Information Technology Reference
In-Depth Information
Figure 4. Dialogue using a strategy for misunderstanding resolution
_____________________________________________________________________
— 'Teacher' -
give
-
knowledge
(
rectangle
(
x
)→
parallelogram
(
x
))
“A rectangle is a parallelogram.”
The 'Student' doesn't know these two predicates, nevertheless it knows the following predicates quad(x) (quadrilateral),
DITM(x) (Diagonals Intersect on Their Middle) and DLE(x) (Diagonals Length are Equals).
— 'Student' -
say
-
dissatisfaction
“I don't understand.”
Then the 'Teacher' tries to explain to the 'student' the formula's premise:
What is a rectangle.
— 'Teacher' -
askfor
-
information
(
quad
(
x
))
“Do you know what a quadrilateral is? ”
— 'Student' -
give
-
information
(
t
rue
)
“Yes.”
— 'Teacher' -
askfor
-
information
(ditm(
x
))
“Do you know what 'diagonals intersect in their middle' means? ”
— 'Student' -
give
-
information
(
t
rue
)
“Yes.”
— 'Teacher' -
askfor
-
information
(dle(
x
))
“Do you know what 'diagonals length are equals' means? ”
— 'Student' -
give
-
information
(
t
rue
)
“Yes.”
— 'Teacher' -
give
-
explanation
(
quad
(
x
)∧ditm(
x
)dle(
x
)↔
rectangle
(
x
))
“A rectangle is a parallelogram which has its diagonals intersecting in their middle, and the diagonals length are
equal.”
— 'Student' -
say
-
satisfaction
“I understand.”
As the 'student' has understood what is a rectangle, it can know learn the knowledge (rectangle(x)
→
parallelogram(x))
by just adding it to its KB, the connexity is preserved.
_____________________________________________________________________
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