We demonstrate a new deep learning autoencoder network, trained by a nonnegativity constraint algorithm (NCAE), that learns features which show part-based representation of data. The learning algorithm is based on constraining negative weights. The performance of the algorithm is assessed based on decomposing data into parts and its prediction performance is tested on three standard image data sets and one text dataset. The results indicate that the nonnegativity constraint forces the autoencoder to learn features that amount to a part-based representation of data, while improving sparsity and reconstruction quality in comparison with the traditional sparse autoencoder and Nonnegative Matrix Factorization. It is also shown that this newly acquired representation improves the prediction performance of a deep neural network.

Recent works demonstrated the usefulness of temporal coherence to regularize supervised training or to learn invariant features with deep architectures. In particular, enforcing smooth output changes while presenting temporally-closed frames from video sequences, proved to be an effective strategy. In this paper we prove the efficacy of temporal coherence for semi-supervised incremental tuning. We show that a deep architecture, just mildly trained in a supervised manner, can progressively improve its classification accuracy, if exposed to video sequences of unlabeled data. The extent to which, in some cases, a semi-supervised tuning allows to improve classification accuracy (approaching the supervised one) is somewhat surprising. A number of control experiments pointed out the fundamental role of temporal coherence.

This issue of AI Magazine includes six articles on cognitive orthoses, which we broadly conceive as technological approaches that amplify or enhance individual or team cognition across a wide range of goals and activities. The articles are grouped by how they relate to orthoses enhanced socio-technical team intelligence at three different cognitive levels—sensorimotor physical, professional learning, and networked knowledge.

For the vast majority of queries (for example, navigation, simple fact lookup, and others), search engines do extremely well. Their ability to quickly provide answers to queries is a remarkable testament to the power of many of the fundamental methods of AI. They also highlight many of the issues that are common to sophisticated AI question-answering systems. It has become clear that people think of search programs in ways that are very different from traditional information sources. Rapid and ready-at-hand access, depth of processing, and the way they enable people to offload some ordinary memory tasks suggest that search engines have become more of a cognitive amplifier than a simple repository or front-end to the Internet. Like all sophisticated tools, people still need to learn how to use them. Although search engines are superb at finding and presenting information—up to and including extracting complex relations and making simple inferences—knowing how to frame questions and evaluate their results for accuracy and credibility remains an ongoing challenge. Some questions are still deep and complex, and still require knowledge on the part of the search user to work through to a successful answer. And the fact that the underlying information content, user interfaces, and capabilities are all in a continual state of change means that searchers need to continually update their knowledge of what these programs can (and cannot) do.

We study the problem of reducing test-time acquisition costs in classification systems. Our goal is to learn decision rules that adaptively select sensors for each example as necessary to make a confident prediction. We model our system as a directed acyclic graph (DAG) where internal nodes correspond to sensor subsets and decision functions at each node choose whether to acquire a new sensor or classify using the available measurements. This problem can be naturally posed as an empirical risk minimization over training data. Rather than jointly optimizing such a highly coupled and non-convex problem over all decision nodes, we propose an efficient algorithm motivated by dynamic programming. We learn node policies in the DAG by reducing the global objective to a series of cost sensitive learning problems. Our approach is computationally efficient and has proven guarantees of convergence to the optimal system for a fixed architecture. In addition, we present an extension to map other budgeted learning problems with large number of sensors to our DAG architecture and demonstrate empirical performance exceeding state-of-the-art algorithms for data composed of both few and many sensors.

Learning of low dimensional structure in multidimensional data is a canonical problem in machine learning. One common approach is to suppose that the observed data are close to a lower-dimensional smooth manifold. There are a rich variety of manifold learning methods available, which allow mapping of data points to the manifold. However, there is a clear lack of probabilistic methods that allow learning of the manifold along with the generative distribution of the observed data. The best attempt is the Gaussian process latent variable model (GP-LVM), but identifiability issues lead to poor performance. We solve these issues by proposing a novel Coulomb repulsive process (Corp) for locations of points on the manifold, inspired by physical models of electrostatic interactions among particles. Combining this process with a GP prior for the mapping function yields a novel electrostatic GP (electroGP) process. Focusing on the simple case of a one-dimensional manifold, we develop efficient inference algorithms, and illustrate substantially improved performance in a variety of experiments including filling in missing frames in video.

Lunch with a Fellow, and the Volunteer high standard, and of special interest AAAI-16 Registration is now available Program, in addition to the Student to the AAAI community.

Recent advances in cognitive computing componentry combined with other factors are leading to commercially viable cognitive systems. From chips to smart phones to public and private clouds, industrial strength “cognition as a service” is beginning to appear at all scales in business and society. Furthermore, in the age of zettabytes on the way to yottabytes, the designers, engineers, and managers of future smart systems will depend on cognition as a service. Cognition as a service can help unlock the mysteries of big data and ultimately boost the creativity and productivity of professionals and their teams, the productive output of industries and organizations, as well as the GDP (gross domestic product) of regions and nations. In this and the next decade, cognition as a service will allow us to re-image work practices, augmenting and scaling expertise to transform professions, industries, and regions.

This article is aimed at helping AI researchers and practitioners imagine roles intelligent technologies might play in the many different and varied ecosystems in which people learn. My observations are based on learning sciences research of the past several decades, the possibilities of new technologies of the past few years, and my experience as program officer for the National Science Foundation’s Cyberlearning and Future Learning Technologies program. My thesis is that new technologies have potential to transform possibilities for fostering learning in both formal and informal learning environments by making it possible and manageable for learners to engage in the kinds of project work that professionals engage in and learn important content, skills, practices, habits, and dispositions from those experiences. The expertise of AI researchers and practitioners is critical to that vision, but it will require teaming up with others — for example, technology imagineers, educators, and learning scientists.

Active problem solving has been shown to be one of the most effective ways to acquire complex skills. Whether one is learning a programming language by implementing a computer program, or learning calculus by solving problems, context sensitive feedback and guidance are crucial to keeping problem solving efforts fruitful and efficient. This article reviews AI-based algorithms that can diagnose student difficulties during active problem solving and serve as the basis for providing context-sensitive and individualized guidance. The article also describes the crucial role sensor based estimates of cognitive resources such as working memory capacity and attention can play in enhancing the diagnostic capabilities of intelligent instructional systems.