This paper investigates learning in a lifelong context. Lifelong learning addresses situations in which a learner faces a whole stream of learning tasks. Such scenarios provide the opportunity to transfer knowledge across multiple learning tasks, in order to generalize more accurately from less training data. In this paper, several different approaches to lifelong learning are described, and applied in an object recognition domain. It is shown that across the board, lifelong learning approaches generalize consistently more accurately from less training data, by their ability to transfer knowledge across learning tasks.

For example, it is trivial to record hours of heartbeats from hundreds of patients. However, it is expensive to hire cardiologists to label each of the recorded beats. One response to the expense of class labels is to squeeze the most information possible out of each labeled example. Regularization and cross-validation both have this goal. A second response is to start with a small set of labeled examples and request labels of only those currently unlabeled examples that are expected to provide a significant improvement in the behavior of the classifier (Lewis & Catlett, 1994; Freund et al., 1993). A third response is to tap into a largely ignored potential source of information; namely, unlabeled examples. This response is supported by the theoretical work of Castelli and Cover (1995) which suggests that unlabeled examples have value in learning classification problems.

For example, it is trivial to record hours of heartbeats from hundreds of patients. However, it is expensive to hire cardiologists to label each of the recorded beats. One response to the expense of class labels is to squeeze the most information possible out of each labeled example. Regularization and cross-validation both have this goal. A second response is to start with a small set of labeled examples and request labels of only those currently unlabeled examples that are expected to provide a significant improvement in the behavior of the classifier (Lewis & Catlett, 1994; Freund et al., 1993). A third response is to tap into a largely ignored potential source of information; namely, unlabeled examples. This response is supported by the theoretical work of Castelli and Cover (1995) which suggests that unlabeled examples have value in learning classification problems.

This paper investigates learning in a lifelong context. Lifelong learning addresses situations in which a learner faces a whole stream of learning tasks. Such scenarios provide the opportunity to transfer knowledge across multiple learning tasks, in order to generalize more accurately from less training data. In this paper, several different approaches to lifelong learning are described, and applied in an object recognition domain. It is shown that across the board, lifelong learning approaches generalize consistently more accurately from less training data, by their ability to transfer knowledge across learning tasks.

This paper investigates learning in a lifelong context. Lifelong learning addresses situations in which a learner faces a whole stream of learning tasks.Such scenarios provide the opportunity to transfer knowledge across multiple learning tasks, in order to generalize more accurately from less training data. In this paper, several different approaches to lifelong learning are described, and applied in an object recognition domain. It is shown that across the board, lifelong learning approaches generalize consistently more accurately from less training data, by their ability to transfer knowledge across learning tasks. 1 Introduction Supervised learning is concerned with approximating an unknown function based on examples. Virtuallyall current approaches to supervised learning assume that one is given a set of input-output examples, denoted by X, which characterize an unknown function, denoted by f.

Geoffrey Towell Siemens Corporate Research 755 College Road East Princeton, NJ 08540 Abstract Many classification problems have the property that the only costly part of obtaining examples is the class label. This paper suggests a simple method for using distribution information contained in unlabeled examples to augment labeled examples in a supervised training framework. Empirical tests show that the technique described inthis paper can significantly improve the accuracy of a supervised learner when the learner is well below its asymptotic accuracy level. 1 INTRODUCTION Supervised learning problems often have the following property: unlabeled examples have little or no cost while class labels have a high cost. For example, it is trivial to record hours of heartbeats from hundreds of patients. However, it is expensive to hire cardiologists to label each of the recorded beats.

Speedup learning seeks to improve the computational efficiency of problem solving with experience. In this paper, we develop a formal framework for learning efficient problem solving from random problems and their solutions. We apply this framework to two different representations of learned knowledge, namely control rules and macro-operators, and prove theorems that identify sufficient conditions for learning in each representation. Our proofs are constructive in that they are accompanied with learning algorithms. Our framework captures both empirical and explanation-based speedup learning in a unified fashion. We illustrate our framework with implementations in two domains: symbolic integration and Eight Puzzle. This work integrates many strands of experimental and theoretical work in machine learning, including empirical learning of control rules, macro-operator learning, Explanation-Based Learning (EBL), and Probably Approximately Correct (PAC) Learning.

We develop a principled strategy to sample a function optimally for function approximation tasks within a Bayesian framework. Using ideas from optimal experiment design, we introduce an objective function (incorporating both bias and variance) to measure the degree of approximation, and the potential utility of the data points towards optimizing this objective. We show how the general strategy can be used to derive precise algorithms to select data for two cases: learning unit step functions and polynomial functions. In particular, we investigate whether such active algorithms can learn the target with fewer examples. We obtain theoretical and empirical results to suggest that this is the case. 1 INTRODUCTION AND MOTIVATION Learning from examples is a common supervised learning paradigm that hypothesizes a target concept given a stream of training examples that describes the concept. In function approximation, example-based learning can be formulated as synthesizing an approximation function for data sampled from an unknown target function (Poggio and Girosi, 1990). Active learning describes a class of example-based learning paradigms that seeks out new training examples from specific regions of the input space, instead of passively accepting examples from some data generating source.

Using a statistical mechanical formalism we calculate the evidence, generalisation error and consistency measure for a linear perceptron trained and tested on a set of examples generated by a non linear teacher. The teacher is said to be unrealisable because the student can never model it without error. Our model allows us to interpolate between the known case of a linear teacher, and an unrealisable, nonlinear teacher. A comparison of the hyperparameters which maximise the evidence with those that optimise the performance measures reveals that, in the nonlinear case, the evidence procedure is a misleading guide to optimising performance. Finally, we explore the extent to which the evidence procedure is unreliable and find that, despite being sub-optimal, in some circumstances it might be a useful method for fixing the hyperparameters. 1 INTRODUCTION The analysis of supervised learning or learning from examples is a major field of research within neural networks.

In supervised learning, learning from queries rather than from random examples can improve generalization performance significantly. We study the performance of query learning for problems where the student cannot learn the teacher perfectly, which occur frequently in practice. As a prototypical scenario of this kind, we consider a linear perceptron student learning a binary perceptron teacher. Two kinds of queries for maximum information gain, i.e., minimum entropy, are investigated: Minimum student space entropy (MSSE) queries, which are appropriate if the teacher space is unknown, and minimum teacher space entropy (MTSE) queries, which can be used if the teacher space is assumed to be known, but a student of a simpler form has deliberately been chosen. We find that for MSSE queries, the structure of the student space determines the efficacy of query learning, whereas MTSE queries lead to a higher generalization error than random examples, due to a lack of feedback about the progress of the student in the way queries are selected.