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Selecting appropriate representations for learning from examples
The task of inductive learning from examples places constraints on the representation of training instances and concepts. These constraints are different from, and often incompatible with, the constraints placed on the representation by the performance task. This incompatibility explains why previous researchers have found it so difficult to construct good representations for inductive learning-they were trying to achieve a compromise between these two sets of constraints. To address this problem, we have developed a learning system that employs two different representations: one for learning and one for performance. The learning system accepts training instances in the "performance representation," converts them into a "learning representation" where they are inductively generalized, and then maps the learned concept back into the "performance representation." The advantages of this approach are (a) many fewer training instances are required to learn the concept, (b) the biases of the learning program are very simple, and ( c) the learning system requires virtually no "vocabulary engineering" to learn concepts in a new domain
Preparing Secondary Mathematics Teachers: Focus on Modeling in Algebra
This study addressed the opportunities to learn (OTL) modeling in algebra provided to secondary mathematics pre-service teachers (PSTs). To investigate these OTL, we interviewed five instructors of required mathematics and mathematics education courses that had the potential to include opportunities for PSTs to learn algebra at three universities. We also interviewed a group of three to four PSTs at each of the universities. We coded the interview transcripts using an analytic framework developed based on related literature and policy documents. We report the similarities and differences in perspectives among instructors and PSTs related to modeling at each university, along with comparisons of OTL across universities
Active Discriminative Text Representation Learning
We propose a new active learning (AL) method for text classification with
convolutional neural networks (CNNs). In AL, one selects the instances to be
manually labeled with the aim of maximizing model performance with minimal
effort. Neural models capitalize on word embeddings as representations
(features), tuning these to the task at hand. We argue that AL strategies for
multi-layered neural models should focus on selecting instances that most
affect the embedding space (i.e., induce discriminative word representations).
This is in contrast to traditional AL approaches (e.g., entropy-based
uncertainty sampling), which specify higher level objectives. We propose a
simple approach for sentence classification that selects instances containing
words whose embeddings are likely to be updated with the greatest magnitude,
thereby rapidly learning discriminative, task-specific embeddings. We extend
this approach to document classification by jointly considering: (1) the
expected changes to the constituent word representations; and (2) the model's
current overall uncertainty regarding the instance. The relative emphasis
placed on these criteria is governed by a stochastic process that favors
selecting instances likely to improve representations at the outset of
learning, and then shifts toward general uncertainty sampling as AL progresses.
Empirical results show that our method outperforms baseline AL approaches on
both sentence and document classification tasks. We also show that, as
expected, the method quickly learns discriminative word embeddings. To the best
of our knowledge, this is the first work on AL addressing neural models for
text classification.Comment: This paper got accepted by AAAI 201
Functional Skills Support Programme: Developing functional skills in art and design
This booklet is part of "... a series of 11 booklets which helps schools to implement functional skills across the curriculum. The booklets illustrate how functional skills can be applied and developed in different subjects and contexts, supporting achievement at Key Stage 3 and Key Stage 4.
Each booklet contains an introduction to functional skills for subject teachers, three practical planning examples with links to related websites and resources, a process for planning and a list of additional resources to support the teaching and learning of functional skills." - The National Strategies website
Evolutionary Algorithms for Reinforcement Learning
There are two distinct approaches to solving reinforcement learning problems,
namely, searching in value function space and searching in policy space.
Temporal difference methods and evolutionary algorithms are well-known examples
of these approaches. Kaelbling, Littman and Moore recently provided an
informative survey of temporal difference methods. This article focuses on the
application of evolutionary algorithms to the reinforcement learning problem,
emphasizing alternative policy representations, credit assignment methods, and
problem-specific genetic operators. Strengths and weaknesses of the
evolutionary approach to reinforcement learning are presented, along with a
survey of representative applications
Analogy Mining for Specific Design Needs
Finding analogical inspirations in distant domains is a powerful way of
solving problems. However, as the number of inspirations that could be matched
and the dimensions on which that matching could occur grow, it becomes
challenging for designers to find inspirations relevant to their needs.
Furthermore, designers are often interested in exploring specific aspects of a
product-- for example, one designer might be interested in improving the
brewing capability of an outdoor coffee maker, while another might wish to
optimize for portability. In this paper we introduce a novel system for
targeting analogical search for specific needs. Specifically, we contribute a
novel analogical search engine for expressing and abstracting specific design
needs that returns more distant yet relevant inspirations than alternate
approaches
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