Clustering and Latent Semantic Indexing Aspects of the Nonnegative Matrix Factorization

This paper provides a theoretical support for clustering aspect of the nonnegative matrix factorization (NMF). By utilizing the Karush-Kuhn-Tucker optimality conditions, we show that NMF objective is equivalent to graph clustering objective, so clustering aspect of the NMF has a solid justification. Different from previous approaches which usually discard the nonnegativity constraints, our approach guarantees the stationary point being used in deriving the equivalence is located on the feasible region in the nonnegative orthant. Additionally, since clustering capability of a matrix decomposition technique can sometimes imply its latent semantic indexing (LSI) aspect, we will also evaluate LSI aspect of the NMF by showing its capability in solving the synonymy and polysemy problems in synthetic datasets. And more extensive evaluation will be conducted by comparing LSI performances of the NMF and the singular value decomposition (SVD), the standard LSI method, using some standard datasets.Comment: 28 pages, 5 figure

Answer Set Programming Modulo `Space-Time'

We present ASP Modulo `Space-Time', a declarative representational and computational framework to perform commonsense reasoning about regions with both spatial and temporal components. Supported are capabilities for mixed qualitative-quantitative reasoning, consistency checking, and inferring compositions of space-time relations; these capabilities combine and synergise for applications in a range of AI application areas where the processing and interpretation of spatio-temporal data is crucial. The framework and resulting system is the only general KR-based method for declaratively reasoning about the dynamics of `space-time' regions as first-class objects. We present an empirical evaluation (with scalability and robustness results), and include diverse application examples involving interpretation and control tasks

Men Also Like Shopping: Reducing Gender Bias Amplification using Corpus-level Constraints

Language is increasingly being used to define rich visual recognition problems with supporting image collections sourced from the web. Structured prediction models are used in these tasks to take advantage of correlations between co-occurring labels and visual input but risk inadvertently encoding social biases found in web corpora. In this work, we study data and models associated with multilabel object classification and visual semantic role labeling. We find that (a) datasets for these tasks contain significant gender bias and (b) models trained on these datasets further amplify existing bias. For example, the activity cooking is over 33% more likely to involve females than males in a training set, and a trained model further amplifies the disparity to 68% at test time. We propose to inject corpus-level constraints for calibrating existing structured prediction models and design an algorithm based on Lagrangian relaxation for collective inference. Our method results in almost no performance loss for the underlying recognition task but decreases the magnitude of bias amplification by 47.5% and 40.5% for multilabel classification and visual semantic role labeling, respectively.Comment: 11 pages, published in EMNLP 201

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel