In many classification problems unlabelled data is abundant and a subset can be chosen for labelling. This defines the context of active learning (AL), where methods systematically select that subset, to improve a classifier by retraining. Given a classification problem, and a classifier trained on a small number of labelled examples, consider the selection of a single further example. This example will be labelled by the oracle and then used to retrain the classifier. This example selection raises a central question: given a fully specified stochastic description of the classification problem, which example is the optimal selection? If optimality is defined in terms of loss, this definition directly produces expected loss reduction (ELR), a central quantity whose maximum yields the optimal example selection. This work presents a new theoretical approach to AL, example quality, which defines optimal AL behaviour in terms of ELR. Once optimal AL behaviour is defined mathematically, reasoning about this abstraction provides insights into AL. In a theoretical context the optimal selection is compared to existing AL methods, showing that heuristics can make sub-optimal selections. Algorithms are constructed to estimate example quality directly. A large-scale experimental study shows these algorithms to be competitive with standard AL methods.

Scaling feature values is an important step in numerous machine learning tasks. Different features can have different value ranges and some form of a feature scaling is often required in order to learn an accurate classifier. However, feature scaling is conducted as a preprocessing task prior to learning. This is problematic in an online setting because of two reasons. First, it might not be possible to accurately determine the value range of a feature at the initial stages of learning when we have observed only a few number of training instances. Second, the distribution of data can change over the time, which render obsolete any feature scaling that we perform in a pre-processing step. We propose a simple but an effective method to dynamically scale features at train time, thereby quickly adapting to any changes in the data stream. We compare the proposed dynamic feature scaling method against more complex methods for estimating scaling parameters using several benchmark datasets for binary classification. Our proposed feature scaling method consistently outperforms more complex methods on all of the benchmark datasets and improves classification accuracy of a state-of-the-art online binary classifier algorithm.

We introduce kLog, a novel approach to statistical relational learning. Unlike standard approaches, kLog does not represent a probability distribution directly. It is rather a language to perform kernel-based learning on expressive logical and relational representations. kLog allows users to specify learning problems declaratively. It builds on simple but powerful concepts: learning from interpretations, entity/relationship data modeling, logic programming, and deductive databases. Access by the kernel to the rich representation is mediated by a technique we call graphicalization: the relational representation is first transformed into a graph --- in particular, a grounded entity/relationship diagram. Subsequently, a choice of graph kernel defines the feature space. kLog supports mixed numerical and symbolic data, as well as background knowledge in the form of Prolog or Datalog programs as in inductive logic programming systems. The kLog framework can be applied to tackle the same range of tasks that has made statistical relational learning so popular, including classification, regression, multitask learning, and collective classification. We also report about empirical comparisons, showing that kLog can be either more accurate, or much faster at the same level of accuracy, than Tilde and Alchemy. kLog is GPLv3 licensed and is available at http://klog.dinfo.unifi.it along with tutorials.

Smooth functions on graphs have wide applications in manifold and semi-supervised learning. In this paper, we study a bandit problem where the payoffs of arms are smooth on a graph. This framework is suitable for solving online learning problems that involve graphs, such as content-based recommendation. In this problem, each recommended item is a node and its expected rating is similar to its neighbors. The goal is to recommend items that have high expected ratings. We aim for the algorithms where the cumulative regret would not scale poorly with the number of nodes. In particular, we introduce the notion of an effective dimension, which is small in real-world graphs, and propose two algorithms for solving our problem that scale linearly in this dimension. Our experiments on real-world content recommendation problem show that a good estimator of user preferences for thousands of items can be learned from just tens nodes evaluations.

We present several epistemic views of ideation in scientific discovery that we have investigated: conceptual classification, abductive explanation, conceptual modeling, analogical reasoning, and visual reasoning. We then describe an experiment in computational ideation through model construction, evaluation and revision. We describe an interactive tool called MILA–S that enables construction of conceptual models of ecological phenomena, agent-based simulations of the conceptual model, and revision of the conceptual model based on the results of the simulation.   The key feature of MILA–S is that it automatically generates the simulations from the conceptual model. We report on a pilot study with 50 middle school science students who used MILA–S to discover causal explanations for an ecological phenomenon. Initial results from the study indicate that use of MILA–S had a significant impact both on the process of model construction and the nature of the constructed models.  We posit that MILA–S may enable scientists to construct, evaluate and revise conceptual models of ecological phenomena.

