Raphaela Palenta

Bio: Raphaela Palenta is an academic researcher from University of Jena. The author has contributed to research in topics: Complete information & Inductive reasoning. The author has an hindex of 2, co-authored 3 publications receiving 18 citations.

A Map of Update Constraints in Inductive Inference

Abstract: We investigate how different learning restrictions reduce learning power and how the different restrictions relate to one another. We give a complete map for nine different restrictions both for the cases of complete information learning and set-driven learning. This completes the picture for these well-studied \emph{delayable} learning restrictions. A further insight is gained by different characterizations of \emph{conservative} learning in terms of variants of \emph{cautious} learning. Our analyses greatly benefit from general theorems we give, for example showing that learners with exclusively delayable restrictions can always be assumed total.

A Map of Update Constraints in Inductive Inference

Abstract: We investigate how different learning restrictions reduce learning power and how the different restrictions relate to one another. We give a complete map for nine different restrictions both for the cases of complete information learning and set-driven learning. This completes the picture for these well-studied delayable learning restrictions. A further insight is gained by different characterizations of conservative learning in terms of variants of cautious learning.

Towards an Atlas of Computational Learning Theory

Abstract: A major part of our knowledge about Computational Learning stems from comparisons of the learning power of different learning criteria. These comparisons inform about trade-offs between learning restrictions and, more generally, learning settings; furthermore, they inform about what restrictions can be observed without losing learning power. With this paper we propose that one main focus of future research in Computational Learning should be on a structured approach to determine the relations of different learning criteria. In particular, we propose that, for small sets of learning criteria, all pairwise relations should be determined; these relations can then be easily depicted as a map, a diagram detailing the relations. Once we have maps for many relevant sets of learning criteria, the collection of these maps is an Atlas of Computational Learning Theory, informing at a glance about the landscape of computational learning just as a geographical atlas informs about the earth. In this paper we work toward this goal by providing three example maps, one pertaining to partially set-driven learning, and two pertaining to strongly monotone learning. These maps can serve as blueprints for future maps of similar base structure.

A Map of Update Constraints in Inductive Inference

Abstract: We investigate how different learning restrictions reduce learning power and how the different restrictions relate to one another. We give a complete map for nine different restrictions both for the cases of complete information learning and set-driven learning. This completes the picture for these well-studied \emph{delayable} learning restrictions. A further insight is gained by different characterizations of \emph{conservative} learning in terms of variants of \emph{cautious} learning. Our analyses greatly benefit from general theorems we give, for example showing that learners with exclusively delayable restrictions can always be assumed total.

Normal Forms in Semantic Language Identification

Abstract: We consider language learning in the limit from text where all learning restrictions are semantic, that is, where any conjecture may be replaced by a semantically equivalent conjecture. For different such learning criteria, starting with the well-known TxtGBclearning, we consider three different normal forms: strongly locking learning, consistent learning and (partially) set-driven learning. These normal forms support and simplify proofs and give insight into what behaviors are necessary for successful learning (for example when consistency in conservative learning implies cautiousness and strong decisiveness). We show that strongly locking learning can be assumed for partially set-driven learners, even when learning restrictions apply. We give a very general proof relying only on a natural property of the learning restriction, namely, allowing for simulation on equivalent text. Furthermore, when no restrictions apply, also the converse is true: every strongly locking learner can be made partially set-driven. For several semantic learning criteria we show that learning can be done consistently. Finally, we deduce for which learning restrictions partial set-drivenness and set-drivenness coincide, including a general statement about classes of infinite languages. The latter again relies on a simulation argument.

Cautious Limit Learning.

Abstract: We investigate language learning in the limit from text with various cautious learning restrictions. Learning is cautious if no hypothesis is a proper subset of a previous guess. While dealing with a seemingly natural learning behaviour, cautious learning does severely restrict explanatory (syntactic) learning power. To further understand why exactly this loss of learning power arises, Kötzing and Palenta (2016) introduced weakened versions of cautious learning and gave first partial results on their relation. In this paper, we aim to understand the restriction of cautious learning more fully. To this end we compare the known variants in a number of different settings, namely full-information and (partially) set-driven learning, paired either with the syntactic convergence restriction (explanatory learning) or the semantic convergence restriction (behaviourally correct learning). To do so, we make use of normal forms presented in Kötzing et al. (2017), most notably strongly locking and consistent learning. While strongly locking learners have been exploited when dealing with a variety of syntactic learning restrictions, we show how they can be beneficial in the semantic case as well. Furthermore, we expand the normal forms to a broader range of learning restrictions, including an answer to the open question of whether cautious learners can be assumed to be consistent, as stated in Kötzing et al. (2017).