On the Impact of Forgetting on Learning Machines

People tend not to have perfect memories when it comes to learning, or to anything else for that matter. Most formal studies of learning, however, assume a perfect memory. Some approaches have restricted the number of items that could be retained. We introduce a complexity theoretic accounting of memory utilization by learning machines. In our new model, memory is measured in bits as a function of the size of the input. There is a hierarchy of learnability based on increasing memory allotment. The lower bound results are proved using an unusual combination of pumping and mutual recursion theorem arguments. For technical reasons, it was necessary to consider two types of memory: long and short term

Learning categorial grammars

In 1967 E. M. Gold published a paper in which the language classes from the Chomsky-hierarchy were analyzed in terms of learnability, in the technical sense of identification in the limit. His results were mostly negative, and perhaps because of this his work had little impact on linguistics. In the early eighties there was renewed interest in the paradigm, mainly because of work by Angluin and Wright. Around the same time, Arikawa and his co-workers refined the paradigm by applying it to so-called Elementary Formal Systems. By making use of this approach Takeshi Shinohara was able to come up with an impressive result; any class of context-sensitive grammars with a bound on its number of rules is learnable. Some linguistically motivated work on learnability also appeared from this point on, most notably Wexler & Culicover 1980 and Kanazawa 1994. The latter investigates the learnability of various classes of categorial grammar, inspired by work by Buszkowski and Penn, and raises some interesting questions. We follow up on this work by exploring complexity issues relevant to learning these classes, answering an open question from Kanazawa 1994, and applying the same kind of approach to obtain (non)learnable classes of Combinatory Categorial Grammars, Tree Adjoining Grammars, Minimalist grammars, Generalized Quantifiers, and some variants of Lambek Grammars. We also discuss work on learning tree languages and its application to learning Dependency Grammars. Our main conclusions are: - formal learning theory is relevant to linguistics, - identification in the limit is feasible for non-trivial classes, - the `Shinohara approach' -i.e., placing a numerical bound on the complexity of a grammar- can lead to a learnable class, but this completely depends on the specific nature of the formalism and the notion of complexity. We give examples of natural classes of commonly used linguistic formalisms that resist this kind of approach, - learning is hard work. Our results indicate that learning even `simple' classes of languages requires a lot of computational effort, - dealing with structure (derivation-, dependency-) languages instead of string languages offers a useful and promising approach to learnabilty in a linguistic contex

Glitch Poetics:Critical Sensory Realism in Contemporary Language Practice

A practice-based research project that introduces the term "Glitch Poetics" as a mode for reading and writing in the digital age: this term overlaps different creative (and uncreative) writing methodologies, and forges new lines of connection between "new media" and the literary and textual. The work is relevant to fields such as Literary Theory, Experimental Writing, Electronic Literature and New Media Art. The research methodology was interdisciplinary, including: synthesising key conceptualisations of "glitch" from media theoretical areas such as media archaeology and software studies, and new media art practitioners such as Rosa Menkman, with those of historical approaches to 'poetics'; performing close readings of contemporary literature, performance and other artistic language practices; and producing art works that move between live performance, exposition and textual practice. Over the course of 4 years, the project achieved a significant level of depth, concluding that "glitches" offer a moment of correspondence between the (already diverse) concerns of poetics and those of critical media practices, forming new disciplinary allegiances and necessitating new hybrid forms of critique. In recent published material I have also illustrated how this critical framework can be deployed to analyse influential books and artworks alongside emerging technologies. The new term "Glitch Poetics" gained traction through a publications in national specialist media, such as Art Monthly, Resonance FM and Poetry Wales, and was developed through interdisciplinary contexts including invited talks at Transmediale festival, Onassis centre in Athens, academic appearances at conferences for new media, literature and poetics, and as a chapter in the Bloomsbury Handbook of Electronic Literature. The practice-based components were commissioned by the Bluecoat and FACT, and a final outcome was developed into a publication with Entr'acte records in Antwerp, streamed in its entirety on The Wire website

PAPER PEOPLE AND DIGITAL MEMORY: RECREATING THE PUBLIC AND PRIVATE IN JAPAN

This research examines how reading and writing on digital platforms establishes public and private spheres in Tokyo, Japan. Based upon findings from a group of students at an international University, I develop new modes of thinking about people and their use of Internet capable devices by exploring the paradoxes present in contemporary literacies. Contextualizing reading and writing within the speech patterns and exchange rituals (aisatsu) which mark public spheres in Japan, writing practices are found to reflect multiple nuanced identity performances in which the varied use of the cultural principles uchi/soto (inside/outside) and ura/omote (back/front) create parallel publics. Constructed by authors and recognized by readers, these parallel publics are the result of student agency as well as the materiality of platform programing and device capabilities. Contemporary literacies have developed conventions which account for the message recipient carrying an ever-present Internet capable device, leading authors to utilize message practices which align the proximity of a platform to levels of intimacy in a relationship. Authors also compose messages which are less likely to require the receiver to excuse themselves from any given social situation. The ubiquity of human-device pairs has also impacted memory practices, with youths prioritizing recognition skills over memorization

A fluctuating, intermediate warp: a micro-ethnography and synthetic philosophy of fibre mathematics

This project explores the inventive worlds of artists who engage with weaving technologies in the production of their work. It aims to understand the mathematical practices of these textile practitioners, without reifying or subsuming their work within a closed teleology. Side-lining approaches to both mathematics and artistic production that fetishize individual genius or the imposition of form on passive matter, I approach both artistic and mathematical activities as making practices. The project draws on the philosophy of Gilbert Simondon to (re)theorise the role of technique and technology in artistic and mathematical creation. This focus foregrounds fibres and looms, diagrams and models as participants in material modes of reasoning. Exploring how the practices of both novice and expert weavers exceed the sovereign subject in ways that open up mathematical and weaverly tools as experimental forms, the project uses a micro-ethnographic analysis to examine how materials, machines, and humans improvise “algorhythmically” – a concept developed to describe both the regulation and excess of creative processes. Three case studies explore how the loom serves as a generative form/ground for engagement with mathematico-weaverly problems. Placing these material experimentations in the context of historical encounters between disciplines, the dissertation attempts to give contours to an emergent field of fibre mathematics

EFL TO ESL: A CASE STUDY OF UNIVERSITY INTERNATIONAL ENGLISH L2 STUDENTS IN TRANSITION

This is a case study of four international English L2 students transitioning from their home countries into the academic context of a US university. It investigates the intersections of identity and investment as English L2 students interact with English resources, and how proficiency may or may not mitigate the type and quality of access to English resources. Furthermore, the study proposes a learner as agent framework for understanding the processes of gaining access to English resources. Finally, the study argues that proficiency is a complex issue that needs to be analyzed and defined locally rather than globally and that decontextualized proficiency assessments only provide a partial account of an L2 learners language skills.\u2