I apply recent work on "learning to think" (2015) and on PowerPlay (2011) to the incremental training of an increasingly general problem solver, continually learning to solve new tasks without forgetting previous skills. The problem solver is a single recurrent neural network (or similar general purpose computer) called ONE. ONE is unusual in the sense that it is trained in various ways, e.g., by black box optimization reinforcement learning artificial evolution as well as supervised unsupervised learning. For example, ONE may learn through neuroevolution to control a robot through environment-changing actions, and learn through unsupervised gradient descent to predict future inputs and vector-valued reward signals as suggested in 1990. User-given tasks can be defined through extra goal-defining input patterns, also proposed in 1990. Suppose ONE has already learned many skills. Now a copy of ONE can be re-trained to learn a new skill, e.g., through neuroevolution without a teacher. Here it may profit from re-using previously learned subroutines, but it may also forget previous skills. Then ONE is retrained in PowerPlay style (2011) on stored input output traces of (a) ONE's copy executing the new skill and (b) previous instances of ONE whose skills are still considered worth memorizing. Simultaneously, ONE is retrained on old traces (even those of unsuccessful trials) to become a better predictor, without additional expensive interaction with the enviroment. More and more control and prediction skills are thus collapsed into ONE, like in the chunker-automatizer system of the neural history compressor (1991). This forces ONE to relate partially analogous skills (with shared algorithmic information) to each other, creating common subroutines in form of shared subnetworks of ONE, to greatly speed up subsequent learning of additional, novel but algorithmically related skills.
Unsupervised prediction and compression of all data of all trials. An RNN-based world model" M of 1990 @cite_104 @cite_42 learned to predict (and thus compress @cite_35 ) future inputs including vector-valued reward signals @cite_42 from the environment of an agent controlled by another RNN called C through environment-changing actions. This was also done in more recent, more sophisticated CM systems @cite_16 . Here we collapse both M and C into ONE, very much like in Sec. 5.3 of the previous paper @cite_16 , where C and M were bi-directionally connected such that they effectively became one big net that learns to think" @cite_16 . In the present paper, however, we do not make any explicit difference any more between C and M.
@cite_35 @cite_42 @cite_16 @cite_104
2188233853 2612675303 2347817542 2048679005
This paper addresses the general problem of reinforcement learning (RL) in partially observable environments. In 2013, our large RL recurrent neural networks (RNNs) learned from scratch to drive simulated cars from high-dimensional video input. However, real brains are more powerful in many ways. In particular, they learn a predictive model of their initially unknown environment, and somehow use it for abstract (e.g., hierarchical) planning and reasoning. Guided by algorithmic information theory, we describe RNN-based AIs (RNNAIs) designed to do the same. Such an RNNAI can be trained on never-ending sequences of tasks, some of them provided by the user, others invented by the RNNAI itself in a curious, playful fashion, to improve its RNN-based world model. Unlike our previous model-building RNN-based RL machines dating back to 1990, the RNNAI learns to actively query its model for abstract reasoning and planning and decision making, essentially "learning to think." The basic ideas of this report can be applied to many other cases where one RNN-like system exploits the algorithmic information content of another. They are taken from a grant proposal submitted in Fall 2014, and also explain concepts such as "mirror neurons." Experimental results will be described in separate papers. Attentional, RNN-based encoder-decoder models for abstractive summarization have achieved good performance on short input and output sequences. For longer documents and summaries however these models often include repetitive and incoherent phrases. We introduce a neural network model with a novel intra-attention that attends over the input and continuously generated output separately, and a new training method that combines standard supervised word prediction and reinforcement learning (RL). Models trained only with supervised learning often exhibit "exposure bias" - they assume ground truth is provided at each step during training. However, when standard word prediction is combined with the global sequence prediction training of RL the resulting summaries become more readable. We evaluate this model on the CNN Daily Mail and New York Times datasets. Our model obtains a 41.16 ROUGE-1 score on the CNN Daily Mail dataset, an improvement over previous state-of-the-art models. Human evaluation also shows that our model produces higher quality summaries. In this paper, we investigate the use of recurrent neural networks (RNNs) in the context of search-based online advertising. We use RNNs to map both queries and ads to real valued vectors, with which the relevance of a given (query, ad) pair can be easily computed. On top of the RNN, we propose a novel attention network, which learns to assign attention scores to different word locations according to their intent importance (hence the name DeepIntent). The vector output of a sequence is thus computed by a weighted sum of the hidden states of the RNN at each word according their attention scores. We perform end-to-end training of both the RNN and attention network under the guidance of user click logs, which are sampled from a commercial search engine. We show that in most cases the attention network improves the quality of learned vector representations, evaluated by AUC on a manually labeled dataset. Moreover, we highlight the effectiveness of the learned attention scores from two aspects: query rewriting and a modified BM25 metric. We show that using the learned attention scores, one is able to produce sub-queries that are of better qualities than those of the state-of-the-art methods. Also, by modifying the term frequency with the attention scores in a standard BM25 formula, one is able to improve its performance evaluated by AUC. We consider the problem of using a large unlabeled sample to boost performance of a learning algorit,hrn when only a small set of labeled examples is available. In particular, we consider a problem setting motivated by the task of learning to classify web pages, in which the description of each example can be partitioned into two distinct views. For example, the description of a web page can be partitioned into the words occurring on that page, and the words occurring in hyperlinks t,hat point to that page. We assume that either view of the example would be sufficient for learning if we had enough labeled data, but our goal is to use both views together to allow inexpensive unlabeled data to augment, a much smaller set of labeled examples. Specifically, the presence of two distinct views of each example suggests strategies in which two learning algorithms are trained separately on each view, and then each algorithm’s predictions on new unlabeled examples are used to enlarge the training set of the other. Our goal in this paper is to provide a PAC-style analysis for this setting, and, more broadly, a PAC-style framework for the general problem of learning from both labeled and unlabeled data. We also provide empirical results on real web-page data indicating that this use of unlabeled examples can lead to significant improvement of hypotheses in practice. *This research was supported in part by the DARPA HPKB program under contract F30602-97-1-0215 and by NSF National Young investigator grant CCR-9357793. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. TO copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and or a fee. COLT 98 Madison WI USA Copyright ACM 1998 l-58113-057--0 98 7... 5.00 92 Tom Mitchell School of Computer Science Carnegie Mellon University Pittsburgh, PA 15213-3891 mitchell+@cs.cmu.edu