The Joint International Conference on Logic Programming, sponsored by the Association for Logic Programming, is a major forum for presentations of research, applications, and implementations in this important area of computer science. Logic programming is one of the most promising steps toward declarative programming and forms the theoretical basis of the programming language Prolog and its various extensions. Logic programming is also fundamental to work in artificial intelligence, where it has been used for nonmonotonic and commonsense reasoning, expert systems (...) implementation, deductive databases, and applications such as computer-aided manufacturing. Krzysztof R. Apt is project leader at the Centre for Mathematics and Computer Science in Amsterdam and part-time Professor in Computer Science at the University of Amsterdam. Topics covered: Theory Foundations. Programming Languages. Implementation. Programming Methodologies and Tools. Applications. Deductive Databases. Artificial Intelligence. Parallelism. (shrink)

The First International Workshop brings together researchers from the theoretical ends of the logic programming and artificial intelligence communities to discuss their mutual interests. Logic programming deals with the use of models of mathematical logic as a way of programming computers, where theoretical AI deals with abstract issues in modeling and representing human knowledge and beliefs. One common ground is nonmonotonic reasoning, a family of logics that includes room for the kinds of variations that can be found in human reasoning. (...) Topics covered: Stable Semantics. Default Logic. AutoEpistemic Logic. Truth Maintenance Systems. Implementation Issues. Diagnosis. Applications. Inheritance Reasoning. Logics of Belief. Inconsistency and Non-Monotonicity. (shrink)

Since its conception nearly 20 years ago, Logic Programming - the idea of using logic as a programming language - has been developed to the point where it now plays an important role in areas such as database theory, artificial intelligence and software engineering. However, there are still many challenging research issues to be addressed and the UK branch of the Association for Logic Programming was set up to provide a forum where the flourishing research community could discuss important issues (...) of Logic Programming which were often by-passed at the large international conferences. This volume contains the twelve papers which were presented at the ALPUK's 3rd conference which was held in Edinburgh, 10-12 April 1991. The aim of the conference was to give a broad but detailed technical insight into the work currently being done in this field, both in the UK and by researchers as far afield as Canada and Bulgaria. The breadth of interest in this area of Computer Science is reflected in the range of the papers which cover - amongst other areas - massively parallel implementation, constraint logic programming, circuit modelling, algebraic proof of program properties, deductive databases, specialised editors and standardisation. The resulting volume gives a good overview of the current progress being made in the field and will be of interest to researchers and students of any aspects of logic programming, parallel computing or database techniques and management. (shrink)

Introduction -- Algorithms, programs, procedures, and abstract automata -- Functioning of algorithms and automata, computation, and operations with algorithms and automata -- Basic postulates and axioms for algorithms -- Power of algorithms and classes of algorithms: comparison and evaluation -- Computing, accepting, and deciding modes of algorithms and programs -- Problems that people solve and related properties of algorithms -- Boundaries for algorithms and computation -- Software and hardware verification and testing -- Conclusion.

Turner argues that computer programs must have purposes, that implementation is not a kind of semantics, and that computers might need to understand what they do. I respectfully disagree: Computer programs need not have purposes, implementation is a kind of semantic interpretation, and neither human computers nor computing machines need to understand what they do.

Argument-mapping software abounds, and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays an (...) important role in the improvement of critical-thinking skills. While these studies do not offer a direct comparison between the two methods, it is important for anyone wishing to employ argument mapping in the classroom to know that significant results can be obtained even with the most rudimentary of tools. (shrink)

In this article, I develop three conceptual innovations within the area of formal metatheory, and present a computer program, called Reconstructor, that implements those developments. The first development consists in a methodology for testing formal reconstructions of scientific theories, which involves checking both whether translations of paradigmatically successful applications into models satisfy the formalisation of the laws, and also whether unsuccessful applications do not. I show how Reconstructor can help carry this out, since it allows the end-user to specify (...) a formal language, input axioms and models formulated in that language, and then ask if the models satisfy the axioms. The second innovation is the introduction of incomplete models (for which the denotation of some terms is missing) into scientific metatheory, in order to represent cases of missing information. I specify the paracomplete semantics built into Reconstructor to deal with sentences where denotation failures occur. The third development consists in a new way of explicating the structuralist notion of a determination method, by equating them with algorithms. This allows determination methods to be loaded into Reconstructor and then executed within a model to find out the value of a previously non-denoting term (i.e. it allows the formal reconstruction to make predictions). This, in turn, can help test the reconstruction in a different way. Finally, I conclude with some suggestions about additional uses the program may have. (shrink)

