Machine Learning is the study of methods for programming computers to learn. Computers are applied to a wide range of tasks, and for most of these it is relatively easy for programmers to design and implement the necessary software. However, there are many tasks for which this is difficult or impossible. These can be divided into four general categories. First, there are problems for which there exist no human experts. For example, in modern automated manufacturing facilities, there is a need to predict machine failures before they occur by analyzing sensor readings. Because the machines are new, there are no human experts who can be interviewed by a programmer to provide the knowledge necessary to build a computer system. A machine learning system can study recorded data and subsequent machine failures and learn prediction rules. Second, there are problems where human experts exist, but where they are unable to explain their expertise. This is the case in many perceptual tasks, such as speech recognition, hand-writing recognition, and natural language understanding. Virtually all humans exhibit expert-level abilities on these tasks, but none of them can describe the detailed steps that they follow as they perform them. Fortunately, humans can provide machines with examples of the inputs and correct outputs for these tasks, so machine learning algorithms can learn to map the inputs to the outputs. Third, there are problems where phenomena are changing rapidly. In finance, for example, people would like to predict the future behavior of the stock market, of consumer purchases, or of exchange rates. These behaviors change frequently, so that even if a programmer could construct a good predictive computer program, it would need to be rewritten frequently. A learning program can relieve the programmer of this burden by constantly modifying and tuning a set of learned prediction rules. Fourth, there are applications that need to be customized for each computer user separately. Consider, for example, a program to filter unwanted electronic mail messages. Different users will need different filters. It is unreasonable to expect each user to program his or her own rules, and it is infeasible to provide every user with a software engineer to keep the rules up-to-date. A machine learning system can learn which mail messages the user rejects and maintain the filtering rules automatically. Machine learning addresses many of the same research questions as the fields of statistics, data mining, and psychology, but with differences of emphasis. Statistics focuses on understanding the phenomena that have generated the data, often with the goal of testing different hypotheses about those phenomena. Data mining seeks to find patterns in the data that are understandable by people. Psychological studies of human learning aspire to understand the mechanisms underlying the various learning behaviors exhibited by people (concept learning, skill acquisition, strategy change, etc.).

Machine learning

Deposits of clastic carbonate-dominated (calciclastic) sedimentary slope systems in the rock record have been identified mostly as linearly-consistent carbonate apron deposits, even though most ancient clastic carbonate slope deposits fit the submarine fan systems better. Calciclastic submarine fans are consequently rarely described and are poorly understood. Subsequently, very little is known especially in mud-dominated calciclastic submarine fan systems. Presented in this study are a sedimentological core and petrographic characterisation of samples from eleven boreholes from the Lower Carboniferous of Bowland Basin (Northwest England) that reveals a >250 m thick calciturbidite complex deposited in a calciclastic submarine fan setting. Seven facies are recognised from core and thin section characterisation and are grouped into three carbonate turbidite sequences. They include: 1) Calciturbidites, comprising mostly of highto low-density, wavy-laminated bioclast-rich facies; 2) low-density densite mudstones which are characterised by planar laminated and unlaminated muddominated facies; and 3) Calcidebrites which are muddy or hyper-concentrated debrisflow deposits occurring as poorly-sorted, chaotic, mud-supported floatstones. These

Phd by thesis

How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LSA), is presented and used to successfully simulate such learning and several other psycholinguistic phenomena. By inducing global knowledge indirectly from local co-occurrence data in a large body of representative text, LSA acquired knowledge about the full vocabulary of English at a comparable rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other theories, phenomena, and problems are sketched.

/pdf/a-solution-to-plato-s-problem-the-latent-semantic-analysis-4jfk7ozfms.pdf

A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.

Usually, a proof of a theorem contains more knowledge than the mere fact that the theorem is true. For instance, to prove that a graph is Hamiltonian it suffices to exhibit a Hamiltonian tour in it; however, this seems to contain more knowledge than the single bit Hamiltonian/non-Hamiltonian.In this paper a computational complexity theory of the “knowledge” contained in a proof is developed. Zero-knowledge proofs are defined as those proofs that convey no additional knowledge other than the correctness of the proposition in question. Examples of zero-knowledge proof systems are given for the languages of quadratic residuosity and 'quadratic nonresiduosity. These are the first examples of zero-knowledge proofs for languages not known to be efficiently recognizable.

