Computer Recognition of Three-Dimensional Objects in a Visual Scene

Methods are presented (1) to partition or decompose a visual scene into the bodies forming it; (2) to position these bodies in three-dimensional space, by combining two scenes that make a stereoscopic pair; (3) to find the regions or zones of a visual scene that belong to its background; (4) to carry out the isolation of objects in (1) when the input has inaccuracies. Running computer programs implement the methods, and many examples illustrate their behavior. The input is a two-dimensional line-drawing of the scene, assumed to contain three-dimensional bodies possessing flat faces (polyhedra); some of them may be partially occluded. Suggestions are made for extending the work to curved objects. Some comparisons are made with human visual perception. The main conclusion is that it is possible to separate a picture or scene into the constituent objects exclusively on the basis of monocular geometric properties (on the basis of pure form); in fact, successful methods are shown.

Natural Language Input for a Computer Problem Solving System

The STUDENT problem solving system, programmed in LISP, accepts as input a comfortable but restricted subset of English which can express a wide variety of algebra story problems. STUDENT finds the solution to a large class of these problems. STUDENT can utilize a store of global information not specific to any one problem, and may make assumptions about the interpretation of ambiguities in the wording of the problem being solved. If it uses such information or makes any assumptions, STUDENT communicates this fact to the user. The thesis includes a summary of other English language questions-answering systems. All these systems, and STUDENT, are evaluated according to four standard criteria. The linguistic analysis in STUDENT is a first approximation to the analytic portion of a semantic theory of discourse outlined in the thesis. STUDENT finds the set of kernel sentences which are the base of the input discourse, and transforms this sequence of kernel sentences into a set of simultaneous equations which form the semantic base of the STUDENT system. STUDENT then tries to solve this set of equations for the values of requested unknowns. If it is successful it gives the answers in English. If not, STUDENT asks the user for more information, and indicates the nature of the desired information. The STUDENT system is a first step toward natural language communication with computers. Further work on the semantic theory proposed should result in much more sophisticated systems.

SIR: A Computer Program for Semantic Information Retrieval

SIR is a computer system, programmed in the LISP language, which accepts information and answers questions expressed in a restricted form of English. This system demonstrates what can reasonably be called an ability to "understand" semantic information. SIR's semantic and deductive ability is based on the construction of an internal model, which uses word associations and property lists, for the relational information normally conveyed in conversational statements. A format-matching procedure extracts semantic content from English sentences. If an input sentence is declarative, the system adds appropriate information to the model. If an input sentence is a question, the system searches the model until it either finds the answer or determines why it cannot find the answer. In all cases SIR reports its conclusions. The system has some capacity to recognize exceptions to general rules, resolve certain semantic ambiguities, and modify its model structure in order to save computer memory space. Judging from its conversational ability, SIR, is a first step toward intelligent man-machine communication. The author proposes a next step by describing how to construct a more general system which is less complex and yet more powerful than SIR. This proposed system contains a generalized version of the SIR model, a formal logical system called SIR1, and a computer program for testing the truth of SIR1 statements with respect to the generalized model by using partial proof procedures in the predicate calculus. The thesis also describes the formal properties of SIR1 and how they relate to the logical structure of SIR.

PILOT: A Step Toward Man-Computer Symbiosis

PILOT is a programming system constructed in LISP. It is designed to facilitate the development of programs by easing the familiar sequence: write some code, run the program, make some changes, write some more code, run the program again, etc. As a program becomes more complex, making these changes becomes harder and harder because the implications of changes are harder to anticipate. In the PILOT system, the computer plays an active role in this evolutionary process by providing the means whereby changes can be effected immediately, and in ways that seem natural to the user. The user of PILOT feels that he is giving advice, or making suggestions, to the computer about the operation of his programs, and that the system then performs the work necessary. The PILOT system is thus an interface between the user and his program, monitoring both in the requests of the user and operation of his program. The user may easily modify the PILOT system itself by giving it advice about its own operation. This allows him to develop his own language and to shift gradually onto PILOT the burden of performing routine but increasingly complicated tasks. In this way, he can concentrate on the conceptual difficulties in the original problem, rather than on the niggling tasks of editing, rewriting, or adding to his programs. Two detailed examples are presented. PILOT is a first step toward computer systems that will help man to formulate problems in the same way they now help him to solve them. Experience with it supports the claim that such "symbiotic systems" allow the programmer to attack and solve more difficult problems.

