Logical Settings for Concept-Learning

Three different forrnalizations of concept-learning in logic (as well as some variants) are analyzed and related. It is shown that learning from interpretations reduces to learning from entailment, which in turn reduces to learning from satisfiability. The implications of this result for inductive logic programming and computational learning theory are then discussed, and guidelines for choosing a problem-setting are formulated. @ 1997 Elsevier Science B.V.