Forgetting Exceptions is Harmful in Language Learning

We show that in language learning, contrary to received wisdom, keeping exceptional training instances in memory can be beneficial for generalization accuracy. We investigate this phenomenon empirically on a selection of benchmark natural language processing tasks: grapheme-to-phoneme conversion, part-of-speech tagging, prepositional-phrase attachment, and base noun phrase chunking. In a first series of experiments we combine memory-based learning with training set editing techniques, in which instances are edited based on their typicality and class prediction strength. Results show that editing exceptional instances (with low typicality or low class prediction strength) tends to harm generalization accuracy. In a second series of experiments we compare memory-based learning and decision-tree learning methods on the same selection of tasks, and find that decision-tree learning often performs worse than memory-based learning. Moreover, the decrease in performance can be linked to the degree of abstraction from exceptions (i.e., pruning or eagerness). We provide explanations for both results in terms of the properties of the natural language processing tasks and the learning algorithms.Comment: 31 pages, 7 figures, 10 tables. uses 11pt, fullname, a4wide tex styles. Pre-print version of article to appear in Machine Learning 11:1-3, Special Issue on Natural Language Learning. Figures on page 22 slightly compressed to avoid page overloa

A Grammatical Inference Approach to Language-Based Anomaly Detection in XML

False-positives are a problem in anomaly-based intrusion detection systems. To counter this issue, we discuss anomaly detection for the eXtensible Markup Language (XML) in a language-theoretic view. We argue that many XML-based attacks target the syntactic level, i.e. the tree structure or element content, and syntax validation of XML documents reduces the attack surface. XML offers so-called schemas for validation, but in real world, schemas are often unavailable, ignored or too general. In this work-in-progress paper we describe a grammatical inference approach to learn an automaton from example XML documents for detecting documents with anomalous syntax. We discuss properties and expressiveness of XML to understand limits of learnability. Our contributions are an XML Schema compatible lexical datatype system to abstract content in XML and an algorithm to learn visibly pushdown automata (VPA) directly from a set of examples. The proposed algorithm does not require the tree representation of XML, so it can process large documents or streams. The resulting deterministic VPA then allows stream validation of documents to recognize deviations in the underlying tree structure or datatypes.Comment: Paper accepted at First Int. Workshop on Emerging Cyberthreats and Countermeasures ECTCM 201

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming

Do not forget: Full memory in memory-based learning of word pronunciation

Memory-based learning, keeping full memory of learning material, appears a viable approach to learning NLP tasks, and is often superior in generalisation accuracy to eager learning approaches that abstract from learning material. Here we investigate three partial memory-based learning approaches which remove from memory specific task instance types estimated to be exceptional. The three approaches each implement one heuristic function for estimating exceptionality of instance types: (i) typicality, (ii) class prediction strength, and (iii) friendly-neighbourhood size. Experiments are performed with the memory-based learning algorithm IB1-IG trained on English word pronunciation. We find that removing instance types with low prediction strength (ii) is the only tested method which does not seriously harm generalisation accuracy. We conclude that keeping full memory of types rather than tokens, and excluding minority ambiguities appear to be the only performance-preserving optimisations of memory-based learning.Comment: uses conll98, epsf, and ipamacs (WSU IPA

Weighted Automata Extraction from Recurrent Neural Networks via Regression on State Spaces

We present a method to extract a weighted finite automaton (WFA) from a recurrent neural network (RNN). Our algorithm is based on the WFA learning algorithm by Balle and Mohri, which is in turn an extension of Angluin's classic \lstar algorithm. Our technical novelty is in the use of \emph{regression} methods for the so-called equivalence queries, thus exploiting the internal state space of an RNN to prioritize counterexample candidates. This way we achieve a quantitative/weighted extension of the recent work by Weiss, Goldberg and Yahav that extracts DFAs. We experimentally evaluate the accuracy, expressivity and efficiency of the extracted WFAs.Comment: AAAI 2020. We are preparing to distribute the implementatio

Writing Knowledge in the Soul: Orality, Literacy, and Plato’s Critique of Poetry

In this essay I take up Plato’s critique of poetry, which has little to do with epistemology and representational imitation, but rather the powerful effects that poeticperformances can have on audiences, enthralling them with vivid image-worlds and blocking the powers of critical reflection. By focusing on the perceived psychological dangers of poetry in performance and reception, I want to suggest that Plato’s critique was caught up in the larger story of momentous shifts in the Greek world, turning on the rise of literacy and its far-reaching effects in modifying the original and persisting oral character of Greek culture. The story of Plato’s Republic in certain ways suggests something essential for comprehending the development of philosophy in Greece : that philosophy, as we understand it, would not have been possible apart from the skills and mental transformations stemming from education in reading and writing; and that primary features of oral language and practice were a significant barrier to the development of philosophical rationality. Accordingly, I go on to argue that the critique of writing in the Phaedrus is neither a defense or orality per se, nor a dismissal of writing, but rather a defense of a literate soul over against orality and the indiscriminate exposure of written texts to unworthy readers