Training an adaptive dialogue policy for interactive learning of visually grounded word meanings

We present a multi-modal dialogue system for interactive learning of perceptually grounded word meanings from a human tutor. The system integrates an incremental, semantic parsing/generation framework - Dynamic Syntax and Type Theory with Records (DS-TTR) - with a set of visual classifiers that are learned throughout the interaction and which ground the meaning representations that it produces. We use this system in interaction with a simulated human tutor to study the effects of different dialogue policies and capabilities on the accuracy of learned meanings, learning rates, and efforts/costs to the tutor. We show that the overall performance of the learning agent is affected by (1) who takes initiative in the dialogues; (2) the ability to express/use their confidence level about visual attributes; and (3) the ability to process elliptical and incrementally constructed dialogue turns. Ultimately, we train an adaptive dialogue policy which optimises the trade-off between classifier accuracy and tutoring costs.Comment: 11 pages, SIGDIAL 2016 Conferenc

Developmental Robots - A New Paradigm

It has been proved to be extremely challenging for humans to program a robot to such a sufficient degree that it acts properly in a typical unknown human environment. This is especially true for a humanoid robot due to the very large number of redundant degrees of freedom and a large number of sensors that are required for a humanoid to work safely and effectively in the human environment. How can we address this fundamental problem? Motivated by human mental development from infancy to adulthood, we present a theory, an architecture, and some experimental results showing how to enable a robot to develop its mind automatically, through online, real time interactions with its environment. Humans mentally “raise” the robot through “robot sitting” and “robot schools” instead of task-specific robot programming

Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results

Concept learning consistency under three‑way decision paradigm

Concept Mining is one of the main challenges both in Cognitive Computing and in Machine Learning. The ongoing improvement of solutions to address this issue raises the need to analyze whether the consistency of the learning process is preserved. This paper addresses a particular problem, namely, how the concept mining capability changes under the reconsideration of the hypothesis class. The issue will be raised from the point of view of the so-called Three-Way Decision (3WD) paradigm. The paradigm provides a sound framework to reconsider decision-making processes, including those assisted by Machine Learning. Thus, the paper aims to analyze the influence of 3WD techniques in the Concept Learning Process itself. For this purpose, we introduce new versions of the Vapnik-Chervonenkis dimension. Likewise, to illustrate how the formal approach can be instantiated in a particular model, the case of concept learning in (Fuzzy) Formal Concept Analysis is considered.This work is supported by State Investigation Agency (Agencia Estatal de Investigación), project PID2019-109152GB-100/AEI/10.13039/501100011033. We acknowledge the reviewers for their suggestions and guidance on additional references that have enriched our paper. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature

A foundation for machine learning in design

This paper presents a formalism for considering the issues of learning in design. A foundation for machine learning in design (MLinD) is defined so as to provide answers to basic questions on learning in design, such as, "What types of knowledge can be learnt?", "How does learning occur?", and "When does learning occur?". Five main elements of MLinD are presented as the input knowledge, knowledge transformers, output knowledge, goals/reasons for learning, and learning triggers. Using this foundation, published systems in MLinD were reviewed. The systematic review presents a basis for validating the presented foundation. The paper concludes that there is considerable work to be carried out in order to fully formalize the foundation of MLinD

Learning preferences for personalisation in a pervasive environment

With ever increasing accessibility to technological devices, services and applications there is also an increasing burden on the end user to manage and configure such resources. This burden will continue to increase as the vision of pervasive environments, with ubiquitous access to a plethora of resources, continues to become a reality. It is key that appropriate mechanisms to relieve the user of such burdens are developed and provided. These mechanisms include personalisation systems that can adapt resources on behalf of the user in an appropriate way based on the user's current context and goals. The key knowledge base of many personalisation systems is the set of user preferences that indicate what adaptations should be performed under which contextual situations. This thesis investigates the challenges of developing a system that can learn such preferences by monitoring user behaviour within a pervasive environment. Based on the findings of related works and experience from EU project research, several key design requirements for such a system are identified. These requirements are used to drive the design of a system that can learn accurate and up to date preferences for personalisation in a pervasive environment. A standalone prototype of the preference learning system has been developed. In addition the preference learning system has been integrated into a pervasive platform developed through an EU research project. The preference learning system is fully evaluated in terms of its machine learning performance and also its utility in a pervasive environment with real end users

A Novel Machine Learning Classifier Based on a Qualia Modeling Agent (QMA)

This dissertation addresses a problem found in supervised machine learning (ML) classification, that the target variable, i.e., the variable a classifier predicts, has to be identified before training begins and cannot change during training and testing. This research develops a computational agent, which overcomes this problem. The Qualia Modeling Agent (QMA) is modeled after two cognitive theories: Stanovich\u27s tripartite framework, which proposes learning results from interactions between conscious and unconscious processes; and, the Integrated Information Theory (IIT) of Consciousness, which proposes that the fundamental structural elements of consciousness are qualia. By modeling the informational relationships of qualia, the QMA allows for retaining and reasoning-over data sets in a non-ontological, non-hierarchical qualia space (QS). This novel computational approach supports concept drift, by allowing the target variable to change ad infinitum without re-training while achieving classification accuracy comparable to or greater than benchmark classifiers. Additionally, the research produced a functioning model of Stanovich\u27s framework, and a computationally tractable working solution for a representation of qualia, which when exposed to new examples, is able to match the causal structure and generate new inferences