Vještačka inteligencija – razlika između verzija
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[[Datoteka:HONDA ASIMO.jpg|thumb|right|250px|Hondin inteligentni humanoidni robot]]
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Za razliku od drugih oblasti, u vještačkoj inteligenciji ne postoji saglasnost oko jedne definicije, nego ih ima više zavisno od različitih pogleda i metoda za rješavanje problema.
=== Definicija i ciljevi ===
Uprkos vremenu koje je prošlo od kada je [[Džon Makarti (informatičar)|Džon Mekarti]] dao ime ovoj oblasti na konferenciji održanoj [[1956]]. godine u Dartmudu, nije nimalo lako tačno definisati sadržaj i dostignuća vještačke inteligencije.
Najvjerovatnije, jedna od najkraćih i najjednostavnijih karakteristika koja se pripisuje vještačkoj inteligenciji, parafrazirajući [[Marvin Minski|Marvina Minskog]], (jednog od stručnjaka i najpoznatijih istraživača vještačke inteligencije), je „konstruisanje računarskih sistema sa osobinama koje bi kod ljudskih bića bile okarakterisane kao inteligentne“.
=== Tjuringov test ===
U poznatom takozvanom [[Tjuringov test|Tjuringovom testu]], koji je [[Alan Tjuring]] opisao i objavio u jednom članku iz [[1950]]. godine, pod naslovom ''Computing machinery and intelligence'' (''Računske mašine i inteligencija''), predlaže se jedan eksperiment čiji je cilj otkrivanje inteligentog ponašanja jedne mašine.
Test polazi od jedne igre u kojoj ispitivač treba da pogodi [[pol]] dva interlokutora, A i B, a koji se nalaze u posebnim i odvojenim sobama. Iako oboje tvrde da su ženskog pola, u stvari radi se o muškarcu i ženi. U izvornom Tjuringovom prijedlogu urađena je izvjesna modifikacija, te je ženu zamijenio računar. Ispitivač treba da pogodi ko je od njih mašina, polazeći od njihovog međusobnog razgovora i imajući u vidu da oboje tvrde da su ljudi.
Zadatak treba postići uprkos činjenici da nijedan od interlokutora nije obavezan da govori istinu, te na primjer, mašina može odlučiti da da pogrešan rezultat jedne aritmetičke operacije, ili čak da ga saopšti mnogo kasnije kako bi varka bila uvjerljivija.
Po optimističkoj hipotezi samog Tjuringa, oko [[2000]]. godine, već je trebalo da postoje računari osposobljeni za igru ove igre dovoljno dobro, tako da prosječan ispitivač nema više od 70% šanse da uradi ispravnu identifikaciju, nakon pet minuta postavljanja pitanja.
Kada bi to danas zaista bilo tako, nalazili bi se pred jednom istinski inteligentnom mašinom, ili u najmanju ruku mašinom koja umije da se predstavi kao inteligentna.
Ne treba ni pomenuti da su Tjuringova predviđanja bila previše optimistična, što je bio vrlo čest slučaj u samim počecima razvoja oblasti vještačke inteligencije.
U stvarnosti problem nije samo vezan za sposobnost računara za obradu podataka, nego na prvom mjestu, za mogućnost programiranja računara sa sposobnostima za inteligentno ponašanje.
== Osnovni ciljevi istraživanja na polju vještačke inteligencije ==
Trenutno, kada su u pitanju istraživanja na polju vještačke inteligencije, moguće je postići dva komplementarna cilja, koji respektivno naglašavaju dva aspekta vještačke inteligencije, a to su teorijski i tehnološki aspekt.
Prvi cilj je studija ljudskih [[spoznaja|kognitivnih]] procesa uopšte, što potvrđuje definiciju [[Patrik Hejes|Patrika J. Hejesa]] - „studija inteligencije kao komputacije“, čime se vještačka inteligencija usmjerava ka jednoj svojevrsnoj studiji inteligentnog ponašanja kod ljudi.
