143 research outputs found

    Reasoning about quantities and concepts: studies in social learning

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    We live and learn in a ‘society of mind’. This means that we form beliefs not just based on our own observations and prior expectations but also based on the communications from other people, such as our social network peers. Across seven experiments, I study how people combine their own private observations with other people’s communications to form and update beliefs about the environment. I will follow the tradition of rational analysis and benchmark human learning against optimal Bayesian inference at Marr’s computational level. To accommodate human resource constraints and cognitive biases, I will further contrast human learning with a variety of process level accounts. In Chapters 2–4, I examine how people reason about simple environmental quantities. I will focus on the effect of dependent information sources on the success of group and individual learning across a series of single-player and multi-player judgement tasks. Overall, the results from Chapters 2–4 highlight the nuances of real social network dynamics and provide insights into the conditions under which we can expect collective success versus failures such as the formation of inaccurate worldviews. In Chapter 5, I develop a more complex social learning task which goes beyond estimation of environmental quantities and focuses on inductive inference with symbolic concepts. Here, I investigate how people search compositional theory spaces to form and adapt their beliefs, and how symbolic belief adaptation interfaces with individual and social learning in a challenging active learning task. Results from Chapter 5 suggest that people might explore compositional theory spaces using local incremental search; and that it is difficult for people to use another person’s learning data to improve upon their hypothesis

    Relevant Entity Selection: Knowledge Graph Bootstrapping via Zero-Shot Analogical Pruning

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    Knowledge Graph Construction (KGC) can be seen as an iterative process starting from a high quality nucleus that is refined by knowledge extraction approaches in a virtuous loop. Such a nucleus can be obtained from knowledge existing in an open KG like Wikidata. However, due to the size of such generic KGs, integrating them as a whole may entail irrelevant content and scalability issues. We propose an analogy-based approach that starts from seed entities of interest in a generic KG, and keeps or prunes their neighboring entities. We evaluate our approach on Wikidata through two manually labeled datasets that contain either domain-homogeneous or -heterogeneous seed entities. We empirically show that our analogy-based approach outperforms LSTM, Random Forest, SVM, and MLP, with a drastically lower number of parameters. We also evaluate its generalization potential in a transfer learning setting. These results advocate for the further integration of analogy-based inference in tasks related to the KG lifecycle

    Galois theory for analogical classifiers

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    International audienceAnalogical proportions are 4-ary relations that read “A is to B as C is to D”. Recent works have highlighted the fact that such relations can support a specific form of inference, called analogical inference. This inference mechanism was empirically proved to be efficient in several reasoning and classification tasks. In the latter case, it relies on the notion of analogy preservation. In this paper, we explore this relation between formal models of analogy and the corresponding classes of analogy preserving functions, and we establish a Galois theory of analogical classifiers. We illustrate the usefulness of this Galois framework over Boolean domains, and we explicitly determine the closed sets of analogical classifiers, i.e., classifiers that are compatible with the analogical inference, for each pair of Boolean analogies

    Dense Hebbian neural networks: a replica symmetric picture of supervised learning

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    We consider dense, associative neural-networks trained by a teacher (i.e., with supervision) and we investigate their computational capabilities analytically, via statistical-mechanics of spin glasses, and numerically, via Monte Carlo simulations. In particular, we obtain a phase diagram summarizing their performance as a function of the control parameters such as quality and quantity of the training dataset, network storage and noise, that is valid in the limit of large network size and structureless datasets: these networks may work in a ultra-storage regime (where they can handle a huge amount of patterns, if compared with shallow neural networks) or in a ultra-detection regime (where they can perform pattern recognition at prohibitive signal-to-noise ratios, if compared with shallow neural networks). Guided by the random theory as a reference framework, we also test numerically learning, storing and retrieval capabilities shown by these networks on structured datasets as MNist and Fashion MNist. As technical remarks, from the analytic side, we implement large deviations and stability analysis within Guerra's interpolation to tackle the not-Gaussian distributions involved in the post-synaptic potentials while, from the computational counterpart, we insert Plefka approximation in the Monte Carlo scheme, to speed up the evaluation of the synaptic tensors, overall obtaining a novel and broad approach to investigate supervised learning in neural networks, beyond the shallow limit, in general.Comment: arXiv admin note: text overlap with arXiv:2211.1406

