Semi-supervised Text Regression with Conditional Generative Adversarial Networks

Enormous online textual information provides intriguing opportunities for understandings of social and economic semantics. In this paper, we propose a novel text regression model based on a conditional generative adversarial network (GAN), with an attempt to associate textual data and social outcomes in a semi-supervised manner. Besides promising potential of predicting capabilities, our superiorities are twofold: (i) the model works with unbalanced datasets of limited labelled data, which align with real-world scenarios; and (ii) predictions are obtained by an end-to-end framework, without explicitly selecting high-level representations. Finally we point out related datasets for experiments and future research directions

Teaching Categories to Human Learners with Visual Explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Tourism impact on gender and minority equality: comparison of survey, census, and industry data

Tourism is widely credited as an economic driver for communities, but the role of tourism industry in promoting social and cultural human development goals is less researched and frequently disputed. The majority of existing studies are following the coarse scale. The goal of this study is to investigate the relationship between the development of tourism sector and progress towards the UNWTO equality goals on a fine scale of one US state with the objective of comparing the available indicators of gender and minority equality on a county basis. The study combines the objective data from industry and the US census with survey data on local community perceptions on tourism industry. We found that overall the equality indicators follow the Kuznets type U-shaped model. This result is supported with the survey of public perceptions on tourism which suggests a positive outlook of the local communities on tourism industry effects on gender and race equality. This positive outlook is however not fully shared by women, Black minority, and the youngest population, suggesting a need for future studies those groups

Teaching categories to human learners with visual explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Near-Optimal Machine Teaching via Explanatory Teaching Sets

Modern applications of machine teaching for humans often involve domain-specific, non- trivial target hypothesis classes. To facilitate understanding of the target hypothesis, it is crucial for the teaching algorithm to use examples which are interpretable to the human learner. In this paper, we propose NOTES, a principled framework for constructing interpretable teaching sets, utilizing explanations to accelerate the teaching process. Our algorithm is built upon a natural stochastic model of learners and a novel submodular surrogate objective function which greedily selects interpretable teaching examples. We prove that NOTES is competitive with the optimal explanation-based teaching strategy. We further instantiate NOTES with a specific hypothesis class, which can be viewed as an interpretable approximation of any hypothesis class, allowing us to handle complex hypothesis in practice. We demonstrate the effectiveness of NOTES on several image classification tasks, for both simulated and real human learners. Our experimental results suggest that by leveraging explanations, one can significantly speed up teaching

Interpretable Machine Teaching via Feature Feedback

A student’s ability to learn a new concept can be greatly improved by providing them with clear and easy to understand explanations from a knowledgeable teacher. However, many existing approaches for machine teaching only give a limited amount of feedback to the student. For example, in the case of learning visual categories, this feedback could be the class label of the object present in the image. Instead, we propose a teaching framework that includes both instance-level labels as well as explanations in the form of feature-level feedback to the human learners. For image categorization, our feature-level feedback consists of a highlighted part or region in an image that explains the class label. We perform experiments on real human participants and show that learners that are taught with feature-level feedback perform better at test time compared to existing methods

Semi-supervised Text Regression with Conditional Generative Adversarial Networks

Enormous online textual information provides intriguing opportunities for understandings of social and economic semantics. In this paper, we propose a novel text regression model based on a conditional generative adversarial network (GAN), with an attempt to associate textual data and social outcomes in a semi-supervised manner. Besides promising potential of predicting capabilities, our superiorities are twofold: (i) the model works with unbalanced datasets of limited labelled data, which align with real-world scenarios; and (ii) predictions are obtained by an end-to-end framework, without explicitly selecting high-level representations. Finally we point out related datasets for experiments and future research directions

Teaching categories to human learners with visual explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Near-Optimal Machine Teaching via Explanatory Teaching Sets

Modern applications of machine teaching for humans often involve domain-specific, non- trivial target hypothesis classes. To facilitate understanding of the target hypothesis, it is crucial for the teaching algorithm to use examples which are interpretable to the human learner. In this paper, we propose NOTES, a principled framework for constructing interpretable teaching sets, utilizing explanations to accelerate the teaching process. Our algorithm is built upon a natural stochastic model of learners and a novel submodular surrogate objective function which greedily selects interpretable teaching examples. We prove that NOTES is competitive with the optimal explanation-based teaching strategy. We further instantiate NOTES with a specific hypothesis class, which can be viewed as an interpretable approximation of any hypothesis class, allowing us to handle complex hypothesis in practice. We demonstrate the effectiveness of NOTES on several image classification tasks, for both simulated and real human learners. Our experimental results suggest that by leveraging explanations, one can significantly speed up teaching

Interpretable Machine Teaching via Feature Feedback

A student’s ability to learn a new concept can be greatly improved by providing them with clear and easy to understand explanations from a knowledgeable teacher. However, many existing approaches for machine teaching only give a limited amount of feedback to the student. For example, in the case of learning visual categories, this feedback could be the class label of the object present in the image. Instead, we propose a teaching framework that includes both instance-level labels as well as explanations in the form of feature-level feedback to the human learners. For image categorization, our feature-level feedback consists of a highlighted part or region in an image that explains the class label. We perform experiments on real human participants and show that learners that are taught with feature-level feedback perform better at test time compared to existing methods