15,939 research outputs found

    FlashProfile: A Framework for Synthesizing Data Profiles

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    We address the problem of learning a syntactic profile for a collection of strings, i.e. a set of regex-like patterns that succinctly describe the syntactic variations in the strings. Real-world datasets, typically curated from multiple sources, often contain data in various syntactic formats. Thus, any data processing task is preceded by the critical step of data format identification. However, manual inspection of data to identify the different formats is infeasible in standard big-data scenarios. Prior techniques are restricted to a small set of pre-defined patterns (e.g. digits, letters, words, etc.), and provide no control over granularity of profiles. We define syntactic profiling as a problem of clustering strings based on syntactic similarity, followed by identifying patterns that succinctly describe each cluster. We present a technique for synthesizing such profiles over a given language of patterns, that also allows for interactive refinement by requesting a desired number of clusters. Using a state-of-the-art inductive synthesis framework, PROSE, we have implemented our technique as FlashProfile. Across 153153 tasks over 7575 large real datasets, we observe a median profiling time of only ∼ 0.7 \sim\,0.7\,s. Furthermore, we show that access to syntactic profiles may allow for more accurate synthesis of programs, i.e. using fewer examples, in programming-by-example (PBE) workflows such as FlashFill.Comment: 28 pages, SPLASH (OOPSLA) 201

    K-8 Preservice Teachers’ Inductive Reasoning in the Problem-Solving Contexts

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    This paper reports the results from an exploratory study of K-8 pre-service teachers’ inductive reasoning. The analysis of 130 written solutions to seven tasks and 77 reflective journals completed by 20 pre-service teachers lead to descriptions of inductive reasoning processes, i.e. specializing, conjecturing, generalizing, and justifying, in the problem-solving contexts. The uncovered characterizations of the four inductive reasoning processes were further used to describe pathways of successful generalizations. The results highlight the importance of specializing and justifying in constructing powerful generalizations. Implications for teacher education are discussed

    Specific-to-General Learning for Temporal Events with Application to Learning Event Definitions from Video

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    We develop, analyze, and evaluate a novel, supervised, specific-to-general learner for a simple temporal logic and use the resulting algorithm to learn visual event definitions from video sequences. First, we introduce a simple, propositional, temporal, event-description language called AMA that is sufficiently expressive to represent many events yet sufficiently restrictive to support learning. We then give algorithms, along with lower and upper complexity bounds, for the subsumption and generalization problems for AMA formulas. We present a positive-examples--only specific-to-general learning method based on these algorithms. We also present a polynomial-time--computable ``syntactic'' subsumption test that implies semantic subsumption without being equivalent to it. A generalization algorithm based on syntactic subsumption can be used in place of semantic generalization to improve the asymptotic complexity of the resulting learning algorithm. Finally, we apply this algorithm to the task of learning relational event definitions from video and show that it yields definitions that are competitive with hand-coded ones

    Technical note: Bias and the quantification of stability

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    Research on bias in machine learning algorithms has generally been concerned with the impact of bias on predictive accuracy. We believe that there are other factors that should also play a role in the evaluation of bias. One such factor is the stability of the algorithm; in other words, the repeatability of the results. If we obtain two sets of data from the same phenomenon, with the same underlying probability distribution, then we would like our learning algorithm to induce approximately the same concepts from both sets of data. This paper introduces a method for quantifying stability, based on a measure of the agreement between concepts. We also discuss the relationships among stability, predictive accuracy, and bias

    On Cognitive Preferences and the Plausibility of Rule-based Models

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    It is conventional wisdom in machine learning and data mining that logical models such as rule sets are more interpretable than other models, and that among such rule-based models, simpler models are more interpretable than more complex ones. In this position paper, we question this latter assumption by focusing on one particular aspect of interpretability, namely the plausibility of models. Roughly speaking, we equate the plausibility of a model with the likeliness that a user accepts it as an explanation for a prediction. In particular, we argue that, all other things being equal, longer explanations may be more convincing than shorter ones, and that the predominant bias for shorter models, which is typically necessary for learning powerful discriminative models, may not be suitable when it comes to user acceptance of the learned models. To that end, we first recapitulate evidence for and against this postulate, and then report the results of an evaluation in a crowd-sourcing study based on about 3.000 judgments. The results do not reveal a strong preference for simple rules, whereas we can observe a weak preference for longer rules in some domains. We then relate these results to well-known cognitive biases such as the conjunction fallacy, the representative heuristic, or the recogition heuristic, and investigate their relation to rule length and plausibility.Comment: V4: Another rewrite of section on interpretability to clarify focus on plausibility and relation to interpretability, comprehensibility, and justifiabilit

    Symbolic inductive bias for visually grounded learning of spoken language

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    A widespread approach to processing spoken language is to first automatically transcribe it into text. An alternative is to use an end-to-end approach: recent works have proposed to learn semantic embeddings of spoken language from images with spoken captions, without an intermediate transcription step. We propose to use multitask learning to exploit existing transcribed speech within the end-to-end setting. We describe a three-task architecture which combines the objectives of matching spoken captions with corresponding images, speech with text, and text with images. We show that the addition of the speech/text task leads to substantial performance improvements on image retrieval when compared to training the speech/image task in isolation. We conjecture that this is due to a strong inductive bias transcribed speech provides to the model, and offer supporting evidence for this.Comment: ACL 201

    Learning General Purpose Distributed Sentence Representations via Large Scale Multi-task Learning

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    A lot of the recent success in natural language processing (NLP) has been driven by distributed vector representations of words trained on large amounts of text in an unsupervised manner. These representations are typically used as general purpose features for words across a range of NLP problems. However, extending this success to learning representations of sequences of words, such as sentences, remains an open problem. Recent work has explored unsupervised as well as supervised learning techniques with different training objectives to learn general purpose fixed-length sentence representations. In this work, we present a simple, effective multi-task learning framework for sentence representations that combines the inductive biases of diverse training objectives in a single model. We train this model on several data sources with multiple training objectives on over 100 million sentences. Extensive experiments demonstrate that sharing a single recurrent sentence encoder across weakly related tasks leads to consistent improvements over previous methods. We present substantial improvements in the context of transfer learning and low-resource settings using our learned general-purpose representations.Comment: Accepted at ICLR 201
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