Edge inference is the process of running machine learning or deep learning models on local devices (edge devices) such as smartphones, IoT devices, embedded systems, and edge servers instead of centralized cloud computing infrastructure. A key feature of edge computing is edge inference, which allows for real-time data processing, low latency, and improved privacy by reducing the amount of data sent to remote servers.
Top 10 AI Marketing Tools Compared (2026)
Comparing the best AI marketing tool? An AI marketing tool is software that uses machine learning to help you get more done — it lowers the barrier so anyone can produce professional output. Privacy matters too: check whether your data trains the model and whether a no-log or enterprise tier is available. Whether you are a beginner or a pro, the right AI marketing tool slots into your workflow and pays for itself fast. We tested the leading options and ranked them by quality, value, and ease of use.
STIT logic
STIT logic (from seeing to it that) is a family of modal and branching-time logics for reasoning about agency and choice. A typical STIT operator has the form [ i s t i t : φ ] {\displaystyle [i\ {\mathsf {stit}}:\varphi ]} , usually read as "agent i {\displaystyle i} sees to it that φ {\displaystyle \varphi } ", and is interpreted in models where agents choose between alternative possible futures. STIT logics are used in action theory, deontic logic, epistemic logic, and the theory of intelligent agents to formalise notions such as "could have done otherwise", responsibility, joint action, and strategic ability in an indeterministic world. == Etymology == The acronym STIT comes from the English phrase "seeing to it that", introduced in influential work by Nuel Belnap and Michael Perloff on the logical analysis of agentive expressions. In this tradition, "to see to it that φ {\displaystyle \varphi } " is treated as a primitive agency operator, rather than being reduced to ordinary modal necessity. == History == Modern STIT logic arose in the 1980s in the context of branching-time semantics and formal theories of agency. Belnap and Perloff's article "Seeing to it that: A canonical form for agentives" introduced the idea of treating expressions of the form "agent i sees to it that φ" as a primitive modal operator, and analysed such sentences using a branching tree of moments and histories. This approach was further developed in a series of papers on indeterminism and agency and provided the conceptual core for later STIT formalisms. In the 1990s the basic formal systems of STIT logic were worked out. Horty and Belnap's influential paper on the deliberative STIT operator distinguished between a "Chellas" STIT that merely records the result of an agent's present choice and a "deliberative" STIT that requires the agent's choice to make a difference, and connected STIT with issues of action, omission, ability and obligation. Around the same time, Ming Xu proved completeness and decidability results for basic STIT systems, including a single-agent logic with Kripke-style semantics and axiomatizations for multi-agent deliberative STIT, thereby establishing STIT as a well-behaved normal modal framework. This early work was systematised in Belnap, Perloff and Xu's monograph Facing the Future: Agents and Choices in Our Indeterminist World, which presents a general branching-time semantics for individual and group STIT operators, discusses independence-of-agents conditions and articulates the metaphysical picture of an indeterministic "tree" of moments. At roughly the same time, Horty's book Agency and Deontic Logic developed deontic STIT logics in which obligations are tied to agents' available choices rather than to static states of affairs, and used the resulting systems to analyse "ought implies can", contrary-to-duty obligations and deontic paradoxes. These works helped to position STIT at the intersection of action theory, temporal logic and deontic logic. From the late 1990s and 2000s onward, STIT logics were combined with epistemic, temporal and strategic modalities. Broersen introduced complete STIT logics for knowledge and action and deontic-epistemic STIT systems that distinguish different modes of mens rea, with applications to responsibility and the specification of multi-agent systems. Work on group and coalitional agency investigated axiomatisations and complexity results for group STIT logics, and related STIT-based analyses of agency to coalition logic and alternating-time temporal logic (ATL) by exhibiting formal embeddings between the frameworks. Explicit temporal operators were added to STIT in so-called temporal STIT logics. Lorini proposed a temporal STIT with "next" and "until" operators along histories and showed how it can be applied to normative reasoning about ongoing behaviour and commitments. Ciuni and Lorini compared different semantics for temporal STIT, clarifying the relationships between branching-time, game-based and epistemic approaches, while Boudou and Lorini gave a semantics for temporal STIT based on concurrent game structures, thus strengthening links with standard models of multi-agent interaction used for ATL and strategy logic. In parallel, complexity-theoretic work by Balbiani, Herzig and Troquard and by Schwarzentruber and co-authors investigated the satisfiability and model-checking problems for various STIT fragments, showing for instance that many expressive group STIT logics are