/pdf/the-knowledge-complexity-of-interactive-proof-systems-31apre0ecf.pdf

The knowledge complexity of interactive proof-systems

https://crl.ucsd.edu/%7Eelman/Papers/elman_cognition1993.pdf

Learning and development in neural networks: the importance of starting small

Formal learning theory is one of several mathematical approaches to the study of intelligent adaptation to the environment. The analysis developed in this book is based on a number theoretical approach to learning and uses the tools of recursive-function theory to understand how learners come to an accurate view of reality. This revised and expanded edition of a successful text provides a comprehensive, self-contained introduction to the concepts and techniques of the theory. Exercises throughout the text provide experience in the use of computational arguments to prove facts about learning.

Systems That Learn: An Introduction to Learning Theory

It is shown that the parity game can be solved in quasipolynomial time. The parameterised parity game - with n nodes and m distinct values (aka colours or priorities) - is proven to be in the class of fixed parameter tractable (FPT) problems when parameterised over m. Both results improve known bounds, from runtime nO(√n) to O(nlog(m)+6) and from an XP-algorithm with runtime O(nΘ(m)) for fixed parameter m to an FPT-algorithm with runtime O(n5)+g(m), for some function g depending on m only. As an application it is proven that coloured Muller games with n nodes and m colours can be decided in time O((mm · n)5); it is also shown that this bound cannot be improved to O((2m · n)c), for any c, unless FPT = W[1].

Deciding parity games in quasipolynomial time

Optically active antifungal azoles: synthesis and antifungal activity of (2R,3S)-2-(2,4-difluorophenyl)-3-(5-{2-[4-aryl-piperazin-1-yl]-ethyl}-tetrazol-2-yl/1-yl)-1-[1,2,4]-triazol-1-yl-butan-2-ol☆

Important refinements of concept learning in the limit from positive data considerably restricting the accessibility of input data are studied. Let c be any concept; every infinite sequence of elements exhausting c is called positive presentation of c. In all learning models considered the learning machine computes a sequence of hypotheses about the target concept from a positive presentation of it. With iterative learning, the learning machine, in making a conjecture, has access to its previous conjecture and the latest data items coming in. In k-bounded example-memory inference (k is a priori fixed) the learner is allowed to access, in making a conjecture, its previous hypothesis, its memory of up to k data items it has already seen, and the next element coming in. In the case of k-feedback identification, the learning machine, in making a conjecture, has access to its previous conjecture, the latest data item coming in, and, on the basis of this information, it can compute k items and query the database of previous data to find out, for each of the k items, whether or not it is in the database (k is again a priori fixed). In all cases, the sequence of conjectures has to converge to a hypothesis correctly describing the target concept. Our results are manyfold. An infinite hierarchy of more and more powerful feedback learners in dependence on the number k of queries allowed to be asked is established. However, the hierarchy collapses to 1-feedback inference if only indexed families of infinite concepts are considered, and moreover, its learning power is then equal to learning in the limit. But it remains infinite for concept classes of only infinite r.e. concepts. Both k-feedback inference and k-bounded example-memory identification are more powerful than iterative learning but incomparable to one another. Furthermore, there are cases where redundancy in the hypothesis space is shown to be a resource increasing the learning power of iterative learners. Finally, the union of at most k pattern languages is shown to be iteratively inferable.

Sanjay Jain

Papers

Systems That Learn: An Introduction to Learning Theory

Deciding parity games in quasipolynomial time

Optically active antifungal azoles: synthesis and antifungal activity of (2R,3S)-2-(2,4-difluorophenyl)-3-(5-{2-[4-aryl-piperazin-1-yl]-ethyl}-tetrazol-2-yl/1-yl)-1-[1,2,4]-triazol-1-yl-butan-2-ol☆

Incremental concept learning for bounded data mining

Synthesis of 1-[3-(4-benzotriazol-1/2-yl-3-fluoro-phenyl)-2-oxo-oxazolidin-5-ylmethyl]-3-substituted-thiourea derivatives as antituberculosis agents.