Learning for maximizing AUC performance is an important research problem in Machine Learning and Artificial Intelligence. Unlike traditional batch learning methods for maximizing AUC which often suffer from poor scalability, recent years have witnessed some emerging studies that attempt to maximize AUC by single-pass online learning approaches. Despite their encouraging results reported, the existing online AUC maximization algorithms often adopt simple online gradient descent approaches that fail to exploit the geometrical knowledge of the data observed during the online learning process, and thus could suffer from relatively larger regret. To address the above limitation, in this work, we explore a novel algorithm of Adaptive Online AUC Maximization (AdaOAM) which employs an adaptive gradient method that exploits the knowledge of historical gradients to perform more informative online learning. The new adaptive updating strategy of the AdaOAM is less sensitive to the parameter settings and maintains the same time complexity as previous non-adaptive counterparts. Additionally, we extend the algorithm to handle high-dimensional sparse data (SAdaOAM) and address sparsity in the solution by performing lazy gradient updating. We analyze the theoretical bounds and evaluate their empirical performance on various types of data sets. The encouraging empirical results obtained clearly highlighted the effectiveness and efficiency of the proposed algorithms.
Online learning has been extensively studied in the machine learning communities @cite_1 @cite_25 @cite_35 @cite_15 @cite_34 , mainly due to its high efficiency and scalability to large-scale learning tasks. Different from conventional batch learning methods that assume all training instances are available prior to the learning phase, online learning considers one instance each time to update the model sequentially and iteratively. Therefore, online learning is ideally appropriate for tasks in which data arrives sequentially. A number of first-order algorithms have been proposed including the well-known Perceptron algorithm @cite_24 and the Passive-Aggressive (PA) algorithm @cite_25 . Although the PA introduces the concept of maximum margin" for classification, it fails to control the direction and scale of parameter updates during online learning phase. In order to address this issue, recent years have witnessed some second-order online learning algorithms @cite_36 @cite_40 @cite_7 @cite_12 , which apply parameter confidence information to improve online learning performance. Further, in order to solve the cost-sensitive classification tasks on-the-fly, online learning researchers have also proposed a few novel online learning algorithms to directly optimize some more meaningful cost-sensitive metrics @cite_26 @cite_28 @cite_3 .
@cite_35 @cite_26 @cite_7 @cite_36 @cite_28 @cite_1 @cite_3 @cite_24 @cite_40 @cite_15 @cite_34 @cite_25 @cite_12
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In most kernel based online learning algorithms, when an incoming instance is misclassified, it will be added into the pool of support vectors and assigned with a weight, which often remains unchanged during the rest of the learning process. This is clearly insufficient since when a new support vector is added, we generally expect the weights of the other existing support vectors to be updated in order to reflect the influence of the added support vector. In this paper, we propose a new online learning method, termed Double Updating Online Learning, or DUOL for short, that explicitly addresses this problem. Instead of only assigning a fixed weight to the misclassified example received at the current trial, the proposed online learning algorithm also tries to update the weight for one of the existing support vectors. We show that the mistake bound can be improved by the proposed online learning method. We conduct an extensive set of empirical evaluations for both binary and multi-class online learning tasks. The experimental results show that the proposed technique is considerably more effective than the state-of-the-art online learning algorithms. The source code is available to public at http: www.cais.ntu.edu.sg chhoi DUOL . In this paper, we consider the problem of preserving privacy in the context of online learning. Online learning involves learning from data in real-time, due to which the learned model as well as its predictions are continuously changing. This makes preserving privacy of each data point significantly more challenging as its effect on the learned model can be easily tracked by observing changes in the subsequent predictions. Furthermore, with more and more online systems (e.g. search engines like Bing, Google etc.) trying to learn their customers’ behavior by leveraging their access to sensitive customer data (through cookies etc.), the problem of privacy preserving online learning has become critical. We study the problem in the framework of online convex programming (OCP)—a popular online learning setting with several theoretical and practical implications—while using differential privacy as the formal measure of privacy. For this problem, we provide a generic framework that can be used to convert any given OCP algorithm into a private OCP algorithm with provable privacy as well as regret guarantees (utility), provided that the given OCP algorithm satisfies the following two criteria: 1) linearly decreasing sensitivity, i.e., the effect of the new data points on the learned model decreases linearly, 2) sub-linear regret. We then illustrate our approach by converting two popular OCP algorithms into corresponding differentially private algorithms while guaranteeing O( p T ) regret for strongly convex functions. Next, we consider the practically important class of online linear regression problems, for which we generalize the approach by (2010a) to provide a differentially private algorithm with just poly-log regret. Finally, we show that our online learning framework can be used to provide differentially private algorithms for the offline learning problem as well. For the offline learning problem, our approach guarantees better error bounds and is more practical than the existing state-of-the-art methods (, 2011; , 2009). 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 Over the last years, deep convolutional neural networks (ConvNets) have transformed the field of computer vision thanks to their unparalleled capacity to learn high level semantic image features. However, in order to successfully learn those features, they usually require massive amounts of manually labeled data, which is both expensive and impractical to scale. Therefore, unsupervised semantic feature learning, i.e., learning without requiring manual annotation effort, is of crucial importance in order to successfully harvest the vast amount of visual data that are available today. In our work we propose to learn image features by training ConvNets to recognize the 2d rotation that is applied to the image that it gets as input. We demonstrate both qualitatively and quantitatively that this apparently simple task actually provides a very powerful supervisory signal for semantic feature learning. We exhaustively evaluate our method in various unsupervised feature learning benchmarks and we exhibit in all of them state-of-the-art performance. Specifically, our results on those benchmarks demonstrate dramatic improvements w.r.t. prior state-of-the-art approaches in unsupervised representation learning and thus significantly close the gap with supervised feature learning. For instance, in PASCAL VOC 2007 detection task our unsupervised pre-trained AlexNet model achieves the state-of-the-art (among unsupervised methods) mAP of 54.4 that is only 2.4 points lower from the supervised case. We get similarly striking results when we transfer our unsupervised learned features on various other tasks, such as ImageNet classification, PASCAL classification, PASCAL segmentation, and CIFAR-10 classification. The code and models of our paper will be published on: this https URL .