Simulated evaluation of faceted browsing based on feature selection

In this paper we explore the limitations of facet based browsing which uses sub-needs of an information need for querying and organising the search process in video retrieval. The underlying assumption of this approach is that the search effectiveness will be enhanced if such an approach is employed for interactive video retrieval using textual and visual features. We explore the performance bounds of a faceted system by carrying out a simulated user evaluation on TRECVid data sets, and also on the logs of a prior user experiment with the system. We first present a methodology to reduce the dimensionality of features by selecting the most important ones. Then, we discuss the simulated evaluation strategies employed in our evaluation and the effect on the use of both textual and visual features. Facets created by users are simulated by clustering video shots using textual and visual features. The experimental results of our study demonstrate that the faceted browser can potentially improve the search effectiveness

An experimental comparison of a genetic algorithm and a hill-climber for term selection

Purpose – The term selection problem for selecting query terms in information filtering and routing has been investigated using hill-climbers of various kinds, largely through the Okapi experiments in the TREC series of conferences. Although these are simple deterministic approaches which examine the effect of changing the weight of one term at a time, they have been shown to improve the retrieval effectiveness of filtering queries in these TREC experiments. Hill-climbers are, however, likely to get trapped in local optima, and the use of more sophisticated local search techniques for this problem that attempt to break out of these optima are worth investigating. To this end, we apply a genetic algorithm (GA) to the same problem. Design/Methodology/Approach – We use a standard TREC test collection from the TREC-8 filtering track, recording mean average precision and recall measures to allow comparison between the hillclimber and GA algorithms. We also vary elements of the GA, such as probability of a word being included, probability of mutation and population size in order to measure the effect of these variables. Different strategies such as Elitist and Non-Elitist methods are used, as well as Roulette Wheel and Rank selection GA algorithms. Findings – The results of tests suggest that both techniques are, on average, better than the baseline, but the implemented GA does not match the overall performance of a hill-climber. The Rank selection algorithm does better on average than the Roulette Wheel algorithm. There is no evidence in this study that varying word inclusion probability, mutation probability or Elitist method make much difference to the overall results. Small population sizes do not appear to be as effective as larger population sizes. Research limitations/implications – The evidence provided here would suggest that being stuck in a local optima for the term selection optimization problem does not appear to be detrimental to the overall success of the hill-climber. The evidence from term rank order would appear to provide extra useful evidence which hill-climbers can use efficiently and effectively to narrow the search space. Originality/Value – The paper represents the first attempt to compare hill-climbers with GAs on a problem of this type

ICE: Enabling Non-Experts to Build Models Interactively for Large-Scale Lopsided Problems

Quick interaction between a human teacher and a learning machine presents numerous benefits and challenges when working with web-scale data. The human teacher guides the machine towards accomplishing the task of interest. The learning machine leverages big data to find examples that maximize the training value of its interaction with the teacher. When the teacher is restricted to labeling examples selected by the machine, this problem is an instance of active learning. When the teacher can provide additional information to the machine (e.g., suggestions on what examples or predictive features should be used) as the learning task progresses, then the problem becomes one of interactive learning. To accommodate the two-way communication channel needed for efficient interactive learning, the teacher and the machine need an environment that supports an interaction language. The machine can access, process, and summarize more examples than the teacher can see in a lifetime. Based on the machine's output, the teacher can revise the definition of the task or make it more precise. Both the teacher and the machine continuously learn and benefit from the interaction. We have built a platform to (1) produce valuable and deployable models and (2) support research on both the machine learning and user interface challenges of the interactive learning problem. The platform relies on a dedicated, low-latency, distributed, in-memory architecture that allows us to construct web-scale learning machines with quick interaction speed. The purpose of this paper is to describe this architecture and demonstrate how it supports our research efforts. Preliminary results are presented as illustrations of the architecture but are not the primary focus of the paper