Institut für Informatik und Computational Science
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In this paper, we consider counting and projected model counting of extensions in abstract argumentation for various semantics. When asking for projected counts we are interested in counting the number of extensions of a given argumentation framework while multiple extensions that are identical when restricted to the projected arguments count as only one projected extension. We establish classical complexity results and parameterized complexity results when the problems are parameterized by treewidth of the undirected argumentation graph. To obtain upper bounds for counting projected extensions, we introduce novel algorithms that exploit small treewidth of the undirected argumentation graph of the input instance by dynamic programming (DP). Our algorithms run in time double or triple exponential in the treewidth depending on the considered semantics. Finally, we take the exponential time hypothesis (ETH) into account and establish lower bounds of bounded treewidth algorithms for counting extensions and projected extension.
A distinguishing feature of Answer Set Programming is that all atoms belonging to a stable model must be founded. That is, an atom must not only be true but provably true. This can be made precise by means of the constructive logic of Here-and-There, whose equilibrium models correspond to stable models. One way of looking at foundedness is to regard Boolean truth values as ordered by letting true be greater than false. Then, each Boolean variable takes the smallest truth value that can be proven for it. This idea was generalized by Aziz to ordered domains and applied to constraint satisfaction problems. As before, the idea is that a, say integer, variable gets only assigned to the smallest integer that can be justified. In this paper, we present a logical reconstruction of Aziz’ idea in the setting of the logic of Here-and-There. More precisely, we start by defining the logic of Here-and-There with lower bound founded variables along with its equilibrium models and elaborate upon its formal properties. Finally, we compare our approach with related ones and sketch future work.
The target article discusses the question of how educational makerspaces can become places supportive of knowledge construction. This question is too often neglected by people who run makerspaces, as they mostly explain how to use different tools and focus on the creation of a product. In makerspaces, often pupils also engage in physical computing activities and thus in the creation of interactive artifacts containing embedded systems, such as smart shoes or wristbands, plant monitoring systems or drink mixing machines. This offers the opportunity to reflect on teaching physical computing in computer science education, where similarly often the creation of the product is so strongly focused upon that the reflection of the learning process is pushed into the background.