undecidable or of high computational complexity. In the 2010s, STIT ideas were combined with justification logic, imagination operators and refined deontic notions. Justification STIT logics, developed by Olkhovikov and others, merge explicit justifications with STIT-style agency so that producing a proof can itself be treated as an action that brings about knowledge, and they come with completeness and decidability results. Olkhovikov and Wansing introduced STIT imagination logics, together with axiomatic systems and tableau calculi, to model acts of voluntary imagining and their role in doxastic control. Other authors have proposed STIT-based logics of responsibility, blameworthiness and intentionality for use in philosophical and AI settings. Xu's survey article "Combinations of STIT with Ought and Know" (2015) reviews many of these developments and emphasises the interplay between deontic and epistemic STIT logics. Current research on STIT focuses on proof theory, automated reasoning and richer expressive resources. Lyon and van Berkel, building on earlier work on labelled calculi for STIT, have developed cut-free sequent systems and proof-search algorithms that yield syntactic decision procedures for a range of deontic and non-deontic multi-agent STIT logics and support applications such as duty checking and compliance checking in autonomous systems. Sawasaki has proposed first-order cstit-based STIT logics that can distinguish de re and de dicto readings of agency statements and has proved strong completeness results for Hilbert systems over finite models, moving the STIT programme beyond the purely propositional level. Further work investigates interpreted-system and computationally grounded semantics for STIT and its extensions in order to model the behaviour of autonomous agents in multi-agent settings, and proposes STIT-based semantics for epistemic notions based on patterns of information disclosure in interactive systems. == Branching-time semantics == STIT logics are usually interpreted over branching-time models. A standard STIT frame consists of: a non-empty set of moments T {\displaystyle T} , partially ordered by < {\displaystyle <} so that ( T , < ) {\displaystyle (T,<)} forms a tree (every pair of moments with a common predecessor has a greatest lower bound); a set of histories, each history being a maximal linearly ordered subset of T {\displaystyle T} ; a non-empty set of agents A g {\displaystyle Ag} ; for each agent i ∈ A g {\displaystyle i\in Ag} and moment m {\displaystyle m} , a choice function c h o i c e i m {\displaystyle {\mathsf {choice}}_{i}^{m}} that partitions the set of histories passing through m {\displaystyle m} into choice cells. The idea is that a moment represents a time at which choices are made, and histories represent complete possible future courses of events. At each moment, each agent's choice corresponds to selecting one of the available cells of histories determined by their choice function. Formulas are evaluated at pairs ( m , h ) {\displaystyle (m,h)} of a moment and a history through that moment (sometimes written m / h {\displaystyle m/h} ). A valuation assigns truth-values to atomic propositions at such indices; Boolean connectives are interpreted pointwise as in Kripke-style modal logic. == Chellas and deliberative STIT operators == Several STIT operators have been distinguished in the literature. A common approach uses two closely related operators, often called Chellas STIT and deliberative STIT. Let H m {\displaystyle H_{m}} be the set of histories passing through a moment m {\displaystyle m} , and write H m {\displaystyle H_{m}} ⟦ φ ⟧ m = { h ∈ H m ∣ M , m / h ⊨ φ } {\displaystyle {\text{⟦}}\varphi {\text{⟧}}_{m}=\{h\in H_{m}\mid M,m/h\models \varphi \}} for the set of histories at m {\displaystyle m} where φ {\displaystyle \varphi } holds. The Chellas STIT operator, often written [ i c s t i t : φ ] {\displaystyle [i\ {\mathsf {cstit}}:\varphi ]} , is given by M , m / h ⊨ [ i c s t i t : φ ] iff c h o i c e i m ( h ) ⊆ ⟦ φ ⟧ m . {\displaystyle M,m/h\models [i\ {\mathsf {cstit}}:\varphi ]\quad {\text{iff}}\quad {\mathsf {choice}}_{i}^{m}(h)\subseteq {\text{⟦}}\varphi {\text{⟧}}_{m}.} Intuitively, agent i {\displaystyle i} sees to it that φ {\displaystyle \varphi } if φ {\displaystyle \varphi } holds at all histories compatible with their present choice. The deliberative STIT operator, [ i d s t i t : φ ] {\displaystyle [i\ {\mathsf {dstit}}:\varphi ]} , adds
Description logic
Description logics (DL) are a family of formal knowledge representation languages. Many DLs are more expressive than propositional logic but less expressive than first-order logic. In contrast to the latter, the core reasoning problems for DLs are (usually) decidable, and efficient decision procedures have been designed and implemented for these problems. There are general, spatial, temporal, spatiotemporal, and fuzzy description logics, and each description logic features a different balance between expressive power and reasoning complexity by supporting different sets of mathematical constructors. DLs are used in artificial intelligence to describe and reason about the relevant concepts of an application domain (known as terminological knowledge). It is of particular importance in providing a logical formalism for ontologies and the Semantic Web: the Web Ontology Language (OWL) and its profiles are based on DLs. A major area of application of DLs and