人工智能專業(yè)英語(yǔ)Unit 2

Unit2KnowledgeRepresentationandReasoning人工智能專業(yè)英語(yǔ)教學(xué)課件ContentsPart1ReadingandTranslatingSectionA:RepresentingandManipulatingKnowledgeSectionB:LearningPart2SimulatedWriting:UncoveringtheSecretsofClearWriting(II)Part3Listening&SpeakingDialogue:KnowledgeRepresentationandReasoningListeningComprehension:WhatisLogicalReasoning?Dictation:SemanticNetworksSectionA:RepresentingandManipulatingKnowledgeWordsunderlying[??nd??laii?]adj.根本的declarative[di?kl?r?tiv]adj.說(shuō)明的，陳述的spectrum[?spektr?m]n.范圍，領(lǐng)域scheme[ski?m]n.計(jì)劃contextual[k?n?tekst?u?l]adj.上下文的implicit[im?plisit]adj.含蓄的，暗中的explicit[ik?splisit]adj.明確的，明白的blunt[bl?nt]adj.生硬的，直率的meta-reasoning元推理SectionA:RepresentingandManipulatingKnowledgeWordsinnocent-looking看上去無(wú)惡意的，看上去無(wú)害的underline[??nd??lain]v.強(qiáng)調(diào)frame[freim]n.框架undertaking[??nd??teiki?]n.任務(wù)，事業(yè)SectionA:RepresentingandManipulatingKnowledgePhrasesathand在手邊，在附近c(diǎn)omedownwith染上病onthesurface在表面上，外表上knockover打翻，撞倒SectionA:RepresentingandManipulatingKnowledgeExercisesI.Readthefollowingstatementscarefully,anddecidewhethertheyaretrue(T)orfalse(F)accordingtothetext.___1．Tosolvetheframeproblemnotonlyrequirestheabilitytostoreandretrievemassiveamountsofinformationinanefficientmanner,butitalsodemandsthatthestoragesystemproperlyreacttodirectconsequences.___2．Theclosed-worldassumptionhasledustothecontradictoryconclusionthatalthoughatleastoneofthestatementsmustbefalse,botharetrue.___3．Representingknowledgeisnotmerelytherepresentationoffacts,butinsteadincludesamuchbroaderspectrum.SectionA:RepresentingandManipulatingKnowledgeExercises___4．Knowledgerepresentationandstorageoftenusesemanticnetsasameans.___5．Meta-reasoningmeansreasoningaboutreasoning.SectionA:RepresentingandManipulatingKnowledgeII.Choosethebestanswertoeachofthefollowingquestionsaccordingtothetext.1．Whichofthefollowingisusedasameansbyknowledgerepresentationandstorage?

A．Turingtest

B．Programming

C．Semanticnets

D．NoneoftheaboveSectionA:RepresentingandManipulatingKnowledgeII.Choosethebestanswertoeachofthefollowingquestionsaccordingtothetext.2．Whichofthefollowingisnotright?

A．Tosolvetheframeproblemnotonlyrequirestheabilitytostoreandretrievemassiveamountsofinformationinanefficientmanner,butitalsodemandsthatthestoragesystemproperlyreacttodirectconsequences.

B．Meta-reasoningmeansreasoningaboutreasoning.

C．Knowledgerepresentationandstorageoftenusesemanticnetsasameans.

D．AlloftheaboveSectionA:RepresentingandManipulatingKnowledgeII.Choosethebestanswertoeachofthefollowingquestionsaccordingtothetext.3．Whichofthefollowingisright?

A．Theclosed-worldassumptionhasledustothecontradictoryconclusionthatalthoughatleastoneofthestatementsmustbefalse,botharetrue.

B．Ifanintelligentagentisgoingtouseitsknowledgetodetermineitsbehavior,thenthatknowledgemustnotbecurrent.

C．Theamountofknowledgerequiredtosupportintelligentbehaviorcanbeenormous,andmaintainingthatknowledgeinachangingenvironmentcanbeamassiveundertaking.

