This Inaugural Lecture was given at Royal Holloway University of London in 1996. It covers an introduction to machine learning and describes various theoretical advances and practical projects in the field. The Lecture here is presented in its original format, but a few remarks have been added in 2025 to reflect recent developments, and the list of references has been updated to enhance the convenience and accuracy for readers. When did machine learning start? Maybe a good starting point is 1949, when Claude Shannon proposed a learning algorithm for chess-playing programs. Or maybe we should go back to the 1930s when Ronald Fisher developed discriminant analysis - a type of learning where the problem is to construct a decision rule that separates two types of vectors. Or could it be the 18th century when David Hume discussed the idea of induction? Or the 14th century, when William of Ockham formulated the principle of "simplicity" known as "Ockham's razor" (Ockham, by the way, is a small village not far from Royal Holloway). Or it may be that, like almost everything else in Western civilisation and culture, the origin of these ideas lies in the Mediterranean. After all, it was Aristotle who said that "we learn some things only by doing things". The field of machine learning has been greatly influenced by other disciplines and the subject is in itself not a very homogeneous discipline, but includes separate, overlapping subfields. There are many parallel lines of research in ML: inductive learning, neural networks, clustering, and theories of learning. They are all part of the more general field of machine learning.

Despite their remarkable success, large language models (LLMs) have shown limited ability on applied tasks such as vulnerability detection. We investigate various prompting strategies for vulnerability detection and, as part of this exploration, propose a prompting strategy that integrates natural language descriptions of vulnerabilities with a contrastive chain-of-thought reasoning approach, augmented using contrastive samples from a synthetic dataset. Our study highlights the potential of LLMs to detect vulnerabilities by integrating natural language descriptions, contrastive reasoning, and synthetic examples into a comprehensive prompting framework. Our results show that this approach can enhance LLM understanding of vulnerabilities. On a high-quality vulnerability detection dataset such as SVEN, our prompting strategies can improve accuracies, F1-scores, and pairwise accuracies by 23%, 11%, and 14%, respectively.

The explainability of machine learning algorithms is crucial, and numerous methods have emerged recently. Local, post-hoc methods assign an attribution score to each feature, indicating its importance for the prediction. However, these methods require recalculating explanations for each example. On the other side, while there exist global approaches they often produce explanations that are either overly simplistic and unreliable or excessively complex. To bridge this gap, we propose GLEAMS, a novel method that partitions the input space and learns an interpretable model within each sub-region, thereby providing both faithful local and global surrogates. We demonstrate GLEAMS' effectiveness on both synthetic and real-world data, highlighting its desirable properties and human-understandable insights.

This paper proposes a new boosting method that represents a tradeoff between online and offline learning. The main idea of the method is to maintain a reservoir of training examples (of fixed size) from which to train the weak learners. At each boosting iteration, new examples are added to the reservoir and then a selection strategy is used to reduce the reservoir to its original fixed size before the weak learner is trained. Several naive selection strategies are proposed but the main contribution of the paper is a more sophisticated selection strategy whose goal is to remove examples from the reservoir so that a weak learner trained on the reduced set will minimize the error computed on the whole set before reduction. The resulting algorithm is applied on four computer vision datasets, where it is shown to outperform several other online boosting methods. The idea of using a reservoir is original and very interesting.

People can learn a new visual class from just one example, yet machine learning algorithms typically require hundreds or thousands of examples to tackle the same problems. Here we present a Hierarchical Bayesian model based on compositionality and causality that can learn a wide range of natural (although simple) visual concepts, generalizing in human-like ways from just one image. We evaluated performance on a challenging one-shot classification task, where our model achieved a human-level error rate while substantially outperforming two deep learning models. We also tested the model on another conceptual task, generating new examples, by using a "visual Turing test" to show that our model produces human-like performance.

Data augmentation is widely used in text classification, especially in the low-resource regime where a few examples for each class are available during training. Despite the success, generating data augmentations as hard positive examples that may increase their effectiveness is under-explored. This paper proposes an Adversarial Word Dilution (AWD) method that can generate hard positive examples as text data augmentations to train the low-resource text classification model efficiently. Our idea of augmenting the text data is to dilute the embedding of strong positive words by weighted mixing with unknown-word embedding, making the augmented inputs hard to be recognized as positive by the classification model. We adversarially learn the dilution weights through a constrained min-max optimization process with the guidance of the labels. Empirical studies on three benchmark datasets show that AWD can generate more effective data augmentations and outperform the state-of-the-art text data augmentation methods. The additional analysis demonstrates that the data augmentations generated by AWD are interpretable and can flexibly extend to new examples without further training.

An active learning problem is one where the learner has the ability or need to influence or select its own training data. Many problems of great practical interest allow active learning, and many even require it. We consider the problem of actively learning a mapping X - Y based on a set of training examples {(Xi,Yi)} l' where Xi E X and Yi E Y. The learner is allowed to iteratively select new inputs x (possibly from a constrained set), observe the resulting output y, and incorporate the new examples (x, y) into its training set. The primary question of active learning is how to choose which x to try next. There are many heuristics for choosing x based on intuition, including choosing places where we don't have data, where we perform poorly [Linden and Weber, 1993], where we have low confidence [Thrun and Moller, 1992], where we expect it

Once a classifier is estimated from the training data, it can be used to label new examples, and in many application domains, such as character recognition, text classification and oth- ers, this constitutes the final goal of the learning stage. The statistical learning algorithms are also used in scientific studies to detect and analyze differences between the two classes when the correct answer'' is unknown, and the information we have on the differences is represented implicitly by the training set. Example applications include morphologi- cal analysis of anatomical organs (comparing organ shape in patients vs. normal controls), molecular design (identifying complex molecules that satisfy certain requirements), etc. In such applications, interpretation of the resulting classifier in terms of the original feature vectors can provide an insight into the nature of the differences detected by the learning algorithm and is therefore a crucial step in the analysis. Furthermore, we would argue that studying the spatial structure of the data captured by the classification function is important in any application, as it leads to a better understanding of the data and can potentially help in improving the technique.

PiEEG is an open source Raspberry Pi shield that measures biosignals such as those used in electroencephalography (EEG), electromyography (EMG), and electrocardiography (ECG). PiEEG is versatile, easy to work with, and compatible with different types of electrodes. Best of all, it was designed to be usable by anyone. To begin measuring bio-signals, all you need to do is connect the electrodes and run a Python script. Applications include gaming, entertainment, sports, health, meditation, and more.

Today, we're going to talk about one of my favorite topics: Data Augmentation. Yes, I know, it may sound a bit dry and technical at first, but trust me, this is one of the most exciting and creative aspects of deep learning. So buckle up and let's dive in! First things first, let's define our terms. Data augmentation is a technique used in deep learning to increase the amount of training data by creating new examples from the existing ones.