61,965 research outputs found
Online Learning of a Memory for Learning Rates
The promise of learning to learn for robotics rests on the hope that by
extracting some information about the learning process itself we can speed up
subsequent similar learning tasks. Here, we introduce a computationally
efficient online meta-learning algorithm that builds and optimizes a memory
model of the optimal learning rate landscape from previously observed gradient
behaviors. While performing task specific optimization, this memory of learning
rates predicts how to scale currently observed gradients. After applying the
gradient scaling our meta-learner updates its internal memory based on the
observed effect its prediction had. Our meta-learner can be combined with any
gradient-based optimizer, learns on the fly and can be transferred to new
optimization tasks. In our evaluations we show that our meta-learning algorithm
speeds up learning of MNIST classification and a variety of learning control
tasks, either in batch or online learning settings.Comment: accepted to ICRA 2018, code available:
https://github.com/fmeier/online-meta-learning ; video pitch available:
https://youtu.be/9PzQ25FPPO
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
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Incremental learning of independent, overlapping, and graded concept descriptions with an instance-based process framework
Supervised learning algorithms make several simplifying assumptions concerning the characteristics of the concept descriptions to be learned. For example, concepts are often assumed to be (1) defined with respect to the same set of relevant attributes, (2) disjoint in instance space, and (3) have uniform instance distributions. While these assumptions constrain the learning task, they unfortunately limit an algorithm's applicability. We believe that supervised learning algorithms should learn attribute relevancies independently for each concept, allow instances to be members of any subset of concepts, and represent graded concept descriptions. This paper introduces a process framework for instance-based learning algorithms that exploit only specific instance and performance feedback information to guide their concept learning processes. We also introduce Bloom, a specific instantiation of this framework. Bloom is a supervised, incremental, instance-based learning algorithm that learns relative attribute relevancies independently for each concept, allows instances to be members of any subset of concepts, and represents graded concept memberships. We describe empirical evidence to support our claims that Bloom can learn independent, overlapping, and graded concept descriptions
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A comparative survey of integrated learning systems
This paper presents the duction framework for unifying the three basic forms of inference - deduction, abduction, and induction - by specifying the possible relationships and influences among them in the context of integrated learning. Special assumptive forms of inference are defined that extend the use of these inference methods, and the properties of these forms are explored. A comparison to a related inference-based learning frame work is made. Finally several existing integrated learning programs are examined in the perspective of the duction framework
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