could bring it to the attention of any good students who might be interested. Cheers.....Andy Clark UNIVERSITY OF SUSSEX, BRIGHTON, ENGLAND SCHOOL OF COGNITIVE AND COMPUTING SCIENCES M.A. in the PHILOSOPHY OF COGNITIVE SCIENCE This one year taught course examines issues relating to computational models of mind. A specific focus concerns the significance of connectionist models and the role of rules and symbolic representation in cognitive science. Students would combine work towards a 20,000 word philosophy dissertation with subsidiary courses introducing aspects of A.I. and the other Cognitive Sciences. For information about this new course contact Dr Andy Clark, School of Cognitive and Computing Sciences, University of Sussex,Brighton, BN1 9QH, U.K. E-mail: andycl@uk.ac.sussex.syma Course Structure TERM 1 Compulsory Course: Philosophy of Cognitive Science (I) Topic: The Representational Theory of Mind: From Fodor to Connectionism. and one out of : Computational Psychology A.I. Programming (1) Modern Analytic Philosophy (1) Modern European Philosophy (1) TERM 2 Compulsory Course: Philosophy of Cognitive Science (II) Topic: Code,Concept and Process: Philosophy, Neuropsychology and A.I. and one out of: Developmental Cognitive Psychology A.I. Programming (2) Neural networks Modern Analytic Philosophy (2) Modern European Philosophy (2) ( NOTE: The AI (2) and Neural Networks courses will only be open to students who have taken A.I.Programming 1 or have a background in A.I.) TERM 3 Philosophy of Cognitive Science dissertation (20,000 words) All students would also be strongly recommended to attend the meetings of the Philosophy Society and the Cognitive Sciences Seminar. Choice of options is determined by student preference and content of first degree. Not all options will always be available and new options may be added according to faculty interests. ENTRANCE REQUIREMENTS These will be flexible. A first degree in Philosophy or one of the Cognitive Sciences would be the usual minimum requirement. FUNDING U.K. students may apply for British Academy funding for this course in the usual manner. Overseas students would need to be funded by home bodies. ------------------------------ From: Arnie Kahn Subject: Special Issue of Psychology of Women Quarterly Call for Manuscripts SPECIAL ISSUE OF PSYCHOLOGY OF WOMEN QUARTERLY WOMEN AND POWER Arnold Kahn and Janice Yoder are soliciting manuscripts for a social issue of _Psychology of Women Quarterly_ on WOMEN AND POWER. Theoretical papers, literature reviews, and empirical studies welcomed. Among possible topics are power in interpersonal relationships, power in the family, individual empowerment, work and organizational power, conceptions of power and their implications, diversity in the experience of power (e.g., gender, race, class, sexual orientation, disability, etc.), socio-political power. Enquiries concerning suitability of material should be directed to either: Arnold S. Kahn Janice D. Yoder Department of Psychology Department of Women's Studies James Madison University University of Wisconsin - Milwaukee Harrisonburg, VA 22807 Milwaukee, WI 53201 (703) 568-3963 (414) 224-5918 FAC_ASKAHN@VAX1.ACS.JMU.EDU (internet) JANYODER@CSD4.CSD.UWM.EDU (internet) FAC_ASKA@JMUVAX1 (bitnet) Manuscripts should be submitted in quadruplicate to Dr. Kahn at the above address. All manuscripts will be subject to external review. Deadline for submission of manuscripts is October 1, 1991. ----------------------------------- From: COOKJ%sask.usask.ca@pucc Subject: Database Retrieval and Coding Systems for Patient Access The Youth Services Program is a multi-disciplinary, community-based program providing a wide range of integrated services to a youth population, ages 12 to 20 years, with mental health, social and behavioral problems. We are in the process of upgrading our patient database to include fields of data relevant to potential research applications. In particular, we are trying to develop a system for coding patients' presenting problems that will facilitate retrieving information about these patients at a later date. If you have experience with a patient database or have ideas about how we could most efficiently enter patient data, I would appreciate hearing from you as soon as possible. John R. Cook, Ph.D. Research Coordinator Youth Services Program Royal University Hospital 311-20th Street East Saskatoon, Saskatchewan S7K 0A9 Phone: (306) 966-2627 Fax: (306) 652-8848 Email: COOKJ@Sask.Usask.CA CANADA End of PSYCOLOQUY Digest ******************************