=== Konstukcija programskih rješenja ===
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=== Ponašanje nasuprot rezonovanju ===
== Vještačka inteligencija u obrazovanju ==
San o računarima koji bi mogli da obrazuju učenike i studente, više decenija je inspirisao naučnike [[kognitivna nauka|kognitivne nauke]]. Prva generacija takvih sistema (nazvani ''Computer Aided Instruction'' ili ''Computer Based Instruction''), uglavnom su se zasnivali na [[hipertekst]]u. Struktura tih sistema se sastojala od prezentacije materijala i pitanja sa više izbora, koja šalju učenika na dalje informacije, u zavisnosti od odgovora na postavljena pitanja.
Naredna generacija ovih sistema ''Intelligent CAI'' ili ''Intelligent Tutoring Systems'', zasnivali su se na implementaciji znanja o određenoj temi, u sam računar. Postajala su dva tipa ovakvih sistema. Prvi je trenirao učenika u samom procesu rješavanja složenih problema, kao što je npr., prepoznavanje grešaka dizajna u jednom [[električna kola|električnom kolu]] ili pisanje računarskog programa. Drugi tip sistema je pokušavao da održava [[silogizam|silogistički dijalog]] sa studentima. Implementaciju drugog tipa sistema je bilo vrlo teško sprovesti u praksu, velikim dijelom zbog problema programiranja sistema za razumijevanje spontanog i prirodnog ljudskog jezika. Iz tog razloga, projektovano ih je samo nekoliko.
Tipični sistem za treniranje učenika i studenata se obično sastoji od četiri osnovne komponente.
# Prva kompoeneta je okruženje u kojem učenik ili student radi na rješavanju složenih zadataka. To može biti simulacija komponente ili komponenata elektronskih uređaja predstavljena kao serija problema koje student treba da riješi.
# Druga komponenta je [[ekspertski sistemi|ekspertski sistem]] koji može riještiti predstavljene probleme na kojima student radi.
# Treću čini jedan poseban modul koji može uporediti rješenja koja nudi student sa onima koje su ugrađene u ekspertski sistem i njegov cilj je da prepozna studentov plan za rješenje problema, kao i koje dijelove znanja najvjerovatnije student koristi.
# Četvrtu čini [[pedagogija|pedagoški]] modul koji sugeriše zadatke koje treba riješiti, odgovara na pitanja studenta i ukazuje mu na moguće greške. Odgovori na pitanja studenta i sugestije za planiranje rješavanja zadataka, zasnivaju se na prikupljenim podacima iz prethodnog modula.
Svaka od ovih komponenata može koristiti tehnologiju vještačke inteligencije. Okruženje može sadržati sofisticiranu simulaciju ili [[inteligentni agent|inteligentnog agenta]], odnosno simuliranog studenta ili čak oponenta studentu. Modul koji čini ekspertski sistem se sastoji od klasičnih problema vještačke inteligencije, kao što su prepoznavanje plana i rezonovanje nad problemima koji uključuju neizvjesnost. Zadatak pedagoškog modula je nadgledanje plana instrukcije i njegovo adaptiranje na osnovu novih informacija o kompetentnosti studenta za rješavanje problema. Uprkos složenosti sistema za treniranje učenika i studenata, projektovani su u velikom broju, a neki od njih se regularno koriste u školama, [[industrija|industriji]] i za [[vojska|vojne instrukcije]].
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{{refend}}
== Vanjske veze ==
{{commonscat|Artificial intelligence}}
* {{sr}} ''[http://www.matf.bg.ac.rs/~janicic/courses/vi.pdf Predrag Janičić, Mladen Nikolić, Veštačka inteligencija]''
* {{sr}} ''[http://solair.eunet.rs/~ilicv/AI_index.htm Velibor Ilić, Veštačka inteligencija]''
* {{en}} ''[http://aied.inf.ed.ac.uk/ International Journal of Artificial Intelligence in Education (IJAIED)]'' - slobodan pristup člancima do broja 16. (2006)
* [http://www-formal.stanford.edu/jmc/whatisai/whatisai.html What Is AI?] – An introduction to artificial intelligence by AI founder John McCarthy.
* [https://archive.org/details/handbookofartific01barr/ The Handbook of Artificial Intelligence Volume Ⅰ by Avron Barr and Edward A. Feigenbaum (Stanford University)]
* {{dmoz|Computers/Artificial_Intelligence/|AI}}
* [http://www.singularityweblog.com/practopoiesis/ Cybernetics] and AI
[[Kategorija:Umjetna inteligencija]]
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