We have explored the use of analogy as a general approach to near and far transfer learning in domains ranging from physics problem solving to strategy games (Klenk and Forbus 2007; Hinrichs and Forbus 2007). Using the same basic analogical mechanism, we have found that the main differences between near and far transfer involve the amount of generalization that must be performed prior to transfer and the way that the matching process treats nonidentical predicates. We present here two extensions of our analogical matcher, minimal ascension and metamapping, that enable far transfer between representations with different relational vocabulary. Evidence for the effectiveness of these techniques is provided by a large-scale external evaluation, involving a substantial number of novel distant analogs.

Case-based reasoning (CBR) is a problem-solving process in which a new problem is solved by retrieving a similar situation and reusing its solution. Transfer learning occurs when, after gaining experience from learning how to solve source problems, the same learner exploits this experience to improve performance and/or learning on target problems. In transfer learning, the differences between the source and target problems characterize the transfer distance. CBR can support transfer learning methods in multiple ways. We illustrate how CBR and transfer learning interact and characterize three approaches for using CBR in transfer learning: (1) as a transfer learning method, (2) for problem learning, and (3) to transfer knowledge between sets of problems. We describe examples of these approaches from our own and related work and discuss applicable transfer distances for each. We close with conclusions and directions for future research applying CBR to transfer learning.

The fundamental assumption being, any hypothesis found to approximate well over a sufficiently large Surface Electromyogram (SEMG) signals are physiological set of training examples will also approximate well over signals processed to assess the intensity of activity and the other unobserved examples (Mitchell 1997), belonging to fatigue state of the muscles, non-invasively (Kumar, Pah, the same distribution as the training data. But if this basic and Bradley 2003; Georgakis, Stergioulas, and Giakas 2003; assumption is violated as in the case of SEMG data over Koumantakis et al. 2001; Gerdle, Larsson, and Karlsson multiple subjects, direct application of traditional data mining 2000). However researches observed significant difference and machine learning methods would not work. Figure 1 between the data collected from different subjects shows a typical distribution of SEMG data for three different though they performed the same activity under similar experimental subjects, collected over a fatiguing exercise at varying speed conditions (Contessa, Adam, and Luca 2009; representing the four physiological phases corresponding to Gerdle, Larsson, and Karlsson 2000). Because of their four classes (l) low intensity of activity and low fatigue, (2) highly subject specific nature the SEMG based fatigue assessment high intensity of activity and moderate fatigue, (3) low intensity requires subject specific calibration and are hence of activity and moderate fatigue and (4) high intensity confined to clinical environments related to training and rehabilitation. of activity and high fatigue.

We propose an algorithm to perform multitask learning where each task has potentially distinct label sets and label correspondences are not readily available. This is in contrast with existing methods which either assume that the label sets shared by different tasks are the same or that there exists a label mapping oracle. Our method directly maximizes the mutual information among the labels, and we show that the resulting objective function can be efficiently optimized using existing algorithms. Our proposed approach has a direct application for data integration with different label spaces for the purpose of classification, such as integrating Yahoo! and DMOZ web directories.

People constantly apply acquired knowledge to new learning tasks, but machines almost never do. Research on transfer learning attempts to address this dissimilarity. Working within this area, we report on a procedure that learns and transfers constraints in the context of inductive process modeling, which we review. After discussing the role of constraints in model induction, we describe the learning method, MISC, and introduce our metrics for assessing the cost and benefit of transferred knowledge. The reported results suggest that cross-domain transfer is beneficial in the scenarios that we investigated, lending further evidence that this strategy is a broadly effective means for increasing the efficiency of learning systems. We conclude by discussing the aspects of inductive process modeling that encourage effective transfer, by reviewing related strategies, and by describing future research plans for constraint induction and transfer learning.

