We describe a simple scheme that allows an agent to learn about its environment in an unsupervised manner. Our scheme pits two versions of the same agent, Alice and Bob, against one another. Alice proposes a task for Bob to complete; and then Bob attempts to complete the task. In this work we will focus on two kinds of environments: (nearly) reversible environments and environments that can be reset. Alice will "propose" the task by doing a sequence of actions and then Bob must undo or repeat them, respectively. Via an appropriate reward structure, Alice and Bob automatically generate a curriculum of exploration, enabling unsupervised training of the agent. When Bob is deployed on an RL task within the environment, this unsupervised training reduces the number of supervised episodes needed to learn, and in some cases converges to a higher reward.
Curriculum learning is widely used in many machine learning approaches. Typically however, the curriculum requires at least some manual specification. A key point about our work is that Alice and Bob devise their own curriculum entirely automatically. Previous automatic approaches, such as @cite_3 , rely on monitoring training error. But since ours is unsupervised, no training labels are required either.
@cite_3
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Machine translation systems based on deep neural networks are expensive to train. Curriculum learning aims to address this issue by choosing the order in which samples are presented during training to help train better models faster. We adopt a probabilistic view of curriculum learning, which lets us flexibly evaluate the impact of curricula design, and perform an extensive exploration on a German-English translation task. Results show that it is possible to improve convergence time at no loss in translation quality. However, results are highly sensitive to the choice of sample difficulty criteria, curriculum schedule and other hyperparameters. We propose Teacher-Student Curriculum Learning (TSCL), a framework for automatic curriculum learning, where the Student tries to learn a complex task and the Teacher automatically chooses subtasks from a given set for the Student to train on. We describe a family of Teacher algorithms that rely on the intuition that the Student should practice more those tasks on which it makes the fastest progress, i.e. where the slope of the learning curve is highest. In addition, the Teacher algorithms address the problem of forgetting by also choosing tasks where the Student's performance is getting worse. We demonstrate that TSCL matches or surpasses the results of carefully hand-crafted curricula in two tasks: addition of decimal numbers with LSTM and navigation in Minecraft. Using our automatically generated curriculum enabled to solve a Minecraft maze that could not be solved at all when training directly on solving the maze, and the learning was an order of magnitude faster than uniform sampling of subtasks. Our first contribution in this paper is a theoretical investigation of curriculum learning in the context of stochastic gradient descent when optimizing the least squares loss function. We prove that the rate of convergence of an ideal curriculum learning method in monotonically increasing with the difficulty of the examples, and that this increase in convergence rate is monotonically decreasing as training proceeds. In our second contribution we analyze curriculum learning in the context of training a CNN for image classification. Here one crucial problem is the means to achieve a curriculum. We describe a method which infers the curriculum by way of transfer learning from another network, pre-trained on a different task. While this approach can only approximate the ideal curriculum, we observe empirically similar behavior to the one predicted by the theory, namely, a significant boost in convergence speed at the beginning of training. When the task is made more difficult, improvement in generalization performance is observed. Finally, curriculum learning exhibits robustness against unfavorable conditions such as strong regularization. Unlike machines, humans learn through rapid, Abstract model-building. The role of a teacher is not simply to hammer home right or wrong answers, but rather to provide intuitive comments, comparisons, and explanations to a pupil. This is what the Learning Under Privileged Information (LUPI) paradigm endeavors to model by utilizing extra knowledge only available during training. We propose a new LUPI algorithm specifically designed for Convolutional Neural Networks (CNNs) and Recurrent Neural Networks (RNNs). We propose to use a heteroscedastic dropout (i.e. dropout with a varying variance) and make the variance of the dropout a function of privileged information. Intuitively, this corresponds to using the privileged information to control the uncertainty of the model output. We perform experiments using CNNs and RNNs for the tasks of image classification and machine translation. Our method significantly increases the sample efficiency during learning, resulting in higher accuracy with a large margin when the number of training examples is limited. We also theoretically justify the gains in sample efficiency by providing a generalization error bound decreasing with O(1 n), where n is the number of training examples, in an oracle case. In classic supervised learning, a learning algorithm takes a fixed training data of several classes to build a classifier. In this paper, we propose to study a new problem, i.e., building a learning system that learns cumulatively. As time goes by, the system sees and learns more and more classes of data and becomes more and more knowledgeable. We believe that this is similar to human learning. We humans learn continuously, retaining the learned knowledge, identifying and learning new things, and updating the existing knowledge with new experiences. Over time, we cumulate more and more knowledge. A learning system should be able to do the same. As algorithmic learning matures, it is time to tackle this cumulative machine learning (or simply cumulative learning) problem, which is a kind of lifelong machine learning problem. It presents two major challenges. First, the system must be able to detect data from unseen classes in the test set. Classic supervised learning, however, assumes all classes in testing are known or seen at the