An Incidence Geometry approach to Dictionary Learning

We study the Dictionary Learning (aka Sparse Coding) problem of obtaining a sparse representation of data points, by learning \emph{dictionary vectors} upon which the data points can be written as sparse linear combinations. We view this problem from a geometry perspective as the spanning set of a subspace arrangement, and focus on understanding the case when the underlying hypergraph of the subspace arrangement is specified. For this Fitted Dictionary Learning problem, we completely characterize the combinatorics of the associated subspace arrangements (i.e.\ their underlying hypergraphs). Specifically, a combinatorial rigidity-type theorem is proven for a type of geometric incidence system. The theorem characterizes the hypergraphs of subspace arrangements that generically yield (a) at least one dictionary (b) a locally unique dictionary (i.e.\ at most a finite number of isolated dictionaries) of the specified size. We are unaware of prior application of combinatorial rigidity techniques in the setting of Dictionary Learning, or even in machine learning. We also provide a systematic classification of problems related to Dictionary Learning together with various algorithms, their assumptions and performance

A geometric approach to archetypal analysis and non-negative matrix factorization

Archetypal analysis and non-negative matrix factorization (NMF) are staples in a statisticians toolbox for dimension reduction and exploratory data analysis. We describe a geometric approach to both NMF and archetypal analysis by interpreting both problems as finding extreme points of the data cloud. We also develop and analyze an efficient approach to finding extreme points in high dimensions. For modern massive datasets that are too large to fit on a single machine and must be stored in a distributed setting, our approach makes only a small number of passes over the data. In fact, it is possible to obtain the NMF or perform archetypal analysis with just two passes over the data.Comment: 36 pages, 13 figure

Cross-Lingual Alignment of Contextual Word Embeddings, with Applications to Zero-shot Dependency Parsing

We introduce a novel method for multilingual transfer that utilizes deep contextual embeddings, pretrained in an unsupervised fashion. While contextual embeddings have been shown to yield richer representations of meaning compared to their static counterparts, aligning them poses a challenge due to their dynamic nature. To this end, we construct context-independent variants of the original monolingual spaces and utilize their mapping to derive an alignment for the context-dependent spaces. This mapping readily supports processing of a target language, improving transfer by context-aware embeddings. Our experimental results demonstrate the effectiveness of this approach for zero-shot and few-shot learning of dependency parsing. Specifically, our method consistently outperforms the previous state-of-the-art on 6 tested languages, yielding an improvement of 6.8 LAS points on average.Comment: NAACL 201

Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices

Grounded and embodied theories of cognition suggest that both language and the body play crucial roles in grounding higher-order thought. This paper investigates how particular forms of speech and gesture function together to support abstract thought in mathematical proof construction. We use computerized text analysis software to evaluate how speech patterns support valid proof construction for two different tasks, and we use gesture analysis to investigate how dynamic gestures—those gestures that depict and transform mathematical objects—further support proof practices above and beyond speech patterns. We also evaluate the degree to which speech and gesture convey distinct information about mathematical reasoning during proving. Dynamic gestures and speech indicating logical inference support valid proof construction, and both dynamic gestures and speech uniquely predict variance in valid proof construction. Thus, dynamic gestures and speech each make separate and important contributions to the formulation of mathematical arguments, and both modalities can convey elements of students’ understanding to teachers and researchers