BerardideLiguoro:CSL12 (In proceedings)

Author(s)  Stefano Berardi and Ugo de' Liguoro 
Title  « Knowledge Spaces and the Completeness of Learning Strategies » 
In  Computer Science Logic (CSL'12)  26th International Workshop/21st Annual Conference of the EACSL, CSL 2012, September 36, 2012, Fontainebleau, France 
Series  LIPIcs 
Editor(s)  Patrick Cégielski and Arnaud Durand 
Volume  16 
Page(s)  7791 
Year  2012 
Publisher  Schloss Dagstuhl  LeibnizZentrum fuer Informatik 
ISBN number  9783939897422 
Abstract 
We propose a theory of learning aimed to formalize some ideas underlying Coquand's game semantics and Krivine's realizability of classical logic. We introduce a notion of knowledge state together with a new topology, capturing finite positive and negative information that guides a learning strategy. We use a leading example to illustrate how nonconstructive proofs lead to continuous and effective learning strategies over knowledge spaces, and prove that our learning semantics is sound and complete w.r.t. classical truth, as it is the case for Coquand's and Krivine's approaches. 
Download the complete article:
@inproceedings{BerardideLiguoro:CSL12,
volume = {16},
author = {Stefano Berardi and Ugo de' Liguoro},
series = {LIPIcs},
booktitle = {{Computer Science Logic (CSL'12)  26th International
Workshop/21st Annual Conference of the EACSL, CSL 2012, September
36, 2012, Fontainebleau, France}},
editor = {Patrick C{\'e}gielski and Arnaud Durand},
title = {{Knowledge Spaces and the Completeness of Learning Strategies}},
localfile = {http://www.di.unito.it/~deligu/papers/KnowSpace.pdf},
isbn = {9783939897422},
abstract = {We propose a theory of learning aimed to formalize some ideas
underlying Coquand's game semantics and Krivine's realizability of
classical logic. We introduce a notion of knowledge state together
with a new topology, capturing finite positive and negative
information that guides a learning strategy. We use a leading
example to illustrate how nonconstructive proofs lead to
continuous and effective learning strategies over knowledge
spaces, and prove that our learning semantics is sound and
complete w.r.t. classical truth, as it is the case for Coquand's
and Krivine's approaches.},
tag = {CSL'12},
publisher = {Schloss Dagstuhl  LeibnizZentrum fuer Informatik},
year = {2012},
pages = {7791},
}
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