Class (philosophy)

About: Class (philosophy) is a research topic. Over the lifetime, 821 publications have been published within this topic receiving 28000 citations.

Multi-Objective Particle Swarm Optimization Based Preprocessing of Multi-Class Extremely Imbalanced Datasets

Abstract: Today’s datasets are usually very large with many features and making analysis on such datasets is really a tedious task. Especially when performing classification, selecting attributes that are salient for the process is a brainstorming task. It is more difficult when there are many class labels for the target class attribute and hence many researchers have introduced methods to select features for performing classification on multi-class attributes. The process becomes more tedious when the attribute values are imbalanced for which researchers have contributed many methods. But, there is no sufficient research to handle extreme imbalance and feature selection together and hence this paper aims to bridge this gap. Here Particle Swarm Optimization (PSO), an efficient evolutionary algorithm is used to handle imbalanced dataset and feature selection process is also enhanced with the required functionalities. First, Multi-objective Particle Swarm Optimization is used to transform the imbalanced datasets into balanced one and then another version of Multi-objective Particle Swarm Optimization is used to select the significant features. The proposed methodology is applied on eight multi-class extremely imbalanced datasets and the experimental results are found to be better than other existing methods in terms of classification accuracy, G mean, F measure. The results validated by using Friedman test also confirm that the proposed methodology effectively balances the dataset with less number of features than other methods.

The Linguistic Therapy of Evaluation: A Perspective on Language in Psychotherapy

Abstract: The clinical procedure presented here could be considered a type of cognitive psychotherapy which has the main aim of producing an evaluational change through linguistic means. The linguistic therapy of evaluation is based upon the theory of general semantics and is based on a theory which connects emotional problems, such as anxiety and depression, with language use. These elements are described along with some other important issues, such as how language is understood from the general semantics perspective, the four main therapeutic elements of the therapy, the structure of the clinical procedure and two of its two main techniques: the orders of abstraction and the extensional devices. The paper will conclude by introducing some of the main differences and similarities between the linguistic therapy of evaluation and two of the main cognitive perspectives, those termed rationalist and those termed constructivist. The linguistic therapy of evaluation (LTE), formerly referred to as the "cognitive therapy of evaluation" (Caro, 1990) has been developed from the theory of general semantics (Korzybski, 1933) as a clinical procedure for the treatment of emotional problems. The results found thus far have allowed us to ascertain that the clinical procedure based on a general semantics approach offers good results in the treatment of emotional problems such as anxiety and depression (Caro, 1992a), although it has been used with other types of problems (Caro, 1986; Caro & Ibafiez, 1993). In this paper the LTE will be discussed from several vantage points. First, the psychotherapeutic importance of general semantics theory will be discussed, followed by the main theoretical ideas and definition of the LTE. Third, a general description of the clinical procedure will be given. Then, some of its main therapeutic techniques will be described. And finally, the differences and similarities between the LTE and other cognitive perspectives will be described. "THOSE WHO RULE THE SYMBOLS, RULE US" (KORZYBSKI, 1933, p. 76) General semantics theory was developed by Alfred Korzybski (1933) as an explanatory theory about human beings which could be applied as a general orientation in all human fields. According to Korzybski (1921, 1933) the two fundamental characteristics of human beings are: a time-binding class of life and the functioning of the organism as a whole. The first characteristic means that human beings "make the past live in the present and the present in the future" (Korzybski, 1921, p. 186). Human beings store, inherit and transmit, construe and reconstrue knowledge because of one of their main distinctive characteristics: the use of symbols. Symbolizing appears to be a unique human element, basic for survival, as symbols represent our tools for thinking and communicating. Since we are surrounded by symbols and create them in an ongoing way, we wish to point to several precautions to be taken when dealing with symbols. General semantics is based on three main theoretical ideas, which are called the three non-Aristotelian premises. The first premise states that the map is not the territory (or the word is not the object). The second is that the map does not cover all the territory characteristics (words are incomplete or human knowledge is an abstraction). The third states that language is self-reflexive (we can always make a map of a map of a map, etc.). Another main concept is the idea of human beings as organisms-as-a-whole, living in a neurolinguistic and neurosemantic environment (Korzybski, 1933). It means that we are living in a world of relations and that everything is interconnected. To "be" means to be related. These two issues, "as a whole" and "linguistic- neurosemantic," are the two concepts at the core of the clinical application of general semantics: evaluation and how human beings use language. The fact that general semantics deals with one of the main elements of human beings' functioning, language use, could explain why it has been widely applied. …

What makes multi-class imbalanced problems difficult? An experimental study

Abstract: Multi-class imbalanced classification is more difficult and less frequently studied than its binary counterpart. Moreover, research on the causes of the difficulty of multi-class imbalanced data is quite limited and insufficient. Therefore, we experimentally study the impact of various multi-class imbalanced difficulty factors on the performance of three popular classifiers. The results demonstrated a strong influence of the class overlapping with the extent of its impact related to the types of overlapped classes. In particular, overlapping between minority and majority classes was more difficult than the others. The type of the class size configuration turned out to be another important factor, highlighting the special role of the configurations with classes of intermediate sizes. The obtained results could support studying the nature of the multi-class imbalanced data as well as the development of new methods for improving classifiers. • Difficulty factors in multi-class imbalanced data are experimentally studied. • A strong influence of class overlapping related to types of class inter-relation. • High impact of the class size configuration (multi-majority — most difficult). • The gradual configurations with classes of intermediate sizes play special roles.