Language acquisition and machine learning

In this paper, we review recent progress in the field of machine learning and examine its implications for computational models of language acquisition. As a framework for understanding this research, we propose four component tasks involved in learning from experience - aggregation, clustering, characterization, and storage. We then consider four common problems studied by machine learning researchers - learning from examples, heuristics learning, conceptual clustering, and learning macro-operators - describing each in terms of our framework. After this, we turn to the problem of grammar acquisition, relating this problem to other learning tasks and reviewing four AI systems that have addressed the problem. Finally, we note some limitations of the earlier work and propose an alternative approach to modeling the mechanisms underlying language acquisition

Machine learning : techniques and foundations

The field of machine learning studies computational methods for acquiring new knowledge, new skills, and new ways to organize existing knowledge. In this paper we present some of the basic techniques and principles that underlie AI research on learning, including methods for learning from examples, learning in problem solving, learning by analogy, grammar acquisition, and machine discovery. In each case, we illustrate the techniques with paradigmatic examples

A general theory of discrimination learning

One important component of learning is the ability to determine the correct conditions under which a rule should be applied. We review a number of systems that discover relevant conditions through a generalization process, and discuss some drawbacks of this approach. We then review an alternative approach to learning through discrimination, in which overly general rules are made more conservative when they lead to errors. Unlike generalization-based programs, a discrimination-based system is able to learn disjunctive rules, discover regularities in errorful data, recover from changes in the environment, and learn useful rules despite incomplete representations. We show how our theory of discrimination learning can be applied to the domains of concept attainment, strategy learning, first language acquisition, and cognitive development. Finally, we evaluate the theory along the dimensions of simplicity, generality, and fertility

Episodic learning

A system is described which learns to compose sequences of operators into episodes for problem solving. The system incrementally learns when and why operators are applied. Episodes are segmented so that they are generalizable and reusable. The idea of augmenting the instance language with higher level concepts is introduced. The technique of perturbation is described for discovering the essential features for a rule with minimal teacher guidance. The approach is applied to the domain of solving simultaneous linear equations

Teaching agents to learn: from user study to implementation

Graphical user interfaces have helped center computer use on viewing and editing, rather than on programming. Yet the need for end-user programming continues to grow. Software developers have responded to the demand with a barrage of customizable applications and operating systems. But the learning curve associated with a high level of customizability-even in GUI-based operating systems-often prevents users from easily modifying their software. Ironically, the question has become, "What is the easiest way for end users to program?" Perhaps the best way to customize a program, given current interface and software design, is for users to annotate tasks-verbally or via the keyboard-as they are executing them. Experiments have shown that users can "teach" a computer most easily by demonstrating a desired behavior. But the teaching approach raises new questions about how the system, as a learning machine, will correlate, generalize, and disambiguate a user's instructions. To understand how best to create a system that can learn, the authors conducted an experiment in which users attempt to train an intelligent agent to edit a bibliography. Armed with the results of these experiments, the authors implemented an interactive machine learning system, which they call Configurable Instructible Machine Architecture. Designed to acquire behavior concepts from few examples, Cima keeps users informed and allows them to influence the course of learning. Programming by demonstration reduces boring, repetitive work. Perhaps the most important lesson the authors learned is the value of involving users in the design process. By testing and critiquing their design ideas, users keep the designers focused on their objective: agents that make computer-based work more productive and more enjoyable

The influence of prior knowledge on concept acquisition : experimental and computational results

The influence of the prior causal knowledge of subjects on the rate of learning, the categories formed, and the attributes attended to during learning is explored. Conjunctive concepts are thought to be easier for subjects to learn than disjunctive concepts. Conditions are reported under which the opposite occurs. In particular, it is demonstrated that prior knowledge can influence the rate of concept learning and that the influence of prior causal knowledge can dominate the influence of the logical form. A computational model of this learning task is presented. In order to represent the prior knowledge of the subjects, an extension to explanation-based learning is developed to deal with imprecise domain knowledge

A study of instance-based algorithms for supervised learning tasks : mathematical, empirical, and psychological evaluations

This dissertation introduces a framework for specifying instance-based algorithms that can solve supervised learning tasks. These algorithms input a sequence of instances and yield a partial concept description, which is represented by a set of stored instances and associated information. This description can be used to predict values for subsequently presented instances. The thesis of this framework is that extensional concept descriptions and lazy generalization strategies can support efficient supervised learning behavior.The instance-based learning framework consists of three components. The pre-processor component transforms an instance into a more palatable form for the performance component, which computes the instance's similarity with a set of stored instances and yields a prediction for its target value(s). Therefore, the similarity and prediction functions impose generalizations on the stored instances to inductively derive predictions. The learning component assesses the accuracy of these prediction(s) and updates partial concept descriptions to improve their predictive accuracy.This framework is evaluated in four ways. First, its generality is evaluated by mathematically determining the classes of symbolic concepts and numeric functions that can be closely approximated by IB_1, a simple algorithm specified by this framework. Second, this framework is empirically evaluated for its ability to specify algorithms that improve IB_1's learning efficiency. Significant efficiency improvements are obtained by instance-based algorithms that reduce storage requirements, tolerate noisy data, and learn domain-specific similarity functions respectively. Alternative component definitions for these algorithms are empirically analyzed in a set of five high-level parameter studies. Third, this framework is evaluated for its ability to specify psychologically plausible process models for categorization tasks. Results from subject experiments indicate a positive correlation between a models' ability to utilize attribute correlation information and its ability to explain psychological phenomena. Finally, this framework is evaluated for its ability to explain and relate a dozen prominent instance-based learning systems. The survey shows that this framework requires only slight modifications to fit these highly diverse systems. Relationships with edited nearest neighbor algorithms, case-based reasoners, and artificial neural networks are also described

Connectionist Theory Refinement: Genetically Searching the Space of Network Topologies

An algorithm that learns from a set of examples should ideally be able to exploit the available resources of (a) abundant computing power and (b) domain-specific knowledge to improve its ability to generalize. Connectionist theory-refinement systems, which use background knowledge to select a neural network's topology and initial weights, have proven to be effective at exploiting domain-specific knowledge; however, most do not exploit available computing power. This weakness occurs because they lack the ability to refine the topology of the neural networks they produce, thereby limiting generalization, especially when given impoverished domain theories. We present the REGENT algorithm which uses (a) domain-specific knowledge to help create an initial population of knowledge-based neural networks and (b) genetic operators of crossover and mutation (specifically designed for knowledge-based networks) to continually search for better network topologies. Experiments on three real-world domains indicate that our new algorithm is able to significantly increase generalization compared to a standard connectionist theory-refinement system, as well as our previous algorithm for growing knowledge-based networks.Comment: See http://www.jair.org/ for any accompanying file