Professional Documents
Culture Documents
I. Introduction
q Examples of Learning Tasks
q Specification of Learning Problems
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Introduction
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Introduction
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Introduction
...
Customer n
house owner
no
income (p.a.)
55 000 EUR
repayment (p.m.) 1 200 EUR
credit period
8 years
SCHUFA entry
no
age
?
married
yes
...
STEIN/LETTMANN 2005-2015
...
Customer n
house owner
no
income (p.a.)
55 000 EUR
repayment (p.m.) 1 200 EUR
credit period
8 years
SCHUFA entry
no
age
?
married
yes
...
Learned rules:
(income>40 000 AND credit_period<3) OR
house_owner=yes
THEN credit_approval=yes
IF
SCHUFA_entry=yes OR
(income<20 000 AND repayment>800)
THEN credit_approval=no
IF
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Introduction
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Introduction
[Mitchell 1997]
STEIN/LETTMANN 2005-2015
[Mitchell 1997]
Sharp
Left
Straight
Ahead
Sharp
Right
30 Output
Units
...
4 Hidden
Units
30x32 Sensor
Input Retina
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[Mitchell 1997])
from experience
a performance measure,
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Introduction
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Remarks:
q Example chess
group. [www.uni-weimar.de/medien/webis/corpora]
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Introduction
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Introduction
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[Mitchell 1997]
1. Feedback
direct: for each board configuration the best move is given.
indirect: only the final result is given after a series of moves.
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Introduction
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[Mitchell 1997]
1. Feedback
direct: for each board configuration the best move is given.
indirect: only the final result is given after a series of moves.
2. Sequence and distribution of examples
A teacher presents important example problems along with a solution.
The learner chooses from the examples; e.g. pick a board for which the
best move is unknown.
The selection of examples to learn from should follow the (expected)
distribution of future problems.
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Introduction
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[Mitchell 1997]
1. Feedback
direct: for each board configuration the best move is given.
indirect: only the final result is given after a series of moves.
2. Sequence and distribution of examples
A teacher presents important example problems along with a solution.
The learner chooses from the examples; e.g. pick a board for which the
best move is unknown.
The selection of examples to learn from should follow the (expected)
distribution of future problems.
3. Relevance under a performance measure
How far can we get with experience?
Can we master situations in the wild?
(playing against itself will be not enough to become world class)
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[Mitchell 1997]
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Introduction
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[Mitchell 1997]
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Introduction
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case base
set of rules
neural network
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Remarks:
q The ideal target function interprets the real world, say, a real-world object o, to
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Remarks (continued) :
q For automated chess playing a real-valued assessment function is needed; such kind of
problems form regression problems. If only a small number of values are to be considered
(e.g. school grades), we are given a classification problem. A regression problem can be
transformed into a classification problem by means of domain discretization.
q Regression problems and classification problems often differ with regard to assessing the
achieved accuracy or goodness of fit. For regression problems the sum of the squared
residuals may be a sensible criterion; for classification problems the number of misclassified
examples may be more relevant.
q For classification problems, the ideal target function is also called ideal classifier; similarly,
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[model world]
O is a set of objects.
C is a set of classes.
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O is a set of objects.
C is a set of classes.
Classification problem:
q
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[real world]
(continued)
C is a set of classes.
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(continued)
C is a set of classes.
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(continued)
Objects
Classes
c y
X
Feature space
Semantics:
Ideal classifier for real-world objects.
Model formation function.
c Ideal classifier for vectors from the feature space.
y Classifier.
c y c is approximated by y.
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Remarks:
q The feature space X comprises vectors x1 , x2 , . . ., which can be considered as abstractions
of real-world objects o1 , o2 , . . ., and which have been computed according to our view of the
real world.
q The model formation function determines the level of abstraction between o and x,
ideal classifier, since c(x) is defined as (o) and hence yields the true real-world classes.
I.e., c and have different domains each, but they return the same images.
q c(x) is often termed ground truth (for x and the underlying classification problem).
Observe that this term is justified by the fact that c(x) (o).
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Introduction
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[IGD Algorithm]
Algorithm: LMS
Input:
Training examples of the form (x, c(x)) with target function value c(x) for x.
Learning rate, a small positive constant.
Internal:
Output:
Weight vector.
LMS(D, )
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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initialize_random_weights((w0 , w1 , . . . , wp ))
REPEAT
(x, c(x)) = random_select(D)
y(x) = w0 + w1 x1 + . . . + wp xp
error = c(x) y(x)
FOR j = 0 TO p DO
wj = error xj
// xD : x|x0 1
wj = wj + wj
ENDDO
UNTIL(convergence(D, y(D)))
return((w0 , w1 , . . . , wp ))
Introduction
STEIN/LETTMANN 2005-2015
compute_performance()
Chess
program
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Introduction
Solution trace
Moves, (o*)
STEIN/LETTMANN 2005-2015
evaluation()
compute_performance()
Chess
program
Solution trace
Moves, (o*)
accept
Move
analysis
improve
Training examples
(x1, c(x1)), ...,
(xn, c(xn))
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Introduction
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evaluation()
compute_performance()
Chess
program
Solution trace
Moves, (o*)
accept
Move
analysis
improve
Training examples
(x1, c(x1)), ...,
(xn, c(xn))
generalize()
Hypothesis
(w0, ..., wp)
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Introduction
LMS
algorithm
STEIN/LETTMANN 2005-2015
evaluation()
compute_performance()
Solution trace
Chess
program
Moves, (o*)
accept
Move
analysis
improve
Training examples
(x1, c(x1)), ...,
(xn, c(xn))
Problem
Chess board
generalize()
problem
generation()
Hypothesis
(w0, ..., wp)
LMS
algorithm
Introduction
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(continued)
Generic learnability:
q
Knowledge acquisition:
q
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