An algorithm for learning from hints

To take advantage of prior knowledge (hints) about the function one wants to learn, we introduce a method that generalizes learning from examples to learning from hints. A canonical representation of hints is defined and illustrated. All hints are represented to the learning process by examples, and examples of the function are treated on equal footing with the rest of the hints. During learning, examples from different hints are selected for processing according to a given schedule. We present two types of schedules; fixed schedules that specify the relative emphasis of each hint, and adaptive schedules that are based on how well each hint has been learned so far. Our learning method is compatible with any descent technique

Hints

The systematic use of hints in the learning-from-examples paradigm is the subject of this review. Hints are the properties of the target function that are known to us independently of the training examples. The use of hints is tantamount to combining rules and data in learning, and is compatible with different learning models, optimization techniques, and regularization techniques. The hints are represented to the learning process by virtual examples, and the training examples of the target function are treated on equal footing with the rest of the hints. A balance is achieved between the information provided by the different hints through the choice of objective functions and learning schedules. The Adaptive Minimization algorithm achieves this balance by relating the performance on each hint to the overall performance. The application of hints in forecasting the very noisy foreign-exchange markets is illustrated. On the theoretical side, the information value of hints is contrasted to the complexity value and related to the VC dimension

A Method for Learning from Hints

We address the problem of learning an unknown function by putting together several pieces of information (hints) that we know about the function. We introduce a method that generalizes learning from examples to learning from hints. A canonical representation of hints is defined and illustrated for new types of hints. All the hints are represented to the learning process by examples, and examples of the function are treated on equal footing with the rest of the hints. During learning, examples from different hints are selected for processing according to a given schedule. We present two types of schedules; fixed schedules that specify the relative emphasis of each hint, and adaptive schedules that are based on how well each hint has been learned so far. Our learning method is compatible with any descent technique that we may choose to use

Financial model calibration using consistency hints

We introduce a technique for forcing the calibration of a financial model to produce valid parameters. The technique is based on learning from hints. It converts simple curve fitting into genuine calibration, where broad conclusions can be inferred from parameter values. The technique augments the error function of curve fitting with consistency hint error functions based on the Kullback-Leibler distance. We introduce an efficient EM-type optimization algorithm tailored to this technique. We also introduce other consistency hints, and balance their weights using canonical errors. We calibrate the correlated multifactor Vasicek model of interest rates, and apply it successfully to Japanese Yen swaps market and US dollar yield market

Online Learning and Bandits with Queried Hints

We consider the classic online learning and stochastic multi-armed bandit (MAB) problems, when at each step, the online policy can probe and find out which of a small number ($k$) of choices has better reward (or loss) before making its choice. In this model, we derive algorithms whose regret bounds have exponentially better dependence on the time horizon compared to the classic regret bounds. In particular, we show that probing with $k=2$ suffices to achieve time-independent regret bounds for online linear and convex optimization. The same number of probes improve the regret bound of stochastic MAB with independent arms from $O(\sqrt{nT})$ to $O(n^2 \log T)$, where $n$ is the number of arms and $T$ is the horizon length. For stochastic MAB, we also consider a stronger model where a probe reveals the reward values of the probed arms, and show that in this case, $k=3$ probes suffice to achieve parameter-independent constant regret, $O(n^2)$. Such regret bounds cannot be achieved even with full feedback after the play, showcasing the power of limited ``advice'' via probing before making the play. We also present extensions to the setting where the hints can be imperfect, and to the case of stochastic MAB where the rewards of the arms can be correlated.Comment: To appear in ITCS 202

Research in Artificial Intelligent Tutoring

ASSISTments is a web-based tutoring program covering 4th to 10th grade mathematics, where students are given a problem and may request hints to guide them through the problem. Previous studies have shown the effectiveness of ASSISTments in improving student learning. In this study, we analyze whether the hints improve student learning significantly over immediate correctness feedback. We found that while both methods of feedback improved student learning, neither one improved learning significantly better than the other. Especially when given easier problems, students were able to complete the problem sets in less time with answer-only feedback. Since hints took longer to complete and did not significantly improve student test scores, answer-only feedback may be more useful than hints

What learning analytics based prediction models tell us about feedback preferences of students

Learning analytics (LA) seeks to enhance learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators (Siemens & Long, 2011). This study examined the use of preferred feedback modes in students by using a dispositional learning analytics framework, combining learning disposition data with data extracted from digital systems. We analyzed the use of feedback of 1062 students taking an introductory mathematics and statistics course, enhanced with digital tools. Our findings indicated that compared with hints, fully worked-out solutions demonstrated a stronger effect on academic performance and acted as a better mediator between learning dispositions and academic performance. This study demonstrated how e-learners and their data can be effectively re-deployed to provide meaningful insights to both educators and learners