training time. Second, the system needs to be able to selectively update its models whenever a new class of data arrives without re-training the whole system using the entire past and present training data. This paper proposes a novel approach and system to tackle these challenges. Experimental results on two datasets with learning from 2 classes to up to 100 classes show that the proposed approach is highly promising in terms of both classification accuracy and computational efficiency. We present an approach to Intelligent Tutoring Systems which adaptively personalizes sequences of learning activities to maximize skills acquired by students, taking into account the limited time and motivational resources. At a given point in time, the system proposes to the students the activity which makes them progress faster. We introduce two algorithms that rely on the empirical estimation of the learning progress, RiARiT that uses information about the difficulty of each exercise and ZPDES that uses much less knowledge about the problem. The system is based on the combination of three approaches. First, it leverages recent models of intrinsically motivated learning by transposing them to active teaching, relying on empirical estimation of learning progress provided by specific activities to particular students. Second, it uses state-of-the-art Multi-Arm Bandit (MAB) techniques to efficiently manage the exploration exploitation challenge of this optimization process. Third, it leverages expert knowledge to constrain and bootstrap initial exploration of the MAB, while requiring only coarse guidance information of the expert and allowing the system to deal with didactic gaps in its knowledge. The system is evaluated in a scenario where 7-8 year old schoolchildren learn how to decompose numbers while manipulating money. Systematic experiments are presented with simulated students, followed by results of a user study across a population of 400 school children. Teaching plays a very important role in our society, by spreading human knowledge and educating our next generations. A good teacher will select appropriate teaching materials, impact suitable methodologies, and set up targeted examinations, according to the learning behaviors of the students. In the field of artificial intelligence, however, one has not fully explored the role of teaching, and pays most attention to machine . In this paper, we argue that equal attention, if not more, should be paid to teaching, and furthermore, an optimization framework (instead of heuristics) should be used to obtain good teaching strategies. We call this approach learning to teach''. In the approach, two intelligent agents interact with each other: a student model (which corresponds to the learner in traditional machine learning algorithms), and a teacher model (which determines the appropriate data, loss function, and hypothesis space to facilitate the training of the student model). The teacher model leverages the feedback from the student model to optimize its own teaching strategies by means of reinforcement learning, so as to achieve teacher-student co-evolution. To demonstrate the practical value of our proposed approach, we take the training of deep neural networks (DNN) as an example, and show that by using the learning to teach techniques, we are able to use much less training data and fewer iterations to achieve almost the same accuracy for different kinds of DNN models (e.g., multi-layer perceptron, convolutional neural networks and recurrent neural networks) under various machine learning tasks (e.g., image classification and text understanding). We present two approaches to use unlabeled data to improve Sequence Learning with recurrent networks. The first approach is to predict what comes next in a sequence, which is a language model in NLP. The second approach is to use a sequence autoencoder, which reads the input sequence into a vector and predicts the input sequence again. These two algorithms can be used as a "pretraining" algorithm for a later supervised sequence learning algorithm. In other words, the parameters obtained from the pretraining step can then be used as a starting point for other supervised training models. In our experiments, we find that long short term memory recurrent networks after pretrained with the two approaches become more stable to train and generalize better. With pretraining, we were able to achieve strong performance in many classification tasks, such as text classification with IMDB, DBpedia or image recognition in CIFAR-10. Collecting well-annotated image datasets to train modern machine learning algorithms is prohibitively expensive for many tasks. One appealing alternative is rendering synthetic data where ground-truth annotations are generated automatically. Unfortunately, models trained purely on rendered images often fail to generalize to real images. To address this shortcoming, prior work introduced unsupervised domain adaptation algorithms that attempt to map representations between the two domains or learn to extract features that are domain-invariant. In this work, we present a new approach that learns, in an unsupervised manner, a transformation in the pixel space from one domain to the other. Our generative adversarial network (GAN)-based method adapts source-domain images to appear as if drawn from the target domain. Our approach not only produces plausible samples, but also outperforms the state-of-the-art on a number of unsupervised domain adaptation scenarios by large margins. Finally, we demonstrate that the adaptation process generalizes to object classes unseen during training. Discriminative learning methods are widely used in natural language processing. These methods work best when their training and test data are drawn from the same distribution. For many NLP tasks, however, we are confronted with new domains in which labeled data is scarce or non-existent. In such cases, we seek to adapt existing models from a resource-rich source domain to a resource-poor target domain. We introduce structural correspondence learning to automatically induce correspondences among features from different domains. We test our technique on part of speech tagging and show performance gains for varying amounts of source and target training data, as well as improvements in target domain parsing accuracy using our improved tagger. While most supervised