D．AlloftheaboveSectionA:RepresentingandManipulatingKnowledgeIV.TranslatethefollowingpassageintoChineseReasoningandLogicReasoningistheactionofconstructingthoughtsintoavalidargument.Thisissomethingyouprobablydoeveryday.Whenyoumakeadecision,youareusingreasoning,takingdifferentthoughtsandmakingthosethoughtsintoreasonswhyyoushouldgowithoneoptionovertheotheroptionsavailable.Whenyouconstructanargument,thatargumentwillbeeithervalidorinvalid.Avalidargumentisreasoningthatiscomprehensiveonthefoundationoflogicorfact.Inductiveanddeductivereasoningarebothformsofpropositionallogic.Propositionallogicisthebranchoflogicthatstudieswaysofjoiningand/ormodifyingentirepropositions,statementsorsentencestoformmorecomplicatedpropositions,statementsorsentences.Inductiveanddeductivereasoningusepropositionallogictodevelopvalidargumentsbasedonfactandreasoning.Bothtypesofreasoninghaveapremiseandaconclusion.Howeachtypeofreasoninggetstotheconclusionisdifferent.SectionB:LearningWordschore[t???(r)]n.家庭雜務(wù)checker[?t?ek?(r)]n.國(guó)際跳棋connotation[?k?n??tei?n]n.內(nèi)涵fruitful[?fru?tfl]adj.富有成效的planetary[?pl?n?tri]adj.行星的momentum[m??ment?m]n.動(dòng)量，動(dòng)力persuasive[p??sweisiv]adj.有說(shuō)服力的spectral[?spektr?l]adj.光譜的SectionB:LearningPhrasessetoutto打算，著手SectionB:LearningExercisesI.Readthefollowingstatementscarefully,anddecidewhethertheyaretrue(T)orfalse(F)accordingtothetext.___1．ALVINNisasystemdevelopedatWashingtonUniversity.___2．Learningbyimitationisthesameaslearningbysupervisedtraining.___3．Supervisedtrainingallowstheagenttoactautonomouslyasitlearnstoimproveitsbehaviorovertime.___4．Typicalapplicationsofsupervisedtrainingincludelearninghowtoidentifyadiseasefromasetofsymptoms.___5．Learningbyimitationplaceslittleresponsibilityontheagent.SectionB:LearningII.Choosethebestanswertoeachofthefollowingquestionsaccordingtothetext.1．WhichofthefollowingisrightaboutALVINN?

A．ALVINNsucceededwellenoughthatitcouldsteerthevanat70miles.

B．ALVINNsucceededwellenoughthatitcouldsteerthevanat80miles.

C．ALVINNsucceededwellenoughthatitcouldsteerthevanat90miles.

D．ALVINNsucceededwellenoughthatitcouldsteerthevanat100miles.SectionB:LearningII.Choosethebestanswertoeachofthefollowingquestionsaccordingtothetext.2．Whichofthefollowingismentionedaboutlearningbyreinforcement?

A．Learningbyreinforcementhasbeenusedforyearsinapplicationprogramssuchasspreadsheetsandwordprocessors.

B．Learningbyreinforcementallowstheagenttoactautonomouslyasitlearnstoimproveitsbehaviorovertime.

C．Learningbyreinforcementplaceslittleresponsibilityontheagent.

D．NoneoftheaboveSectionB:LearningII.Choosethebestanswertoeachofthefollowingquestionsaccordingtothetext.3．Whichofthefollowingisright?

A．Discoveryis"targetbased"whereaslearningisnot.

B．Thetermlearninghasaconnotationoftheunexpectedthatisnotpresentindiscovery.

C．Manypotentialapplicationsofdiscoveryrequirethatanagentbeabletodistinguishmeaningfulresultsfrominsignificantones.