OWL is in biomedical informatics, where they assist in the codification of biomedical knowledge. DLs and OWL are also applied in other domains, including defense, climate modeling, and large-scale industrial knowledge graphs. == Introduction == A DL models concepts, roles and individuals, and their relationships. The fundamental modeling concept of a DL is the axiom—a logical statement relating roles and/or concepts. This is a key difference from the frames paradigm where a frame specification declares and completely defines a class. == Nomenclature == === Terminology compared to FOL and OWL === The description logic community uses different terminology than the first-order logic (FOL) community for operationally equivalent notions; some examples are given below. The Web Ontology Language (OWL) uses again a different terminology, also given in the table below. === Naming convention === There are many varieties of description logics and there is an informal naming convention, roughly describing the operators allowed. The expressivity is encoded in the label for a logic starting with one of the following basic logics: Followed by any of the following extensions: ==== Exceptions ==== Some canonical DLs that do not exactly fit this convention are: ==== Examples ==== As an example, A L C {\displaystyle {\mathcal {ALC}}} is a centrally important description logic from which comparisons with other varieties can be made. A L C {\displaystyle {\mathcal {ALC}}} is simply A L {\displaystyle {\mathcal {AL}}} with complement of any concept allowed, not just atomic concepts. A L C {\displaystyle {\mathcal {ALC}}} is used instead of the equivalent A L U E {\displaystyle {\mathcal {ALUE}}} . A further example, the description logic S H I Q {\displaystyle {\mathcal {SHIQ}}} is the logic A L C {\displaystyle {\mathcal {ALC}}} plus extended cardinality restrictions, and transitive and inverse roles. The naming conventions aren't purely systematic so that the logic A L C O I N {\displaystyle {\mathcal {ALCOIN}}} might be referred to as A L C N I O {\displaystyle {\mathcal {ALCNIO}}} and other abbreviations are also made where possible. The Protégé ontology editor supports S H O I N ( D ) {\displaystyle {\mathcal {SHOIN}}^{\mathcal {(D)}}} . Three major biomedical informatics terminology bases, SNOMED CT, GALEN, and GO, are expressible in E L {\displaystyle {\mathcal {EL}}} (with additional role properties). OWL 2 provides the expressiveness of S R O I Q ( D ) {\displaystyle {\mathcal {SROIQ}}^{\mathcal {(D)}}} , OWL-DL is based on S H O I N ( D ) {\displaystyle {\mathcal {SHOIN}}^{\mathcal {(D)}}} , and for OWL-Lite it is S H I F ( D ) {\displaystyle {\mathcal {SHIF}}^{\mathcal {(D)}}} . == History == Description logic was given its current name in the 1980s. Previous to this it was called (chronologically): terminological systems, and concept languages. === Knowledge representation === Frames and semantic networks lack formal (logic-based) semantics. DL was first introduced into knowledge representation (KR) systems to overcome this deficiency. The first DL-based KR system was KL-ONE (by Ronald J. Brachman and Schmolze, 1985). During the '80s other DL-based systems using structural subsumption algorithms were developed including KRYPTON (1983), LOOM (1987), BACK (1988), K-REP (1991) and CLASSIC (1991). This approach featured DL with limited expressiveness but relatively efficient (polynomial time) reasoning. In the early '90s, the introduction of a new tableau based algorithm paradigm allowed efficient reasoning on more expressive DL. DL-based systems using these algorithms — such as KRIS (1991) — show acceptable reasoning performance on typical inference problems even though the worst case complexity is no longer polynomial. From the mid '90s, reasoners were created with good practical performance on very expressive DL with high worst case complexity. Examples from this period include FaCT, RACER (2001), CEL (2005), and KAON 2 (2005). DL reasoners, such as FaCT, FaCT++, RACER, DLP and Pellet, implement the method of analytic tableaux. KAON2 is implemented by algorithms which reduce a SHIQ(D) knowledge base to a disjunctive datalog program. === Semantic web === The DARPA Agent Markup Language (DAML) and Ontology Inference Layer (OIL) ontology languages for the Semantic Web can be viewed as syntactic variants of DL. In particular, the formal semantics and reasoning in OIL use the S H I Q {\displaystyle {\mathcal {SHIQ}}} DL. The DAML+OIL DL was developed as a submission to—and formed the starting point of—the World Wide Web Consortium (W3C) Web Ontology Working Group. In 2004, the Web Ontology Working Group completed its work by issuing the OWL recommendation. The design of OWL is based on the S H {\displaystyle {\mathcal {SH}}} family of DL with OWL DL and OWL Lite based on S H O I N ( D ) {\displaystyle {\mathcal {SHOIN}}^{\mathcal {(D)}}} and S H I F ( D ) {\displaystyle {\mathcal {SHIF}}^{\mathcal {(D)}}} respectively. The W3C OWL Working Group began work in 2007 on a refinement of - and extension to - OWL. In 2009, this was completed by the issuance of the OWL2 recommendation. OWL2 is based on the description logic S R O I Q ( D ) {\displaystyle {\mathcal {SROIQ}}^{\mathcal {(D)}}} . Practical experience demonstrated that OWL DL lacked several key features necessary to model complex domains. == Modeling == === TBox vs Abox === In DL, a distinction is drawn between the so-called TBox (terminological