{"id":15558,"date":"2018-03-09T09:02:46","date_gmt":"2018-03-09T09:02:46","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/identificacion-automatica-de-objetivos-parciales-mediante-logica-borrosa-y-programacion-genetica-dirigida-por-gramatica\/"},"modified":"2018-03-09T09:02:46","modified_gmt":"2018-03-09T09:02:46","slug":"identificacion-automatica-de-objetivos-parciales-mediante-logica-borrosa-y-programacion-genetica-dirigida-por-gramatica","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/matematicas\/identificacion-automatica-de-objetivos-parciales-mediante-logica-borrosa-y-programacion-genetica-dirigida-por-gramatica\/","title":{"rendered":"Identificaci\u00f3n autom\u00e1tica de objetivos parciales mediante l\u00f3gica borrosa y programaci\u00f3n gen\u00e9tica dirigida por gram\u00e1tica"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Santiago Garcia Carbajal <\/strong><\/h2>\n<p>En el caso de aprendizaje por refuerzo existen dos enfoques que se han venido utilizando sobre problemas de control y planfificaci\u00f3n.  en este tesis se aplican t\u00e9cnicas de computaci\u00f3n evolutiva a diversos problemas cl\u00e1sico en este campo y a un problema de control real: la inducci\u00f3n de la pol\u00edtica de control de una central t\u00e9rmica.  la metodolog\u00eda desarrolla est\u00e1 basada en la utilizaci\u00f3n de t\u00e9cnicas de programaci\u00f3n gen\u00e9tica dirigida por gram\u00e1ticas que permiten la introducci\u00f3n autom\u00e1tica de conocimiento experto en el algoritmo de aprendizaje.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Identificaci\u00f3n autom\u00e1tica de objetivos parciales mediante l\u00f3gica borrosa y programaci\u00f3n gen\u00e9tica dirigida por gram\u00e1tica<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Identificaci\u00f3n autom\u00e1tica de objetivos parciales mediante l\u00f3gica borrosa y programaci\u00f3n gen\u00e9tica dirigida por gram\u00e1tica <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Santiago Garcia Carbajal <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Oviedo<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 13\/02\/2002<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Luciano S\u00e1nchez Ramos<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Juan  ram\u00f3n Velasco p\u00e9rez <\/li>\n<li>oscar Cord\u00f3n Garc\u00eda (vocal)<\/li>\n<li>pablo Bustos garcia de castro (vocal)<\/li>\n<li>Mar\u00eda Jos\u00e9 Del Jes\u00fas d\u00edaz (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Santiago Garcia Carbajal En el caso de aprendizaje por refuerzo existen dos enfoques que se han venido [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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