The problem of coordination in cooperative multiagent systems has been widely studied in the literature. In practical complex environments, the interactions among agents are usually regulated by their underlying network topology, which, however, has not been taken into consideration in previous work. To this end, we firstly investigate the multiagent coordination problems in cooperative environments under the networked social learning framework focusing on two representative topologies: the small-world and the scale-free network. We consider a population of agents where each agent interacts with another agent randomly chosen from its neighborhood in each round. Each agent learns its policy through repeated interactions with its neighbors via social learning. It is not clear a priori if all agents can learn a consistent optimal coordination policy and what kind of impact different topology parameters could have on the learning performance of agents. We distinguish two types of learners: individual action learner and joint action learner. The learning performances of both learners are evaluated extensively in different cooperative games, and the influence of different factors on the learning performance of agents is investigated and analyzed as well.

Social robots can be used to tutor children in one-on-one interactions. Because students have different learning needs, they consequently require complex, non-scripted teaching behaviors that adapt to the learning needs of each child. As a result of this, robot tutors are more effective given a means of adaptively customizing the pace and content of a student's curriculum. In this paper we propose a reinforcement learning-based approach that affords such capabilities to a tutoring robot, with the goals of fostering measurable learning gains and sustained engagement. We outline an architecture in which the robot uses reinforcement learning to adapt the difficulty of its exercises. Further, we describe a proposed study capable of evaluating the effectiveness of our Intelligent Tutoring System.

The paper presents a new framework for complex Support Vector Regression as well as Support Vector Machines for quaternary classification. The method exploits the notion of widely linear estimation to model the input-out relation for complex-valued data and considers two cases: a) the complex data are split into their real and imaginary parts and a typical real kernel is employed to map the complex data to a complexified feature space and b) a pure complex kernel is used to directly map the data to the induced complex feature space. The recently developed Wirtinger's calculus on complex reproducing kernel Hilbert spaces (RKHS) is employed in order to compute the Lagrangian and derive the dual optimization problem. As one of our major results, we prove that any complex SVM/SVR task is equivalent with solving two real SVM/SVR tasks exploiting a specific real kernel which is generated by the chosen complex kernel. In particular, the case of pure complex kernels leads to the generation of new kernels, which have not been considered before. In the classification case, the proposed framework inherently splits the complex space into four parts. This leads naturally in solving the four class-task (quaternary classification), instead of the typical two classes of the real SVM. In turn, this rationale can be used in a multiclass problem as a split-class scenario based on four classes, as opposed to the one-versus-all method; this can lead to significant computational savings. Experiments demonstrate the effectiveness of the proposed framework for regression and classification tasks that involve complex data.

Our research aims at building interactive robots and agents that can expand their knowledge by interacting with human users. In this paper, we focus on learning goal-oriented tasks from situated interactive instructions. Learning the structure of novel tasks and how to execute them is a challenging computational problem requiring the agent to acquire a variety of knowledge including goal definitions and hierarchical control information. We frame acquisition of novel tasks as an explanation-based learning (EBL) problem and propose an interactive learning variant of EBL for a robotic agent. We show that our approach can exploit information in situated instructions along with the domain knowledge to demonstrate fast generalization on several tasks. The knowledge acquired transfers across structurally similar tasks. Finally, we show that our approach seamlessly combines agent-driven exploration with instructions for mixed-initiative learning.

One of the more important aims of graduate artificial intelligence courses is to prepare graduate students to critically evaluate the current literature. The established approaches for this include either asking a student to present a paper in class, or to have the entire class read and discuss a paper. However, neither of these approaches presents incentives for student participation beyond the posting of a single summary or review. In this paper, we describe a class project that uses the popular Easychair conference management system as a pedagogical tool to enable engagement in the peer review process. We report on the deployment of this project in a medium-sized graduate AI class, and present the results of this deployment. We hope that the success of this project in engaging students in the peer review process can be used better train and bolster the future corps of AI reviewers.