    Self-Supervised Learning of Machine Ethics

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    In recent years Artificial Intelligence (AI), especially deep learning, has proven to be a technology driver in industry. However, while advancing existing and creating novel technologies, automatizing processes, and assisting humans in essential areas such as drug discovery, they raise many concerns, like other groundbreaking novel technologies before. In this case, these concerns include, for instance, models producing stereotypical and derogatory content as well as gender and racial biases. Since AI technologies will permeate more of our lives in the coming years, these concerns need to be addressed. This thesis examines recent data-driven approaches, which often suffer from degenerated and biased behavior through their self-supervised training on large-scale noisy web data, containing potential inappropriate data. While this is well-established, we will investigate and demonstrate the promises of deep models’ acquired knowledge and capabilities through the provision of this very particular potentially inappropriate data. Importantly, we present the first approaches for learning ethics from data. Our findings suggest that if we build an AI system that learns an improved representation of data and that is able to better understand and produce it, in the process, it will also acquire more accurate societal knowledge, in this case, historical cultural associations to make human-like "right" and "wrong" choices. Furthermore, based on these findings, we consequently ask the arguably "circular" question of whether a machine can help us mitigate their associated concerns. Importantly, we demonstrate the importance of their ability to distinguish between "right" and "wrong" and how utilizing them can mitigate associated risks surrounding large-scale models themselves. However, we also highlight the role of human-machine interaction to explore and reinforce AI systems’ properties, including their flaws and merits, and present how human feedback on explanations can align deep learning based models with our precepts. We present these algorithms and corresponding findings, providing important insights for the goal of putting human values into AI systems, which, summarized, may not be insurmountable in the long run

    Solving morphological analogies: from retrieval to generation

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    Analogical inference is a remarkable capability of human reasoning, and has been used to solve hard reasoning tasks. Analogy based reasoning (AR) has gained increasing interest from the artificial intelligence community and has shown its potential in multiple machine learning tasks such as classification, decision making and recommendation with competitive results. We propose a deep learning (DL) framework to address and tackle two key tasks in AR: analogy detection and solving. The framework is thoroughly tested on the Siganalogies dataset of morphological analogical proportions (APs) between words, and shown to outperform symbolic approaches in many languages. Previous work have explored the behavior of the Analogy Neural Network for classification (ANNc) on analogy detection and of the Analogy Neural Network for retrieval (ANNr) on analogy solving by retrieval, as well as the potential of an autoencoder (AE) for analogy solving by generating the solution word. In this article we summarize these findings and we extend them by combining ANNr and the AE embedding model, and checking the performance of ANNc as an retrieval method. The combination of ANNr and AE outperforms the other approaches in almost all cases, and ANNc as a retrieval method achieves competitive or better performance than 3CosMul. We conclude with general guidelines on using our framework to tackle APs with DL.Comment: Preprint submitted to Springer special Issue in Annals of Mathematics and Artificial Intelligence: Mathematical Foundations of analogical reasoning and application

    Z-Numbers-Based Approach to Hotel Service Quality Assessment

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    In this study, we are analyzing the possibility of using Z-numbers for measuring the service quality and decision-making for quality improvement in the hotel industry. Techniques used for these purposes are based on consumer evalu- ations - expectations and perceptions. As a rule, these evaluations are expressed in crisp numbers (Likert scale) or fuzzy estimates. However, descriptions of the respondent opinions based on crisp or fuzzy numbers formalism not in all cases are relevant. The existing methods do not take into account the degree of con- fidence of respondents in their assessments. A fuzzy approach better describes the uncertainties associated with human perceptions and expectations. Linguis- tic values are more acceptable than crisp numbers. To consider the subjective natures of both service quality estimates and confidence degree in them, the two- component Z-numbers Z = (A, B) were used. Z-numbers express more adequately the opinion of consumers. The proposed and computationally efficient approach (Z-SERVQUAL, Z-IPA) allows to determine the quality of services and iden- tify the factors that required improvement and the areas for further development. The suggested method was applied to evaluate the service quality in small and medium-sized hotels in Turkey and Azerbaijan, illustrated by the example

