73,291 research outputs found
Logical settings for concept learning from incomplete examples in First Order Logic
We investigate here concept learning from incomplete examples. Our first
purpose is to discuss to what extent logical learning settings have to be
modified in order to cope with data incompleteness. More precisely we are
interested in extending the learning from interpretations setting introduced by
L. De Raedt that extends to relational representations the classical
propositional (or attribute-value) concept learning from examples framework. We
are inspired here by ideas presented by H. Hirsh in a work extending the
Version space inductive paradigm to incomplete data. H. Hirsh proposes to
slightly modify the notion of solution when dealing with incomplete examples: a
solution has to be a hypothesis compatible with all pieces of information
concerning the examples. We identify two main classes of incompleteness. First,
uncertainty deals with our state of knowledge concerning an example. Second,
generalization (or abstraction) deals with what part of the description of the
example is sufficient for the learning purpose. These two main sources of
incompleteness can be mixed up when only part of the useful information is
known. We discuss a general learning setting, referred to as "learning from
possibilities" that formalizes these ideas, then we present a more specific
learning setting, referred to as "assumption-based learning" that cope with
examples which uncertainty can be reduced when considering contextual
information outside of the proper description of the examples. Assumption-based
learning is illustrated on a recent work concerning the prediction of a
consensus secondary structure common to a set of RNA sequences
Learning programs by learning from failures
We describe an inductive logic programming (ILP) approach called learning
from failures. In this approach, an ILP system (the learner) decomposes the
learning problem into three separate stages: generate, test, and constrain. In
the generate stage, the learner generates a hypothesis (a logic program) that
satisfies a set of hypothesis constraints (constraints on the syntactic form of
hypotheses). In the test stage, the learner tests the hypothesis against
training examples. A hypothesis fails when it does not entail all the positive
examples or entails a negative example. If a hypothesis fails, then, in the
constrain stage, the learner learns constraints from the failed hypothesis to
prune the hypothesis space, i.e. to constrain subsequent hypothesis generation.
For instance, if a hypothesis is too general (entails a negative example), the
constraints prune generalisations of the hypothesis. If a hypothesis is too
specific (does not entail all the positive examples), the constraints prune
specialisations of the hypothesis. This loop repeats until either (i) the
learner finds a hypothesis that entails all the positive and none of the
negative examples, or (ii) there are no more hypotheses to test. We introduce
Popper, an ILP system that implements this approach by combining answer set
programming and Prolog. Popper supports infinite problem domains, reasoning
about lists and numbers, learning textually minimal programs, and learning
recursive programs. Our experimental results on three domains (toy game
problems, robot strategies, and list transformations) show that (i) constraints
drastically improve learning performance, and (ii) Popper can outperform
existing ILP systems, both in terms of predictive accuracies and learning
times.Comment: Accepted for the machine learning journa
Inductive Logic Programming in Databases: from Datalog to DL+log
In this paper we address an issue that has been brought to the attention of
the database community with the advent of the Semantic Web, i.e. the issue of
how ontologies (and semantics conveyed by them) can help solving typical
database problems, through a better understanding of KR aspects related to
databases. In particular, we investigate this issue from the ILP perspective by
considering two database problems, (i) the definition of views and (ii) the
definition of constraints, for a database whose schema is represented also by
means of an ontology. Both can be reformulated as ILP problems and can benefit
from the expressive and deductive power of the KR framework DL+log. We
illustrate the application scenarios by means of examples. Keywords: Inductive
Logic Programming, Relational Databases, Ontologies, Description Logics, Hybrid
Knowledge Representation and Reasoning Systems. Note: To appear in Theory and
Practice of Logic Programming (TPLP).Comment: 30 pages, 3 figures, 2 tables
Theoretical models of the role of visualisation in learning formal reasoning
Although there is empirical evidence that visualisation tools can help students to learn formal subjects such as logic, and although particular strategies and conceptual difficulties have been identified, it has so far proved difficult to provide a general model of learning in this context that accounts for these findings in a systematic way. In this paper, four attempts at explaining the relative difficulty of formal concepts and the role of visualisation in this learning process are presented. These explanations draw on several existing theories, including Vygotsky's Zone of Proximal Development, Green's Cognitive Dimensions, the Popper-Campbell model of conjectural learning, and cognitive complexity.
The paper concludes with a comparison of the utility and applicability of the different models. It is also accompanied by a reflexive commentary[0] (linked to this paper as a hypertext) that examines the ways in which theory has been used within these arguments, and which attempts to relate these uses to the wider context of learning technology research
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