When the distribution of unlabeled data in feature space lies along a manifold, the information it provides may be used by a learner to assist classification in a semi-supervised setting. While manifold learning is well-known in machine learning, the use of manifolds in human learning is largely unstudied. We perform a set of experiments which test a human's ability to use a manifold in a semi-supervised learning task, under varying conditions. We show that humans may be encouraged into using the manifold, overcoming the strong preference for a simple, axis-parallel linear boundary. Papers published at the Neural Information Processing Systems Conference.

We consider the task of human collaborative category learning, where two people work together to classify test items into appropriate categories based on what they learn from a training set. We propose a novel collaboration policy based on the Co-Training algorithm in machine learning, in which the two people play the role of the base learners. The policy restricts each learner's view of the data and limits their communication to only the exchange of their labelings on test items. In a series of empirical studies, we show that the Co-Training policy leads collaborators to jointly produce unique and potentially valuable classification outcomes that are not generated under other collaboration policies. We further demonstrate that these observations can be explained with appropriate machine learning models.

When the distribution of unlabeled data in feature space lies along a manifold, the information it provides may be used by a learner to assist classification in a semi-supervised setting. While manifold learning is well-known in machine learning, the use of manifolds in human learning is largely unstudied. We perform a set of experiments which test a human's ability to use a manifold in a semi-supervised learning task, under varying conditions. We show that humans may be encouraged into using the manifold, overcoming the strong preference for a simple, axis-parallel linear boundary.

We propose to use Rademacher complexity, originally developed in computational learning theory, as a measure of human learning capacity. Rademacher complexity measures a learners ability to fit random data, and can be used to bound the learners true error based on the observed training sample error. We first review the definition of Rademacher complexity and its generalization bound. We then describe a learning the noise" procedure to experimentally measure human Rademacher complexities. The results from empirical studies showed that: (i) human Rademacher complexity can be successfully measured, (ii) the complexity depends on the domain and training sample size in intuitive ways, (iii) human learning respects the generalization bounds, (iv) the bounds can be useful in predicting the danger of overfitting in human learning. Finally, we discuss the potential applications of human Rademacher complexity in cognitive science."