Abstract
Knowledge acquisition has emerged as a key technology underpinning
the creation of expert systems. A number of schemes have appeared
recently which learn structural concepts from examples, thereby
offering the potential to interact directly with domain experts
to acquire knowledge. This paper examines the fundamental distinctions
which underlie current research, relates them to plain questions about
the capabilities of learning systems, and critically reviews
representative systems from the perspective of practical knowledge
acquisition.
Notes
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