Python language has become the most popular computer language. Python is widely adopted in computer courses. However, Python language’s effects on the college and university students’ learning performance, motivations, computer programming self-efficacy, and maladaptive cognition have still not been widely examined. The main objective of this study is to explore the effects of learning Python on students’ programming learning. The junior students of two classes in a college are the research participants. One class was taught Java language (...) and the other class was taught Python language. The learning performance, motivations, and maladaptive cognition in the two classes were compared to evaluate the differences. The results showed that the motivations, computer programming self-efficacy, and maladaptive cognition on the learning performance were significant in the Python class. The results and findings of this study can be used in Python course arrangement and development. (shrink)

A complete reconstruction of Lehmer’s ENIAC set-up for computing the exponents of p modulo two is given. This program served as an early test program for the ENIAC (1946). The reconstruction illustrates the difficulties of early programmers to find a way between a man operated and a machine operated computation. These difficulties concern both the content level (the algorithm) and the formal level (the logic of sequencing operations).

Modern education attaches great importance to interdisciplinary skills, among which computational thinking is a core element, and heralds a new era. IT application has shaped education in the 21st century. Computational thinking has provided further impetus for building an all-encompassing social network and fostering a DIY culture enabled by digital technologies. One empirical study used four apps to test children's development in computational thinking and fluency. The article will help students overcome their fears of coding. Peer reviews provide students with (...) an opportunity to learn from each other and become more motivated. These reviews also serve as feedback for teachers to evaluate students' performance. Experimental design is used in this study, and a peer review system is implemented. Freshmen attending a programming class in a university are used as samples. At the class, students write computer programs with f-Chart, which provides a graphical user interface for students to learn programming logic and design. Zuvio, a cloud-based interactive response system, is used to conduct the peer reviews. The data of this study are analyzed through R. The results show not only an improvement in students' learning performance but also a gap between students' peer review scores and teachers' evaluation scores. Learning feedback and evaluation is crucial to transform education between students and teachers into a sustainable cycle system. (shrink)

This paper advocates the main ideas of the interactive model of representation of Mark Bickhard and the assimilation/accommodation framework of Jean Piaget, through a rhythm recognition demonstration program. Although completely unsupervised, the program progressively learns to recognize more and more complex rhythms struck on the user's keyboard. It does so without any recording of the input flow, and without any pattern matching in the usual sense. On the contrary, internal processes are dynamically constructed to follow and anticipate the user's actions. (...) We show that these processes are representations of the rhythms in the interactivist sense, and that they emerge from non representational grounds, avoiding the symbol‐grounding problem. They are not copies or transductions of reality, but ideal internal constructions of the agent, avoiding the circularity pointed out by Piaget. In practice, the active nature of this recognition process allows it to work even with noisy and complex input flows. (shrink)

A complete reconstruction of Lehmer’s ENIAC set-up for computing the exponents of p modulo two is given. This program served as an early test program for the ENIAC (1946). The reconstruction illustrates the difficulties of early programmers to find a way between a man operated and a machine operated computation. These difficulties concern both the content level (the algorithm) and the formal level (the logic of sequencing operations).

Over recent decades there has been a growing interest in the question of whether computer programs are capable of genuinely creative activity. Although this notion can be explored as a purely philosophical debate, an alternative perspective is to consider what aspects of the behaviour of a program might be noted or measured in order to arrive at an empirically supported judgement that creativity has occurred. We sketch out, in general abstract terms, what goes on when a potentially creative (...) program is constructed and run, and list some of the relationships (for example, between input and output) which might contribute to a decision about creativity. Specifically, we list a number of criteria which might indicate interesting properties of a program’s behaviour, from the perspective of possible creativity. We go on to review some ways in which these criteria have been applied to actual implementations, and some possible improvements to this way of assessing creativity. (shrink)

