Language acquisition and machine learning

In this paper, we review recent progress in the field of machine learning and examine its implications for computational models of language acquisition. As a framework for understanding this research, we propose four component tasks involved in learning from experience - aggregation, clustering, characterization, and storage. We then consider four common problems studied by machine learning researchers - learning from examples, heuristics learning, conceptual clustering, and learning macro-operators - describing each in terms of our framework. After this, we turn to the problem of grammar acquisition, relating this problem to other learning tasks and reviewing four AI systems that have addressed the problem. Finally, we note some limitations of the earlier work and propose an alternative approach to modeling the mechanisms underlying language acquisition

Machine learning : techniques and foundations

The field of machine learning studies computational methods for acquiring new knowledge, new skills, and new ways to organize existing knowledge. In this paper we present some of the basic techniques and principles that underlie AI research on learning, including methods for learning from examples, learning in problem solving, learning by analogy, grammar acquisition, and machine discovery. In each case, we illustrate the techniques with paradigmatic examples

Discovering qualitative empirical laws

In this paper we describe GLAUBER, an AI system that models the scientific discovery of qualitative empirical laws. We have tested the system on data from the history of early chemistry, and it has rediscovered such concepts as acids, alkalis, and salts, as well as laws relating these concepts. After discussing GLAUBER we examine the program's relation to other discovery systems, particularly methods for conceptual clustering and language acquisition

Approaches to conceptual clustering

Methods for Conceptual Clustering may be explicated in two lights. Conceptual Clustering methods may be viewed as extensions to techniques of numerical taxonomy, a collection of methods developed by social and natural scientists for creating classification schemes over object sets. Alternatively, conceptual clustering may be viewed as a form of learning by observation or concept formation, as opposed to methods of learning from examples or concept identification. In this paper we survey and compare a number of conceptual clustering methods along dimensions suggested by each of these views. The point we most wish to clarify is that conceptual clustering processes can be explicated as being composed of three distinct but inter-dependent subprocesses: the process of deriving a hierarchical classification scheme; the process of aggregating objects into individual classes; and the process of assigning conceptual descriptions to object classes. Each subprocess may be characterized along a number of dimensions related to search, thus facilitating a better understanding of the conceptual clustering process as a whole

Models of incremental concept formation

Given a set of observations, humans acquire concepts that organize those observations and use them in classifying future experiences. This type of concept formation can occur in the absence of a tutor and it can take place despite irrelevant and incomplete information. A reasonable model of such human concept learning should be both incremental and capable of handling this type of complex experiences that people encounter in the real world. In this paper, we review three previous models of incremental concept formation and then present CLASSIT, a model that extends these earlier systems. All of the models integrate the process of recognition and learning, and all can be viewed as carrying out search through the space of possible concept hierarchies. In an attempt to show that CLASSIT is a robust concept formation system, we also present some empirical studies of its behavior under a variety of conditions

Methods of conceptual clustering and their relation to numerical taxonomy

Artificial Intelligence (AI) methods for machine learning can be viewed as forms of exploratory data analysis, even though they differ markedly from the statistical methods generally connoted by the term. The distinction between methods of machine learning and statistical data analysis is primarily due to differences in the way techniques of each type represent data and structure within data. That is, methods of machine learning are strongly biased toward symbolic (as opposed to numeric) data representations. We explore this difference within a limited context, devoting the bulk of our paper to the explication of conceptual clustering, an extension to the statistically based methods of numerical taxonomy. In conceptual clustering the formation of object clusters is dependent on the quality of 'higher-level' characterizations, termed concepts, of the clusters. The form of concepts used by existing conceptual clustering systems (sets of necessary and sufficient conditions) is described in some detail. This is followed by descriptions of several conceptual clustering techniques, along with sample output. We conclude with a discussion of how alternative concept representations might enhance the effectiveness of future conceptual clustering systems

The structure and formation of natural categories

Categorization and concept formation are critical activities of intelligence. These processes and the conceptual structures that support them raise important issues at the interface of cognitive psychology and artificial intelligence. The work presumes that advances in these and other areas are best facilitated by research methodologies that reward interdisciplinary interaction. In particular, a computational model is described of concept formation and categorization that exploits a rational analysis of basic level effects by Gluck and Corter. Their work provides a clean prescription of human category preferences that is adapted to the task of concept learning. Also, their analysis was extended to account for typicality and fan effects, and speculate on how the concept formation strategies might be extended to other facets of intelligence, such as problem solving

Knowledge transformers : a link between learning and creativity

The purpose of this paper is to investigate whether knowledge transformers which are featured in the learning process, are also present in the creative process. This is achieved by reviewing models and theories of creativity and identifying the existence of the knowledge transformers. The investigation shows that there is some evidence to show that the creative process can be explained through knowledge transformers. Hence, it is suggested that one of links between learning and creativity is through the knowledge transformers