Compliance and Force Control for Computer Controlled Manipulators

Compliant motion occurs when the manipulator position is constrained by the task geometry. Compliant motion may be produced either by a passive mechanical compliance built in to the manipulator, or by an active compliance implemented in the control servo loop. The second method, called force control, is the subject of this report. In particular, this report presents a theory of force control based on formal models of the manipulator, and the task geometry. The ideal effector is used to model the manipulator, and the task geometry is modeled by the ideal surface, which is the locus of all positions accessible to the ideal effector. Models are also defined for the goal trajectory, position control, and force control.

Flexibility and Efficiency in a Computer Program for Designing Circuits

This report is concerned with the problem of achieving flexibility (additivity, modularity) and efficiency (performance, expertise) simultaneously in one AI program. It deals with the domain of elementary electronic circuit design. The proposed solution is to provide a deduction-driven problem solver with built-in-control-structure concepts. This problem solver and its knowledge base in the applicaitn areas of design and electronics are descrbed. The prgram embodying it is being used to explore the solutionof some modest problems in circuit design. It is concluded that shallow reasoning about problem-solver plans is necessary for flexibility, and can be implemented with reasonable efficiency.

The Definition and Implementation of a Computer Programming Language Based on Constraints

The constraint paradigm is a model of computation in which values are deduced whenever possible, under the limitation that deductions be local in a certain sense. One may visualize a constraint 'program' as a network of devices connected by wires. Data values may flow along the wires, and computation is performed by the devices. A device computes using only locally available information (with a few exceptions), and places newly derived values on other, locally attached wires. In this way computed values are propagated. An advantage of the constraint paradigm (not unique to it) is that a single relationship can be used in more than one direction. The connections to a device are not labelled as inputs and outputs; a device will compute with whatever values are available, and produce as many new values as it can. General theorem provers are capable of such behavior, but tend to suffer from combinatorial explosion; it is not usually useful to derive all the possible consequences of a set of hypotheses. The constraint paradigm places a certain kind of limitation on the deduction process. The limitations imposed by the constraint paradigm are not the only one possible. It is argued, however, that they are restrictive enough to forestall combinatorial explosion in many interesting computational situations, yet permissive enough to allow useful computations in practical situations. Moreover, the paradigm is intuitive: It is easy to visualize the computational effects of these particular limitations, and the paradigm is a natural way of expressing programs for certain applications, in particular relationships arising in computer-aided design. A number of implementations of constraint-based programming languages are presented. A progression of ever more powerful languages is described, complete implementations are presented and design difficulties and alternatives are discussed. The goal approached, though not quite reached, is a complete programming system which will implicitly support the constraint paradigm to the same extent that LISP, say, supports automatic storage management.

Structure and Interpretation of Computer Programs

"The Structure and Interpretation of Computer Programs" is the entry-level subject in Computer Science at the Massachusetts Institute of Technology. It is required of all students at MIT who major in Electrical Engineering or in Computer Science, as one fourth of the "common core curriculum," which also includes two subjects on circuits and linear systems and a subject on the design of digital systems. We have been involved in the development of this subject since 1978, and we have taught this material in its present form since the fall of 1980 to approximately 600 students each year. Most of these students have had little or no prior formal training in computation, although most have played with computers a bit and a few have had extensive programming or hardware design experience. Our design of this introductory Computer Science subject reflects two major concerns. First we want to establish the idea that a computer language is not just a way of getting a computer to perform operations, but rather that it is a novel formal medium for expressing ideas about methodology. Thus, programs must be written for people to read, and only incidentally for machines to execute. Secondly, we believe that the essential material to be addressed by a subject at this level, is not the syntax of particular programming language constructs, nor clever algorithms for computing particular functions of efficiently, not even the mathematical analysis of algorithms and the foundations of computing, but rather the techniques used to control the intellectual complexity of large software systems.