Building an intelligent agent, which simulates human-level learning appropriate for learning math, science, or a second language, could potentially benefit both education in understanding human learning, and artificial intelligence in creating human-level intelligence. Recently, we have proposed an efficient approach to acquiring procedural knowledge using transfer learning. However, it operated as a separate module. In this paper, we describe how to integrate this module into a machine-learning agent, SimStudent, that learns procedural knowledge from examples and through problem solving. We illustrate this method in the domain of algebra, after which we consider directions for future research in this area.

Transfer learning aims at reusing the knowledge in some source tasks to improve the learning of a target task. Many transfer learning methods assume that the source tasks and the target task be related, even though many tasks are not related in reality. However, when two tasks are unrelated, the knowledge extracted from a source task may not help, and even hurt, the performance of a target task. Thus, how to avoid negative transfer and then ensure a "safe transfer" of knowledge is crucial in transfer learning. In this paper, we propose an Adaptive Transfer learning algorithm based on Gaussian Processes (AT-GP), which can be used to adapt the transfer learning schemes by automatically estimating the similarity between a source and a target task. The main contribution of our work is that we propose a new semi-parametric transfer kernel for transfer learning from a Bayesian perspective, and propose to learn the model with respect to the target task, rather than all tasks as in multi-task learning. We can formulate the transfer learning problem as a unified Gaussian Process (GP) model. The adaptive transfer ability of our approach is verified on both synthetic and real-world datasets.

Activity recognition plays an important role in many areas such as smart environments by offering unprecedented opportunities for assisted living, automation, security and energy efficiency. It’s also an essential component for planning and plan recognition in smart environments. One challenge of activity recognition is the need for collecting and annotating huge amounts of data for each new physical setting in order to be able to carry out the conventional activity discovery and recognition algorithms. This extensive initial phase of data collection and annotation results in a prolonged installation process and excessive time investment for each new space. In this paper we propose a new method of transferring learned knowledge of activities to a new physical space in order to leverage the learning process in the new environment. Our method called ”Home to Home Transfer Learning” (HHTL) is based on using a semi EM framework and modeling activities using structural, temporal and spatial features. This method allows us to avoid the tedious task of collecting and labeling huge amounts of data in the target space, and allows for a more accelerated and more scalable deployment cycle in the real world. It also allows us to exploit the insights learned in previous spaces. To validate our algorithms, we use the data collected in several smart apartments with different physical layouts.

This paper investigates a new machine learning strategy called translated learning. Unlike many previous learning tasks, we focus on how to use labeled data from one feature space to enhance the classification of other entirely different learning spaces. For example, we might wish to use labeled text data to help learn a model for classifying image data, when the labeled images are difficult to obtain. An important aspect of translated learning is to build a "bridge" to link one feature space (known as the "source space") to another space (known as the "target space") through a translator in order to migrate the knowledge from source to target. The translated learning solution uses a language model to link the class labels to the features in the source spaces, which in turn is translated to the features in the target spaces. Finally, this chain of linkages is completed by tracing back to the instances in the target spaces. We show that this path of linkage can be modeled using a Markov chain and risk minimization. Through experiments on the text-aided image classification and cross-language classification tasks, we demonstrate that our translated learning framework can greatly outperform many state-of-the-art baseline methods.

This paper investigates a new machine learning strategy called translated learning. Unlike many previous learning tasks, we focus on how to use labeled data from one feature space to enhance the classification of other entirely different learning spaces. For example, we might wish to use labeled text data to help learn a model for classifying image data, when the labeled images are difficult to obtain. An important aspect of translated learning is to build a "bridge" to link one feature space (known as the "source space") to another space (known as the "target space") through a translator in order to migrate the knowledge from source to target. The translated learning solution uses a language model to link the class labels to the features in the source spaces, which in turn is translated to the features in the target spaces. Finally, this chain of linkages is completed by tracing back to the instances in the target spaces. We show that this path of linkage can be modeled using a Markov chain and risk minimization. Through experiments on the text-aided image classification and cross-language classification tasks, we demonstrate that our translated learning framework can greatly outperform many state-of-the-art baseline methods.