Learning without Model-theoretic Improvements.
Nobuhiro Inuzuka · 1994
1 Introduction In this paper, we investigate a different and new interpretation of semantics of expressed concepts in order to learn concepts. In the semantic aspects, learning of concepts has been treated as Model-Theoretic improvements. Model-Theoretically speaking, knowledge is a thing to restrict models of concepts. To learn concepts is regarded to specify models of the concepts. This aspect of view for learning yields an attitude that we don't look upon changes of knowledge without changes of models as learning. Nevertheless, there exist some important and interesting changes of knowledge without changes of models. The most popular one is the Explanationbased Learning (EBL)[1], which makes changes to a theory that improves processing speed. But, it doesn't make any contribution to the models of concepts. We can solve this contradiction and develop a new paradigm of learning by some modification of the Model-Theoretic view. 2 Generalizing Model Theory 2.1 Notation The EBL makes ...