machine learning models assume that training examples are sampled at random or adversarially, this article is concerned with models of learning from a cooperative teacher that selects "helpful" training examples. The number of training examples a learner needs for identifying a concept in a given class C of possible target concepts (sample complexity of C) is lower in models assuming such teachers, that is, "helpful" examples can speed up the learning process. The problem of how a teacher and a learner can cooperate in order to reduce the sample complexity, yet without using "coding tricks", has been widely addressed. Nevertheless, the resulting teaching and learning protocols do not seem to make the teacher select intuitively "helpful" examples. The two models introduced in this paper are built on what we call subset teaching sets and recursive teaching sets. They extend previous models of teaching by letting both the teacher and the learner exploit knowing that the partner is cooperative. For this purpose, we introduce a new notion of "coding trick" "collusion". We show how both resulting sample complexity measures (the subset teaching dimension and the recursive teaching dimension) can be arbitrarily lower than the classic teaching dimension and known variants thereof, without using coding tricks. For instance, monomials can be taught with only two examples independent of the number of variables. The subset teaching dimension turns out to be nonmonotonic with respect to subclasses of concept classes. We discuss why this nonmonotonicity might be inherent in many interesting cooperative teaching and learning scenarios. A common obstacle preventing the rapid deployment of supervised machine learning algorithms is the lack of labeled training data. This is particularly expensive to obtain for structured prediction tasks, where each training instance may have multiple, interacting labels, all of which must be correctly annotated for the instance to be of use to the learner. Traditional active learning addresses this problem by optimizing the order in which the examples are labeled to increase learning efficiency. However, this approach does not consider the difficulty of labeling each example, which can vary widely in structured prediction tasks. For example, the labeling predicted by a partially trained system may be easier to correct for some instances than for others. We propose a new active learning paradigm which reduces not only how many instances the annotator must label, but also how difficult each instance is to annotate. The system also leverages information from partially correct predictions to efficiently solicit annotations from the user. We validate this active learning framework in an interactive information extraction system, reducing the total number of annotation actions by 22 . In many complex machine learning applications there is a need to learn multiple interdependent output variables, where knowledge of these interdependencies can be exploited to improve the global performance. Typically, these structured output scenarios are also characterized by a high cost associated with obtaining supervised training data, motivating the study of active learning for these situations. Starting with active learning approaches for multiclass classification, we first design querying functions for selecting entire structured instances, exploring the tradeoff between selecting instances based on a global margin or a combination of the margin of local classifiers. We then look at the setting where subcomponents of the structured instance can be queried independently and examine the benefit of incorporating structural information in such scenarios. Empirical results on both synthetic data and the semantic role labeling task demonstrate a significant reduction in the need for supervised training data when using the proposed methods. In many real world applications we do not have access to fully-labeled training data, but only to a list of possible labels. This is the case, e.g., when learning visual classifiers from images downloaded from the web, using just their text captions or tags as learning oracles. In general, these problems can be very difficult. However most of the time there exist different implicit sources of information, coming from the relations between instances and labels, which are usually dismissed. In this paper, we propose a semi-supervised framework to model this kind of problems. Each training sample is a bag containing multi-instances, associated with a set of candidate labeling vectors. Each labeling vector encodes the possible labels for the instances in the bag, with only one being fully correct. The use of the labeling vectors provides a principled way not to exclude any information. We propose a large margin discriminative formulation, and an efficient algorithm to solve it. Experiments conducted on artificial datasets and a real-world images and captions dataset show that our approach achieves performance comparable to an SVM trained with the ground-truth labels, and outperforms other baselines. Some machine learning applications involve training data that is sensitive, such as the medical histories of patients in a clinical trial. A model may inadvertently and implicitly store some of its training data; careful analysis of the model may therefore reveal sensitive information. @PARASPLIT To address this problem, we demonstrate a generally applicable approach to providing strong privacy guarantees for training data: Private Aggregation of Teacher Ensembles (PATE). The approach combines, in a black-box fashion, multiple models trained with disjoint datasets, such as records from different subsets of users. Because they rely directly on sensitive data, these models are not published, but instead used as ''teachers'' for a ''student'' model. The student learns to predict an output chosen by noisy voting among all of the teachers, and cannot directly access an individual teacher or the underlying data or parameters. The student's privacy properties can be understood both intuitively (since no single teacher and thus no single dataset dictates the student's training) and formally, in terms of differential privacy. These properties hold even if an adversary can not only query the student but also inspect its internal workings. @PARASPLIT Compared with previous work, the approach imposes only weak assumptions on how