In practical applications, machine learning algorithms are often needed to learn classifiers that optimize domain specific performance measures. Previously, the research has focused on learning the needed classifier in isolation, yet learning nonlinear classifier for nonlinear and nonsmooth performance measures is still hard. In this paper, rather than learning the needed classifier by optimizing specific performance measure directly, we circumvent this problem by proposing a novel two-step approach called CAPO, namely, to first train nonlinear auxiliary classifiers with existing learning methods and then to adapt auxiliary classifiers for specific performance measures. In the first step, auxiliary classifiers can be obtained efficiently by taking off-the-shelf learning algorithms. For the second step, we show that the classifier adaptation problem can be reduced to a quadratic program problem, which is similar to linear @math and can be efficiently solved. By exploiting nonlinear auxiliary classifiers, CAPO can generate nonlinear classifier which optimizes a large variety of performance measures, including all the performance measures based on the contingency table and AUC, while keeping high computational efficiency. Empirical studies show that CAPO is effective and of high computational efficiency, and it is even more efficient than linear @math .
Curriculum learning @cite_0 is a learning paradigm which circumvents a challenging learning task by starting with relatively easier subtasks; then with the help of learnt subtasks, the target task can be effectively solved. It was first proposed for training neural networks in @cite_10 , and is closely related to the idea of twice learning'' proposed in @cite_18 , where a neural network ensemble was trained to help induce a decision tree. The study in @cite_0 shows promising empirical results of curriculum learning. Our proposed CAPO is similar to curriculum learning since it also tries to solve a difficult problem by starting with relatively easier subtasks, but they are quite different because we do not provide a curriculum learning strategy.
@cite_0 @cite_18 @cite_10
2785355717 2731828881 2898846200 2256388387
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. 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. 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. Curriculum learning (CL) or self-paced learning (SPL) represents a recently proposed learning regime inspired by the learning process of humans and animals that gradually proceeds from easy to more complex samples in training. The two methods share a similar conceptual learning paradigm, but differ in specific learning schemes. In CL, the curriculum is predetermined by prior knowledge, and remain fixed thereafter. Therefore, this type of method heavily relies on the quality of prior knowledge while ignoring feedback about the learner. In SPL, the curriculum is dynamically determined to adjust to the learning pace of the leaner. However, SPL is unable to deal with prior knowledge, rendering it prone to overfitting. In this paper, we discover the missing link between CL and SPL, and propose a unified framework named self-paced curriculum leaning (SPCL). SPCL is formulated as a concise optimization problem that takes into account both prior knowledge known before training and the learning progress during training. In comparison to human education, SPCL is analogous to "instructor-student-collaborative" learning mode, as opposed to "instructor-driven" in CL or "student-driven" in SPL. Empirically, we show that the advantage of SPCL on two tasks.