Despite significant effort, the quantum machine learning community has only demonstrated quantum learning advantages for artificial cryptography-inspired datasets when dealing with classical data. In this paper we address the challenge of finding learning problems where quantum learning algorithms can achieve a provable exponential speedup over classical learning algorithms. We reflect on computational learning theory concepts related to this question and discuss how subtle differences in definitions can result in significantly different requirements and tasks for the learner to meet and solve. We examine existing learning problems with provable quantum speedups and find that they largely rely on the classical hardness of evaluating the function that generates the data, rather than identifying it. To address this, we present two new learning separations where the classical difficulty primarily lies in identifying the function generating the data. Furthermore, we explore computational hardness assumptions that can be leveraged to prove quantum speedups in scenarios where data is quantum-generated, which implies likely quantum advantages in a plethora of more natural settings (e.g., in condensed matter and high energy physics). We also discuss the limitations of the classical shadow paradigm in the context of learning separations, and how physically-motivated settings such as characterizing phases of matter and Hamiltonian learning fit in the computational learning framework.

The widespread diffusion of connected smart devices has contributed to the rapid expansion and evolution of the Internet at its edge. Personal mobile devices interact with other smart objects in their surroundings, adapting behavior based on rapidly changing user context. The ability of mobile devices to process this data locally is crucial for quick adaptation. This can be achieved through a single elaboration process integrated into user applications or a middleware platform for context processing. However, the lack of public datasets considering user context complexity in the mobile environment hinders research progress. We introduce MyDigitalFootprint, a large-scale dataset comprising smartphone sensor data, physical proximity information, and Online Social Networks interactions. This dataset supports multimodal context recognition and social relationship modeling. It spans two months of measurements from 31 volunteer users in their natural environment, allowing for unrestricted behavior. Existing public datasets focus on limited context data for specific applications, while ours offers comprehensive information on the user context in the mobile environment. To demonstrate the dataset's effectiveness, we present three context-aware applications utilizing various machine learning tasks: (i) a social link prediction algorithm based on physical proximity data, (ii) daily-life activity recognition using smartphone-embedded sensors data, and (iii) a pervasive context-aware recommender system. Our dataset, with its heterogeneity of information, serves as a valuable resource to validate new research in mobile and edge computing.

Agents must be able to adapt quickly as an environment changes. We find that existing model-based reinforcement learning agents are unable to do this well, in part because of how they use past experiences to train their world model. Here, we present Curious Replay -- a form of prioritized experience replay tailored to model-based agents through use of a curiosity-based priority signal. Agents using Curious Replay exhibit improved performance in an exploration paradigm inspired by animal behavior and on the Crafter benchmark. DreamerV3 with Curious Replay surpasses state-of-the-art performance on Crafter, achieving a mean score of 19.4 that substantially improves on the previous high score of 14.5 by DreamerV3 with uniform replay, while also maintaining similar performance on the Deepmind Control Suite. Code for Curious Replay is available at https://github.com/AutonomousAgentsLab/curiousreplay

Three-dimensional (3D) object recognition technology is being used as a core technology in advanced technologies such as autonomous driving of automobiles. There are two sets of approaches for 3D object recognition: (i) hand-crafted approaches like Global Orthographic Object Descriptor (GOOD), and (ii) deep learning-based approaches such as MobileNet and VGG. However, it is needed to know which of these approaches works better in an open-ended domain where the number of known categories increases over time, and the system should learn about new object categories using few training examples. In this paper, we first implemented an offline 3D object recognition system that takes an object view as input and generates category labels as output. In the offline stage, instance-based learning (IBL) is used to form a new category and we use K-fold cross-validation to evaluate the obtained object recognition performance. We then test the proposed approach in an online fashion by integrating the code into a simulated teacher test. As a result, we concluded that the approach using deep learning features is more suitable for open-ended fashion. Moreover, we observed that concatenating the hand-crafted and deep learning features increases the classification accuracy.

Multi-task Imitation Learning (MIL) aims to train a policy capable of performing a distribution of tasks based on multi-task expert demonstrations, which is essential for general-purpose robots. Existing MIL algorithms suffer from low data efficiency and poor performance on complex long-horizontal tasks. We develop Multi-task Hierarchical Adversarial Inverse Reinforcement Learning (MH-AIRL) to learn hierarchically-structured multi-task policies, which is more beneficial for compositional tasks with long horizons and has higher expert data efficiency through identifying and transferring reusable basic skills across tasks. To realize this, MH-AIRL effectively synthesizes context-based multi-task learning, AIRL (an IL approach), and hierarchical policy learning. Further, MH-AIRL can be adopted to demonstrations without the task or skill annotations (i.e., state-action pairs only) which are more accessible in practice. Theoretical justifications are provided for each module of MH-AIRL, and evaluations on challenging multi-task settings demonstrate superior performance and transferability of the multi-task policies learned with MH-AIRL as compared to SOTA MIL baselines.