teachers are trained: it applies to any model, including non-convex models like DNNs. We achieve state-of-the-art privacy utility trade-offs on MNIST and SVHN thanks to an improved privacy analysis and semi-supervised learning. This work presents a general unsupervised learning method to improve the accuracy of sequence to sequence (seq2seq) models. In our method, the weights of the encoder and decoder of a seq2seq model are initialized with the pretrained weights of two language models and then fine-tuned with labeled data. We apply this method to challenging benchmarks in machine translation and abstractive summarization and find that it significantly improves the subsequent supervised models. Our main result is that pretraining improves the generalization of seq2seq models. We achieve state-of-the art results on the WMT English @math German task, surpassing a range of methods using both phrase-based machine translation and neural machine translation. Our method achieves a significant improvement of 1.3 BLEU from the previous best models on both WMT'14 and WMT'15 English @math German. We also conduct human evaluations on abstractive summarization and find that our method outperforms a purely supervised learning baseline in a statistically significant manner. Collecting well-annotated image datasets to train modern machine learning algorithms is prohibitively expensive for many tasks. One appealing alternative is rendering synthetic data where ground-truth annotations are generated automatically. Unfortunately, models trained purely on rendered images fail to generalize to real images. To address this shortcoming, prior work introduced unsupervised domain adaptation algorithms that have tried to either map representations between the two domains, or learn to extract features that are domain-invariant. In this work, we approach the problem in a new light by learning in an unsupervised manner a transformation in the pixel space from one domain to the other. Our generative adversarial network (GAN)-based method adapts source-domain images to appear as if drawn from the target domain. Our approach not only produces plausible samples, but also outperforms the state-of-the-art on a number of unsupervised domain adaptation scenarios by large margins. Finally, we demonstrate that the adaptation process generalizes to object classes unseen during training. Unsupervised representation learning algorithms such as word2vec and ELMo improve the accuracy of many supervised NLP models, mainly because they can take advantage of large amounts of unlabeled text. However, the supervised models only learn from task-specific labeled data during the main training phase. We therefore propose Cross-View Training (CVT), a semi-supervised learning algorithm that improves the representations of a Bi-LSTM sentence encoder using a mix of labeled and unlabeled data. On labeled examples, standard supervised learning is used. On unlabeled examples, CVT teaches auxiliary prediction modules that see restricted views of the input (e.g., only part of a sentence) to match the predictions of the full model seeing the whole input. Since the auxiliary modules and the full model share intermediate representations, this in turn improves the full model. Moreover, we show that CVT is particularly effective when combined with multi-task learning. We evaluate CVT on five sequence tagging tasks, machine translation, and dependency parsing, achieving state-of-the-art results. Machine learning research has, to a great extent, ignored an important aspect of many real world applications: time. Existing concept learners predominantly operate on a static set of attributes; for example, classifying flowers described by leaf size, pet al colour and pet al count. However, many real datasets are not static; they cannot sensibly be represented as a fixed set of attributes. Rather, the examples are expressed as features that vary temporally, and it is the temporal variation itself that is used for classification. Consider a simple gesture recognition domain, in which the temporal features are the position of the hands, finger bends, and so on. Looking at the position of the hand at one point in time is not likely to lead to a successful classification; it is only by analysing changes in position that recognition is possible. This thesis presents a new technique for temporal classification. By extracting sub-events from the training instances and parameterising them to allow feature construction for a subsequent learning process, it is able to employ background knowledge and express learnt concepts in terms of the background knowledge. The novel results of the thesis are: a temporal learner capable of producing comprehensible and accurate classifiers for multivariate time series that can learn from a small number of instances and can integrate non-temporal features; a feature construction technique that parameterises sub-events of the training set and clusters them to construct features for a propositional learner; and a technique for post-processing classification rules produced by the learner to give a comprehensible description expressed in the same form as the original background knowledge. The thesis discusses the implementation of TClass, a temporal learner. Results show rules that are comprehensible in many cases and accuracy results close to or better than existing technique—over 98 per cent for sign language and 72 per cent for ECGs (equivalent to the accuracy of a human cardiologist). One further surprising result is that a small set of very primitive sub-events proves to be functional, avoiding the need for labour-intensive background knowledge if it is not available. In this paper, a dropout prediction method for e-learning courses, based on three popular machine learning techniques and detailed student data, is proposed. The machine learning techniques used are feed-forward neural networks, support vector machines and probabilistic ensemble simplified fuzzy ARTMAP. Since a single technique may fail to accurately classify some e-learning students, whereas another may succeed, three decision schemes, which combine in different ways the results of the three machine learning techniques, were also tested. The method was examined in terms of overall accuracy, sensitivity and precision and its results were found to be significantly better than those reported in relevant literature.