D．AlloftheaboveSectionB:LearningIV.TranslatethefollowingpassageintoChinese.SemanticNetworkSemanticnetworkorsemanticnetwasproposedbyQuillianin1967inordertorepresenttheknowledgeinaformofgraph.Semanticnetworkisatechniqueofknowledgerepresentationthatisusedforpropositionalinformation,andsometimescalledapropositionalnet.Inknowledgerepresentationthesemanticnetworksaretwodimensional.Intermsofmathematicsasemanticnetworkisdefinedasalabeleddirectedgraph.Thesemanticnetworkiscomposedoflinks,nodesandlinklabels.Inthediagramthesemanticnetworknodesaredescribedasellipses,circlesorrectanglestoshowobjectssuchasphysicalobjects,situationsorconcepts.Thelinkscanbeusedtoexpresstherelationshipsbetweenobjects.Aparticularrelationisspecifiedbylinklabels.Thebasicstructureofknowledgeorganizingisprovidedbyrelationships.2.1UncoveringtheSecretsofClearWriting(II)3.說(shuō)明數(shù)據(jù)當(dāng)需要對(duì)比數(shù)據(jù)時(shí)，可以使用圖表來(lái)說(shuō)明。使用圖形來(lái)代表數(shù)據(jù)可以使信息更加易于理解和記憶。圖形可以使數(shù)字信息有意義，可揭示其背后的趨勢(shì)和模式，簡(jiǎn)化復(fù)雜的關(guān)系，并且給文檔增加視覺(jué)吸引力。要熟悉最流行的圖表類型，它們的優(yōu)缺點(diǎn)，以及什么時(shí)候使用它們才合適。表2-1里列出了在企業(yè)文檔中使用圖表的注意事項(xiàng)。2.1UncoveringtheSecretsofClearWriting(II)表2-1說(shuō)明數(shù)據(jù)的注意事項(xiàng)圖表類型適合提到盡量避免條形圖和柱狀圖展示隨時(shí)間變化的數(shù)據(jù)比較項(xiàng)目在比較持續(xù)時(shí)間時(shí)選擇柱狀圖比較過(guò)多的項(xiàng)目，5個(gè)或6個(gè)是比較典型的上限當(dāng)類別有很長(zhǎng)的名字時(shí)不要使用條形圖；而是使用柱狀圖線形圖展示數(shù)據(jù)的趨勢(shì)或模式如果數(shù)值被均勻分割，使用線形圖，例如按月或年劃分餅圖展示一類數(shù)據(jù)的大小相對(duì)于其他類和整體的比例在餅圖中展示多余一個(gè)類別的數(shù)據(jù)過(guò)程圖展示過(guò)程中的步驟使用常見(jiàn)的形狀來(lái)表示過(guò)程中的部分改變常見(jiàn)形狀的意義層次圖展示一個(gè)組織中的匯報(bào)關(guān)系在圖內(nèi)的每個(gè)方框中包含過(guò)多的細(xì)節(jié)2.1UncoveringtheSecretsofClearWriting(II)（1）條形圖和柱狀圖條形圖和柱狀圖表示以間距歸類的分類數(shù)據(jù)和數(shù)字?jǐn)?shù)據(jù)，例如每月的銷售額或每個(gè)產(chǎn)品的費(fèi)用。條形圖的每一個(gè)類別都包含一個(gè)橫向的條形，并且，每一個(gè)條形的高度或長(zhǎng)度代表著那一類別的值。柱狀圖與其相似，只是使用縱向的條形。圖2-3展示了柱狀圖的實(shí)例。（2）線形圖線形圖揭示了數(shù)據(jù)的趨勢(shì)和模式。線形圖展示了兩個(gè)數(shù)值是如何彼此關(guān)聯(lián)的。縱軸（y）通常表示數(shù)量，例如金額或者百分比。橫軸（x）通常表示時(shí)間單元。因此，用線形圖展示隨時(shí)間變化的數(shù)量最為理想。圖2-3同樣展示了線形圖。2.1UncoveringtheSecretsofClearWriting(II)（3）餅圖餅圖可以被分割成若干個(gè)楔形塊，每塊都代表一個(gè)類別。有時(shí)，為了特別強(qiáng)調(diào)，將一個(gè)楔形塊從餅圖中分離出來(lái)。餅圖可以將整體和其各部分進(jìn)行對(duì)比。圖2-3同樣展示了帶有重點(diǎn)強(qiáng)調(diào)的楔形塊的餅圖。（4）過(guò)程圖過(guò)程圖展示了一個(gè)過(guò)程中的若干步驟，有時(shí)稱作流程圖。不同的形狀代表各種不同類型的活動(dòng)。例如，圓形或橢圓代表過(guò)程的開(kāi)始和結(jié)束，菱形代表必須進(jìn)行的決策和選擇，而矩形代表過(guò)程的主要活動(dòng)或者步驟。2.1UncoveringtheSecretsofClearWriting(II)（5）組織結(jié)構(gòu)圖（或?qū)哟螆D）當(dāng)人們和物體按照一定層次組織在一起時(shí)，可以使用一個(gè)組織結(jié)構(gòu)圖來(lái)代表他們。組織結(jié)構(gòu)圖通常畫(huà)為一個(gè)水平的或豎直的樹(shù)，使用幾何圖形來(lái)代表其不同的元素。線將各種形狀連接起來(lái)表明元素之間的關(guān)系。組織結(jié)構(gòu)圖展示了企業(yè)的正式結(jié)構(gòu)。層次圖展示了對(duì)象間的關(guān)系。圖2-3同樣展示了一個(gè)組織結(jié)構(gòu)圖的例子。2.1UncoveringtheSecretsofClearWriting(II)圖2-3圖的例子