Any representation of data involves arbitrary investigator choices. Because those choices are external to the data-generating process, each choice leads to an exact symmetry, corresponding to the group of transformations that takes one possible representation to another. These are the passive symmetries; they include coordinate freedom, gauge symmetry, and units covariance, all of which have led to important results in physics. In machine learning, the most visible passive symmetry is the relabeling or permutation symmetry of graphs. Our goal is to understand the implications for machine learning of the many passive symmetries in play. We discuss dos and don'ts for machine learning practice if passive symmetries are to be respected. We discuss links to causal modeling, and argue that the implementation of passive symmetries is particularly valuable when the goal of the learning problem is to generalize out of sample. This paper is conceptual: It translates among the languages of physics, mathematics, and machine-learning. We believe that consideration and implementation of passive symmetries might help machine learning in the same ways that it transformed physics in the twentieth century.

This paper considers the learning of logical (Boolean) functions with focus on the generalization on the unseen (GOTU) setting, a strong case of out-of-distribution generalization. This is motivated by the fact that the rich combinatorial nature of data in certain reasoning tasks (e.g., arithmetic/logic) makes representative data sampling challenging, and learning successfully under GOTU gives a first vignette of an 'extrapolating' or 'reasoning' learner. We then study how different network architectures trained by (S)GD perform under GOTU and provide both theoretical and experimental evidence that for a class of network models including instances of Transformers, random features models, and diagonal linear networks, a min-degree-interpolator is learned on the unseen. We also provide evidence that other instances with larger learning rates or mean-field networks reach leaky min-degree solutions. These findings lead to two implications: (1) we provide an explanation to the length generalization problem (e.g., Anil et al. 2022); (2) we introduce a curriculum learning algorithm called Degree-Curriculum that learns monomials more efficiently by incrementing supports.

Deep R Programming is a comprehensive and in-depth introductory course on one of the most popular languages for data science. It equips ambitious students, professionals, and researchers with the knowledge and skills to become independent users of this potent environment so that they can tackle any problem related to data wrangling and analytics, numerical computing, statistics, and machine learning. This textbook is a non-profit project. Its online and PDF versions are freely available at .

A final exam in machine learning at a top institution such as MIT, Harvard, or Cornell typically takes faculty days to write, and students hours to solve. We demonstrate that large language models pass machine learning finals at a human level, on finals available online after the models were trained, and automatically generate new human-quality final exam questions in seconds. Previous work has developed program synthesis and few-shot learning methods to solve university-level problem set questions in mathematics and STEM courses. In this work, we develop and compare methods that solve final exams, which differ from problem sets in several ways: the questions are longer, have multiple parts, are more complicated, and span a broader set of topics. We curate a dataset and benchmark of questions from machine learning final exams available online and code for answering these questions and generating new questions. We show how to generate new questions from other questions and course notes. For reproducibility and future research on this final exam benchmark, we use automatic checkers for multiple-choice, numeric, and questions with expression answers. We perform ablation studies comparing zero-shot learning with few-shot learning and chain-of-thought prompting using GPT-3, OPT, Codex, and ChatGPT across machine learning topics and find that few-shot learning methods perform best. We highlight the transformative potential of language models to streamline the writing and solution of large-scale assessments, significantly reducing the workload from human days to mere machine seconds. Our results suggest that rather than banning large language models such as ChatGPT in class, instructors should teach students to harness them by asking students meta-questions about correctness, completeness, and originality of the responses generated, encouraging critical thinking in academic studies.

Ronan Carolan has always been the creative type, and after attending an art school's open day last autumn he thought he had settled on illustration as a degree. But as the Ucas deadline approached, he began to have second thoughts. "I noticed more and more things drawn by AI," he says, referring to a magazine cover among other examples. "Considering that only a few years ago, the images it generated were entirely nonsensical, it is scary how fast it has progressed." Carolan, who is 18 and has just completed an art foundation course in Cardiff, decided architecture would be a safer path to follow.