box) and the ABox (assertional box). In general, the TBox contains sentences describing concept hierarchies (i.e., relations between concepts) while the ABox contains ground sentences stating where in the hierarchy, individuals belong (i.e., relations between individuals and concepts). For example, the statement: belongs in the TBox, while the statement: belongs in the ABox. Note that the TBox/ABox distinction is not significant, in the same sense that the two "kinds" of sentences are not treated differently in first-order logic (which subsumes most DL). When translated into first-order logic, a subsumption axiom like (1) is simply a conditional restriction to unary predicates (concepts) with only variables appearing in it. Clearly, a sentence of this form is not privileged or special over sentences in which only constants ("grounded" values) appear like (2). === Motivation for having Tbox and Abox === So why was the distinction introduced? The primary reason is that the separation can be useful when describing and formulating decision-procedures for various DL. For example, a reasoner might process the TBox and ABox separately, in part because certain key inference problems are tied to one but not the other one ('classification' is related to the TBox, 'instance checking' to the ABox). Another example is that the complexity of the TBox can greatly affect the performance of a given decision-procedure for a certain DL, independently of the ABox. Thus, it is useful to have a way to talk about that specific part of the knowledge base. The secondary reason is that the distinction can make sense from the knowledge base modeler's perspective. It is plausible to distinguish between our conception of terms/concepts in the world (class axioms in the TBox) and particular manifestations of those terms/concepts (instance assertions in the ABox). In the above example: when the hierarchy within a company is the same in every branch but the assignment to employees is different in every department (because there are other people working there), it makes sense to reuse the TBox for different branches that do not use the same ABox. There are two features of description logic that are not shared by most other data description formalisms: DL does not make the unique name assumption (UNA) or the closed-world assumption (CWA). Not having UNA means that two concepts with different names may be allowed by some inference to be shown to be equivalent. Not having CWA, or rather having the open world assumption (OWA) means that
Instance-based learning
In machine learning, instance-based learning (sometimes called memory-based learning) is a family of learning algorithms that, instead of performing explicit generalization, compare new problem instances with instances seen in training, which have been stored in memory. Because computation is postponed until a new instance is observed, these algorithms are sometimes referred to as "lazy." It is called instance-based because it constructs hypotheses directly from the training instances themselves. This means that the hypothesis complexity can grow with the data: in the worst case, a hypothesis is a list of n training items and the computational complexity of classifying a single new instance is O(n). One advantage that instance-based learning has over other methods of machine learning is its ability to adapt its model to previously unseen data. Instance-based learners may simply store a new instance or throw an old instance away. Examples of instance-based learning algorithms are the k-nearest neighbors algorithm, kernel machines and RBF networks. These store (a subset of) their training set; when predicting a value/class for a new instance, they compute distances or similarities between this instance and the training instances to make a decision. To battle the memory complexity of storing all training instances, as well as the risk of overfitting to noise in the training set, instance reduction algorithms have been proposed.
Information space analysis
Within the field of information science, information space analysis is a deterministic method, enhanced by machine intelligence, for locating and assessing resources for team-centric efforts. Organizations need to be able to quickly assemble teams backed by the support services, information, and material to do the job. To do so, these teams need to find and assess sources of services that are potential participants in the team effort. To support this initial team and resource development, information needs to be developed via analysis tools that help make sense of sets of data sources in an Intranet or Internet. Part of the process is to characterize them, partition them, and sort and filter them. These tools focus on three key issues in forming a collaborative team: Help individuals responsible for forming the team understand what is available. Assist team members in identifying the structure and categorize the information available to them in a manner specifically suited to the task at hand. Aid team members to understand the mappings of their information between their organization and that used by others who might participate. Information space analysis tools combine multiple methods to assist in this task. This causes the tools to be particularly well-suited to integrating additional technologies in order to create specialized systems.
Pedagogical agent
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.