2.1UncoveringtheSecretsofClearWriting(II)4.在文檔中添加表格和圖片讓文檔變得更有吸引力和易于閱讀的一個(gè)方法就是插入圖形、照片和插圖。這些視覺(jué)元素可以吸引眼球，并且有助于將讀者的注意力吸引到文字上來(lái)。表格也提供視覺(jué)上的吸引力，而且被設(shè)計(jì)用來(lái)比較信息的列表。（1）在合適的時(shí)候使用插圖僅當(dāng)它們能夠提升文檔的價(jià)值并且支持內(nèi)容的時(shí)候才插入圖形。例如，在公司文檔上使用公司徽標(biāo)。插入圖形不要僅僅為了裝飾頁(yè)面、分割文本或增加文檔長(zhǎng)度的視覺(jué)資料。圖2-4展示了帶有附加圖片的InfoSource手冊(cè)。2.1UncoveringtheSecretsofClearWriting(II)（2）給圖片加上標(biāo)簽每一個(gè)圖片和表格通常都包含一個(gè)標(biāo)簽和題注來(lái)標(biāo)記它們。使用“圖#”來(lái)標(biāo)記圖片，比如圖表、示意圖、照片、地圖和繪圖。使用“表#”來(lái)標(biāo)記表格。給圖片和表格單獨(dú)按順序編號(hào)。表格的標(biāo)簽通常出現(xiàn)在表格的上方，圖片的標(biāo)簽出現(xiàn)在插圖的下方。在標(biāo)簽后面加一個(gè)簡(jiǎn)短的說(shuō)明來(lái)描述展示的內(nèi)容，例如“圖1云端的客戶服務(wù)”。（3）引用每一個(gè)圖片或表格在文字的附近，插入所包含的每一個(gè)引用圖片和表格。參考圖號(hào)理論上應(yīng)該出現(xiàn)在圖片的前面，例如“圖1展示了云端的客戶服務(wù)的照片。”見(jiàn)圖2-5。2.1UncoveringtheSecretsofClearWriting(II)（4）調(diào)整插圖的大小當(dāng)在文檔中插入照片、圖表和圖形時(shí)，它們會(huì)以原始大小和分辨率顯示。如果必要，調(diào)整圖像的大小來(lái)適應(yīng)頁(yè)面和平衡內(nèi)容。確保在調(diào)整大小的時(shí)候保持縱橫比不變。（5）將插圖放在適當(dāng)?shù)奈恢脤D形放在適當(dāng)?shù)奈恢靡允鬼?yè)面布局平衡。例如，兩張圖形都在頁(yè)面的左邊而所有的文字都在右邊，這可能看起來(lái)不平衡。2.1UncoveringtheSecretsofClearWriting(II)

圖2-4添加到InfoSource小冊(cè)子的圖片圖2-4添加到InfoSource小冊(cè)子的圖片2.1UncoveringtheSecretsofClearWriting(II)圖2-5添加小冊(cè)子中的圖片和標(biāo)題3.1Dialogue:KnowledgeRepresentationandReasoningExercisesWorkinagroup,andmakeupasimilarconversationbyreplacingthestatementswithotherexpressionsontherightside.3.1Dialogue:KnowledgeRepresentationandReasoningWordswell-established得到確認(rèn)的couple[?k?pl]v.結(jié)合，連接intrinsically[in?trinzikli;in?trinsikli]adj.內(nèi)在地，本質(zhì)地,固有地approach[??pr?ut?]v.處理manifestation[?m?nife?stei?n]n.表現(xiàn)，顯示3.1Dialogue:KnowledgeRepresentationandReasoningPhrasescomeacross偶然遇見(jiàn)amongothers除了別的之外，尤其startoff開(kāi)始comeupwith提出，想出3.2ListeningComprehension：WhatisLogicalReasoning?Listentothearticleandanswerthefollowing3questionsbasedonit.Afteryouhearaquestion,therewillbeabreakof15seconds.Duringthebreak,youwilldecidewhichoneisthebestansweramongthefourchoicesmarked(A),(B),(C)and(D).Questions1.Usuallyhowmanymajortypesislogicalreasoningdividedinto?

(A)One

(B)Two

(C)Three

(D)Four3.2ListeningComprehension：WhatisLogicalReasoning?Questions2.Whichofthefollowingisright?

(A)Itgenerallyformsthebulkofmostlogic-basedargumentsalthoughinductivelogicalreasoningcanbefarmorecomplextounderstandthandeductivereasoning,

(B)Giventhatthepremisesareaccurate,deductivereasoningcanproveanabsolutetruthorfact.

(C)Giventhatthepremisesareaccurate,inductivelo