Douglas Blank

Douglas S. Blank, James B. Marshall

Calysto Scheme is written in Scheme in Continuation-Passing Style, and converted through a series of correctness-preserving program transformations into Python. It has support for standard Scheme functionality, including call/cc, as well as syntactic extensions, a nondeterministic operator for automatic backtracking, and many extensions to allow Python interoperation. Because of its Python foundation, it can take advantage of modern Python libraries, including those for machine learning and other pedagogical contexts. Although Calysto Scheme was developed with educational purposes in mind, it has proven to be generally useful due to its simplicity and ease of installation. It has been integrated into the Jupyter Notebook ecosystem and used in the classroom to teach introductory Programming Languages with some interesting and unique twists.

Levin Ho, Morgan McErlean, Zehua You et al.

In this paper we describe the development and evaluation of AITK, the Artificial Intelligence Toolkit. This open-source project contains both Python libraries and computational essays (Jupyter notebooks) that together are designed to allow a diverse audience with little or no background in AI to interact with a variety of AI tools, exploring in more depth how they function, visualizing their outcomes, and gaining a better understanding of their ethical implications. These notebooks have been piloted at multiple institutions in a variety of humanities courses centered on the theme of responsible AI. In addition, we conducted usability testing of AITK. Our pilot studies and usability testing results indicate that AITK is easy to navigate and effective at helping users gain a better understanding of AI. Our goal, in this time of rapid innovations in AI, is for AITK to provide an accessible resource for faculty from any discipline looking to incorporate AI topics into their courses and for anyone eager to learn more about AI on their own.

Douglas S. Blank

This dissertation explores the integration of learning and analogy-making through the development of a computer program, called Analogator, that learns to make analogies by example. By "seeing" many different analogy problems, along with possible solutions, Analogator gradually develops an ability to make new analogies. That is, it learns to make analogies by analogy. This approach stands in contrast to most existing research on analogy-making, in which typically the a priori existence of analogical mechanisms within a model is assumed. The present research extends standard connectionist methodologies by developing a specialized associative training procedure for a recurrent network architecture. The network is trained to divide input scenes (or situations) into appropriate figure and ground components. Seeing one scene in terms of a particular figure and ground provides the context for seeing another in an analogous fashion. After training, the model is able to make new analogies between novel situations. Analogator has much in common with lower-level perceptual models of categorization and recognition; it thus serves as a unifying framework encompassing both high-level analogical learning and low-level perception. This approach is compared and contrasted with other computational models of analogy-making. The model's training and generalization performance is examined, and limitations are discussed.