    Collected Papers (Neutrosophics and other topics), Volume XIV

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    This fourteenth volume of Collected Papers is an eclectic tome of 87 papers in Neutrosophics and other fields, such as mathematics, fuzzy sets, intuitionistic fuzzy sets, picture fuzzy sets, information fusion, robotics, statistics, or extenics, comprising 936 pages, published between 2008-2022 in different scientific journals or currently in press, by the author alone or in collaboration with the following 99 co-authors (alphabetically ordered) from 26 countries: Ahmed B. Al-Nafee, Adesina Abdul Akeem Agboola, Akbar Rezaei, Shariful Alam, Marina Alonso, Fran Andujar, Toshinori Asai, Assia Bakali, Azmat Hussain, Daniela Baran, Bijan Davvaz, Bilal Hadjadji, Carlos DĂ­az Bohorquez, Robert N. Boyd, M. Caldas, Cenap Özel, Pankaj Chauhan, Victor Christianto, Salvador Coll, Shyamal Dalapati, Irfan Deli, Balasubramanian Elavarasan, Fahad Alsharari, Yonfei Feng, Daniela GĂźfu, Rafael Rojas GualdrĂłn, Haipeng Wang, Hemant Kumar Gianey, Noel Batista HernĂĄndez, Abdel-Nasser Hussein, Ibrahim M. Hezam, Ilanthenral Kandasamy, W.B. Vasantha Kandasamy, Muthusamy Karthika, Nour Eldeen M. Khalifa, Madad Khan, Kifayat Ullah, Valeri Kroumov, Tapan Kumar Roy, Deepesh Kunwar, Le Thi Nhung, Pedro LĂłpez, Mai Mohamed, Manh Van Vu, Miguel A. Quiroz-MartĂ­nez, Marcel Migdalovici, Kritika Mishra, Mohamed Abdel-Basset, Mohamed Talea, Mohammad Hamidi, Mohammed Alshumrani, Mohamed Loey, Muhammad Akram, Muhammad Shabir, Mumtaz Ali, Nassim Abbas, Munazza Naz, Ngan Thi Roan, Nguyen Xuan Thao, Rishwanth Mani Parimala, Ion Pătrașcu, Surapati Pramanik, Quek Shio Gai, Qiang Guo, Rajab Ali Borzooei, Nimitha Rajesh, JesĂșs Estupiñan Ricardo, Juan Miguel MartĂ­nez Rubio, Saeed Mirvakili, Arsham Borumand Saeid, Saeid Jafari, Said Broumi, Ahmed A. Salama, Nirmala Sawan, Gheorghe Săvoiu, Ganeshsree Selvachandran, Seok-Zun Song, Shahzaib Ashraf, Jayant Singh, Rajesh Singh, Son Hoang Le, Tahir Mahmood, Kenta Takaya, Mirela Teodorescu, Ramalingam Udhayakumar, Maikel Y. Leyva VĂĄzquez, V. Venkateswara Rao, Luige Vlădăreanu, Victor Vlădăreanu, Gabriela Vlădeanu, Michael Voskoglou, Yaser Saber, Yong Deng, You He, Youcef Chibani, Young Bae Jun, Wadei F. Al-Omeri, Hongbo Wang, Zayen Azzouz Omar

    Learning Outcomes of Classroom Research

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    Personal pronouns are a linguistic device that is used to engage students at various educational levels. Personal pronouns are multifunctional, and their functions range from inclusion to exclusion, and include establishing of rapport with students. In this chapter, we compare the use of personal pronouns at university and secondary school levels. Our previous study (Yeo & Ting, 2014) showed the frequent use of you in lecture introductions (2,170 instances in the 37,373-word corpus) to acknowledge the presence of students. The arts lecturers were more inclusive than the science lecturers, reflected in the less frequent use of exclusive-we and we for one, as well as the frequent use of you-generalised. We have also compiled and analysed a 43,511-word corpus from 15 English lessons in three Malaysian secondary schools. This corpus yielded 2,019 instances of personal pronoun use. The results showed that you was the most frequently used personal pronoun, followed by we and I. You-audience was used more than you-generalised, and the main function was to give instructions to students. The teachers appeared to be more directive than the lecturers in the previous study, who sometimes used the inclusive-we for you and I and we for I to lessen the social distance with students, indicating that the discourse functions of personal pronouns vary with the educational context. The findings suggest that educators can be alerted to the versatility of personal pronouns, for example, for engaging students in the lesson and for asserting authority in the subject matter. Keywords: student engagement; personal pronouns; lecture; classroom; teache
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