Abstract
Learning is considered as an essential aspect of intelligence. It takes usually place in some context where one learns from an environment. There are various forms of learning: How to learn and what to learn. Here we are concerned with learning of informal concepts. Informal concepts occur in many forms: Heuristics, personal judgements, utterances about taste etc. Such concepts provide to major difficulties:
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1)
Informal concepts do not have a precise definition and often not a definition at all.
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Informal concepts are subjective and their interpretation depends on persons or groups of persons.
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Not the concepts themselves play the major role but rather the way one uses them. The use is manifold but mainly connected with decisions for or against a behavior or an action.
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4)
The concepts and the use of the concepts have to be learned.
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There is no sharp measurement of what the meaning of ‘successful learning’ is: The learning success is again something imprecise. As a consequence, the approximation character of the learning process is central.
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Richter, M.M. (2003). Learning Similarities for Informally Defined Objects. In: Kühn, R., Menzel, R., Menzel, W., Ratsch, U., Richter, M.M., Stamatescu, IO. (eds) Adaptivity and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-05594-6_23
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DOI: https://doi.org/10.1007/978-3-662-05594-6_23
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