In this paper, we study the challenging problem of tracking the trajectory of a moving object in a video with possibly very complex background. In contrast to most existing trackers which only learn the appearance of the tracked object online, we take a different approach, inspired by recent advances in deep learning architectures, by putting more emphasis on the (unsupervised) feature learning problem. Specifically, by using auxiliary natural images, we train a stacked denoising autoencoder offline to learn generic image features that are more robust against variations. This is then followed by knowledge transfer from offline training to the online tracking process. Online tracking involves a classification neural network which is constructed from the encoder part of the trained autoencoder as a feature extractor and an additional classification layer. Both the feature extractor and the classifier can be further tuned to adapt to appearance changes of the moving object. Comparison with the state-of-the-art trackers on some challenging benchmark video sequences shows that our deep learning tracker is more accurate while maintaining low computational cost with real-time performance when our MATLAB implementation of the tracker is used with a modest graphics processing unit (GPU).

We give differentially private algorithms for a large class of online learning algorithms, in both the full information and bandit settings. Our algorithms aim to minimize a convex loss function which is a sum of smaller convex loss terms, one for each data point. To design our algorithms, we modify the popular mirror descent approach, or rather a variant called follow the approximate leader. The technique leads to the first nonprivate algorithms for private online learning in the bandit setting. In the full information setting, our algorithms improve over the regret bounds of previous work (due to Dwork, Naor, Pitassi and Rothblum (2010) and Jain, Kothari and Thakurta (2012)). In many cases, our algorithms (in both settings) match the dependence on the input length, T, of the optimal nonprivate regret bounds up to logarithmic factors in T. Our algorithms require logarithmic space and update time.

We consider the problem of learning good trajectories for manipulation tasks. This is challenging because the criterion defining a good trajectory varies with users, tasks and environments. In this paper, we propose a co-active online learning framework for teaching robots the preferences of its users for object manipulation tasks. The key novelty of our approach lies in the type of feedback expected from the user: the human user does not need to demonstrate optimal trajectories as training data, but merely needs to iteratively provide trajectories that slightly improve over the trajectory currently proposed by the system. We argue that this co-active preference feedback can be more easily elicited from the user than demonstrations of optimal trajectories, which are often challenging and non-intuitive to provide on high degrees of freedom manipulators. Nevertheless, theoretical regret bounds of our algorithm match the asymptotic rates of optimal trajectory algorithms. We demonstrate the generalizability of our algorithm on a variety of grocery checkout tasks, for whom, the preferences were not only influenced by the object being manipulated but also by the surrounding environment.

Many real-world problems have complicated objective functions. To optimize such functions, humans utilize sophisticated sequential decision-making strategies. Many optimization algorithms have also been developed for this same purpose, but how do they compare to humans in terms of both performance and behavior? We try to unravel the general underlying algorithm people may be using while searching for the maximum of an invisible 1D function. Subjects click on a blank screen and are shown the ordinate of the function at each clicked abscissa location.

We study the power of different types of adaptive (nonoblivious) adversaries in the setting of prediction with expert advice, under both full-information and bandit feedback. We measure the player's performance using a new notion of regret, also known as policy regret, which better captures the adversary's adaptiveness to the player's behavior. In a setting where losses are allowed to drift, we characterize --in a nearly complete manner-- the power of adaptive adversaries with bounded memories and switching costs.

What if there is a teacher who knows the learning goal and wants to design good training data for a machine learner? We propose an optimal teaching framework aimed at learners who employ Bayesian models. Our framework is expressed as an optimization problem over teaching examples that balance the future loss of the learner and the effort of the teacher. This optimization problem is in general hard. In the case where the learner employs conjugate exponential family models, we present an approximate algorithm for finding the optimal teaching set.

We consider the design of strategies for market making in an exchange. A market maker generally seeks to profit from the difference between the buy and sell price of an asset, yet the market maker also takes exposure risk in the event of large price movements. Profit guarantees for market making strategies have typically required certain stochastic assumptions on the price fluctuations of the asset in question; for example, assuming a model in which the price process is mean reverting. We propose a class of "spread-based" market making strategies whose performance can be controlled even under worst-case (adversarial) settings. We prove structural properties of these strategies which allows us to design a master algorithm which obtains low regret relative to the best such strategy in hindsight. We run a set of experiments showing favorable performance on recent real-world stock price data.

Psychologists are interested in developing instructional policies that boost student learning. An instructional policy specifies the manner and content of instruction. For example, in the domain of concept learning, a policy might specify the nature of exemplars chosen over a training sequence. Traditional psychological studies compare several hand-selected policies, e.g., contrasting a policy that selects only difficult-to-classify exemplars with a policy that gradually progresses over the training sequence from easy exemplars to more difficult (known as fading). We propose an alternative to the traditional methodology in which we define a parameterized space of policies and search this space to identify the optimal policy.

The increased availability of data in recent years has led several authors to ask whether it is possible to use data as a computational resource. That is, if more data is available, beyond the sample complexity limit, is it possible to use the extra examples to speed up the computation time required to perform the learning task?

Summary: This paper presents a multitask learning method which entails jointly solving a collection of k-nearest neighbor (kNN) based prediction tasks, leveraging the relationships among the tasks. Whereas single task learning for kNN would only consider neighbors from the task which the test point belongs to (referred to as "homogeneous neighborhood" in the paper), the multitask variant proposed here considers neighbors from all tasks (referred to as "heterogeneous neighborhood" in the paper), suitably weighting the contribution of each neighbor by the pairwise similarity between the task the test point belongs o and the task the neighbor belongs to. The pairwise task similarities are learned from data. Experimental results show that the proposed method performs better than a kNN based multitask learning method anda global multitask learning method that learns a common feature represent of all tasks and learns predictors using that representation. Quality: The proposed model makes sense, especially the way a local learning problem (neighborhood based kNN) has been reformulated as a global learning problem (like SVM) and then cast as a standard global multitask learning problem. Clarity: The paper is well-written and the idea is easy to follow.