Abstract
In many practical applications users often find it difficult to articulate their constraints [1]. We have begun studying the issues involved in interactively acquiring constraints and have already made a number of novel contributions [3]. We view interactive constraint acquisition as the process of learning constraints from examples [2,4] and focus on the role the user has to play during an interactive session. If we consider our user as a teacher, it may be possible that there are things that our teacher can do to provide “better” examples even without being able to precisely articulate the target concept. We have compared a number of teacher profiles and demonstrate that the ability of the teacher (the user) and the ability of the learner (constraint acquisition system) has an impact on the acquisition process.
This work has been supported by Science Foundation Ireland under Grant 00/PI.1/C075.
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O’Connell, S., O’Sullivan, B., Freuder, E.C. (2003). Teacher and Learner Profiles for Constraint Acquisition. In: Rossi, F. (eds) Principles and Practice of Constraint Programming – CP 2003. CP 2003. Lecture Notes in Computer Science, vol 2833. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-45193-8_113
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DOI: https://doi.org/10.1007/978-3-540-45193-8_113
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