TY  - JOUR
A1  - Cabalar, Pedro
A1  - Fandinno, Jorge
A1  - Garea, Javier
A1  - Romero, Javier
A1  - Schaub, Torsten H.
T1  - Eclingo
BT  - a solver for epistemic logic programs
JF  - Theory and practice of logic programming
N2  - We describe eclingo, a solver for epistemic logic programs under Gelfond 1991 semantics built upon the Answer Set Programming system clingo. The input language of eclingo uses the syntax extension capabilities of clingo to define subjective literals that, as usual in epistemic logic programs, allow for checking the truth of a regular literal in all or in some of the answer sets of a program. The eclingo solving process follows a guess and check strategy. It first generates potential truth values for subjective literals and, in a second step, it checks the obtained result with respect to the cautious and brave consequences of the program. This process is implemented using the multi-shot functionalities of clingo. We have also implemented some optimisations, aiming at reducing the search space and, therefore, increasing eclingo 's efficiency in some scenarios. Finally, we compare the efficiency of eclingo with two state-of-the-art solvers for epistemic logic programs on a pair of benchmark scenarios and show that eclingo generally outperforms their obtained results.
KW  - Answer Set Programming
KW  - Epistemic Logic Programs
KW  - Non-Monotonic
KW  - Reasoning
KW  - Conformant Planning
Y1  - 2020
U6  - https://doi.org/10.1017/S1471068420000228
SN  - 1471-0684
SN  - 1475-3081
VL  - 20
IS  - 6
SP  - 834
EP  - 847
PB  - Cambridge Univ. Press
CY  - New York
ER  - 
TY  - JOUR
A1  - Vock, Miriam
A1  - Preckel, Franzis
A1  - Rolling, Heinz
T1  - Mental abilities and school achievement a test of a mediation hypothesis
JF  - Intelligence
N2  - This study analyzes the interplay of four cognitive abilities - reasoning, divergent thinking, mental speed, and short-term memory - and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states that the complex cognitive abilities of reasoning and divergent thinking mediate the influence of the basic cognitive abilities of mental speed and short-term memory on achievement. We administered a comprehensive test battery and analyzed the data through structural equation modeling while controlling for the cluster structure of the data. Our findings support the notion that mental speed and short-term memory, as ability factors reflecting basic cognitive processes, exert an indirect influence on academic achievement by affecting reasoning and divergent thinking (total indirect effects: beta=.22 and .24. respectively). Short-term memory also directly affects achievement (beta=.22).
KW  - Academic achievement
KW  - Mental speed
KW  - Short-term memory
KW  - Reasoning
KW  - Divergent thinking
KW  - Grades
KW  - Prediction
Y1  - 2011
U6  - https://doi.org/10.1016/j.intell.2011.06.006
SN  - 0160-2896
VL  - 39
IS  - 5
SP  - 357
EP  - 369
PB  - Elsevier
CY  - New York
ER  -