Examining the Strategic Computing Program after four years, in the context of the crucial recognition that it is only a small part of the whole range of military artificial intelligence applications, suggests a number of clear implications and intimations about such crucial questions as: 1) the current roles of industry and the universities in developing high technology war; 2) the effects on political and military policy of high-tech weapons systems; and 3) the importance of advanced military computing to subtle philosophical (...) dilemmas including human self-definition and the future of war. (shrink)

Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom (...) activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design. (shrink)

This review of Turner’s “Computational Artifacts” focuses on one of the key novelties of the book, namely the proposal to understand the nature of computer programs as a “trinity” of specification, symbolic program, and physical process, replacing the traditional dualist views of programs as functional/structural or as symbolic/physical. This trinitarian view is found to be robust and helpful to solve typical issues of dualist views. Drawing comparisons with Simon’s view of the artifact as an interface, the author (...) suggests that this trinitarian view may characterize not only computational artifacts but also artifacts in general. One ambiguity is however noticed on the denotation of what Turner actually calls the “physical process.”. (shrink)

We use speech shadowing to create situations wherein people converse in person with a human whose words are determined by a conversational agent computer program. Speech shadowing involves a person (the shadower) repeating vocal stimuli originating from a separate communication source in real-time. Humans shadowing for conversational agent sources (e.g., chat bots) become hybrid agents ("echoborgs") capable of face-to-face interlocution. We report three studies that investigated people’s experiences interacting with echoborgs and the extent to which echoborgs pass as autonomous (...) humans. First, participants in a Turing Test spoke with a chat bot via either a text interface or an echoborg. Human shadowing did not improve the chat bot’s chance of passing but did increase interrogators’ ratings of how human-like the chat bot seemed. In our second study, participants had to decide whether their interlocutor produced words generated by a chat bot or simply pretended to be one. Compared to those who engaged a text interface, participants who engaged an echoborg were more likely to perceive their interlocutor as pretending to be a chat bot. In our third study, participants were naïve to the fact that their interlocutor produced words generated by a chat bot. Unlike those who engaged a text interface, the vast majority of participants who engaged an echoborg neither sensed nor suspected a robotic interaction. These findings have implications for android science, the Turing Test paradigm, and human-computer interaction. The human body, as the delivery mechanism of communication, fundamentally alters the social psychological dynamics of interactions with machine intelligence. (shrink)

To effectively train ethical decision-making of nursing students, a case-based computer program was developed using Flash animation. Seven ethical cases collected from practicing registered nurses’ actual clinical experiences and a six-step Integrated Ethical Decision-Making Model developed by the author were employed in the program. In total, 251 undergraduate students from three nursing schools used the program in their nursing ethics course. The usability of the program and its usefulness in improving 11 abilities needed in ethical decision-making were measured; it (...) scored higher than 4 on a 5-point scale. Of the students, 82% recommended the program as a valuable complementary tool in the teaching of a nursing ethics course. A variety of encouraging and positive experiences were reported by the students. The computer program is likely to be usefully practical in the training of abstract skills to nursing students, though certain challenges remain, such as the precise understanding of cognitive or affective responses to ethical issues. (shrink)

Powerful transformer models based on neural networks such as GPT-4 have enabled huge progress in natural language processing. This paper identifies three challenges for computer programs dealing with metaphors. First, the phenomenon of Twice-Apt-Metaphors shows that metaphorical interpretations do not have to be triggered by syntactical, semantic or pragmatic tensions. The detection of these metaphors seems to involve a sense of aesthetic pleasure or a higher-order theory of mind, both of which are difficult to implement into computer (...) programs. Second, the contexts relative to which metaphors are interpreted are not simply given but must be reconstructed based on pragmatic considerations that can involve presuppositional pretence. If computer programs cannot produce or understand such a form of pretence, they will have problems dealing with certain metaphors. Finally, adequately interpreting and reacting to some metaphors seems to require the ability to have internal, first-personal experiential and affective states. Since it is questionable whether computer programs have such mental states, it can be assumed that they will have problems with these kinds of metaphors. (shrink)

In this paper, we describe our recent approaches to introducing students in a beginning computer science class to the study of ethical issues related to computer science and technology. This consists of three components: lectures on ethics and technology, in-class discussion of ethical scenarios, and a reflective paper on a topic related to ethics or the impact of technology on society. We give both student reactions to these aspects, and instructor perspective on the difficulties and benefits in exposing (...) students to these ideas. (shrink)