Most current online distributed machine learning algorithms have been studied in a data-parallel architecture among agents in networks. We study online distributed machine learning from a different perspective, where the features about the same samples are observed by multiple agents that wish to collaborate but do not exchange the raw data with each other. We propose a distributed feature online gradient descent algorithm and prove that local solution converges to the global minimizer with a sublinear rate O 2 (...) T. Our algorithm does not require exchange of the primal data or even the model parameters between agents. Firstly, we design an auxiliary variable, which implies the information of the global features, and estimate at each agent by dynamic consensus method. Then, local parameters are updated by online gradient descent method based on local data stream. Simulations illustrate the performance of the proposed algorithm. (shrink)

Most empirical work in human categorization has studied learning in either fully supervised or fully unsupervised scenarios. Most real-world learning scenarios, however, are semi-supervised: Learners receive a great deal of unlabeled information from the world, coupled with occasional experiences in which items are directly labeled by a knowledgeable source. A large body of work in machine learning has investigated how learning can exploit both labeled and unlabeled data provided to a learner. Using equivalences between (...) models found in human categorization and machine learning research, we explain how these semi-supervised techniques can be applied to human learning. A series of experiments are described which show that semi-supervised learning models prove useful for explaining human behavior when exposed to both labeled and unlabeled data. We then discuss some machine learning models that do not have familiar human categorization counterparts. Finally, we discuss some challenges yet to be addressed in the use of semi-supervised models for modeling human categorization. (shrink)

Formal learning theory formalizes the process of inferring a general result from examples, as in the case of inferring grammars from sentences when learning a language. In this work, we develop a general framework—the supervised learning game—to investigate the interaction between Teacher and Learner. In particular, our proposal highlights several interesting features of the agents: on the one hand, Learner may make mistakes in the learning process, and she may also ignore the potential relation between (...) different hypotheses; on the other hand, Teacher is able to correct Learner’s mistakes, eliminate potential mistakes and point out the facts ignored by Learner. To reason about strategies in this game, we develop a modal logic of supervised learning and study its properties. Broadly, this work takes a small step towards studying the interaction between graph games, logics and formal learning theory. (shrink)

Three experiments with 88 college-aged participants explored how unlabeled experiences—learning episodes in which people encounter objects without information about their category membership—influence beliefs about category structure. Participants performed a simple one-dimensional categorization task in a brief supervised learning phase, then made a large number of unsupervised categorization decisions about new items. In all three experiments, the unsupervised experience altered participants’ implicit and explicit mental category boundaries, their explicit beliefs about the most representative members of each category, and (...) even their memory for the items encountered during the supervised learning phase. These changes were influenced by both the range and frequency distribution of the unlabeled stimuli: mental category boundaries shifted toward the middle of the range and toward the trough of the bimodal distribution of unlabeled items, whereas beliefs about the most representative category members shifted toward the modes of the unlabeled distribution. One consequence of this shift in representations is a false-consensus effect (Experiment 3) where participants, despite receiving very disparate training experiences, show strong agreement in judgments about representativeness and boundary location following unsupervised category judgments. (shrink)

Scenarios for the emergence or bootstrap of a lexicon involve the repeated interaction between at least two agents who must reach a consensus on how to name N objects using H words. Here we consider minimal models of two types of learning algorithms: cross-situational learning, in which the individuals determine the meaning of a word by looking for something in common across all observed uses of that word, and supervised operant conditioning learning, in which there is (...) strong feedback between individuals about the intended meaning of the words. Despite the stark differences between these learning schemes, we show that they yield the same communication accuracy in the limits of large N and H , which coincides with the result of the classical occupancy problem of randomly assigning N objects to H words. Key words: lexicon bootstrapping; cross-situational learning; supervised learning; random occupancy problems. (shrink)

Scenarios for the emergence or bootstrap of a lexicon involve the repeated interaction between at least two agents who must reach a consensus on how to name N objects using H words. Here we consider minimal models of two types of learning algorithms: cross-situational learning, in which the individuals determine the meaning of a word by looking for something in common across all observed uses of that word, and supervised operant conditioning learning, in which there is (...) strong feedback between individuals about the intended meaning of the words. Despite the stark differences between these learning schemes, we show that they yield the same communication accuracy in the limits of large N and H, which coincides with the result of the classical occupancy problem of randomly assigning N objects to H words. Key words: lexicon bootstrapping; cross-situational learning; supervised learning; random occupancy problems. (shrink)

The purpose of cognitive diagnostic modeling is to classify students' latent attribute profiles using their responses to the diagnostic assessment. In recent years, each diagnostic classification model makes different assumptions about the relationship between a student's response pattern and attribute profile. The previous research studies showed that the inappropriate DCMs and inaccurate Q-matrix impact diagnostic classification accuracy. Artificial Neural Networks have been proposed as a promising approach to convert a pattern of item responses into a diagnostic classification in some research (...) studies. However, the ANNs methods produced very unstable and unappreciated estimation unless a great deal of care was taken. In this research, we combined ANNs with two typical DCMs, the deterministic-input, noisy, “and” gate model and the deterministic-inputs, noisy, “or” gate model, within a semi-supervised learning framework to achieve a robust and accurate classification. In both simulated study and real data study, the experimental results showed that the proposed method could achieve appreciated performance across different test conditions, especially when the diagnostic quality of assessment was not high and the Q-matrix contained misspecified elements. This research study is the first time of applying the thinking of semi-supervised learning into CDM. Also, we used the validating test to choose the appropriate parameters for the ANNs instead of using typical statistical criteria. (shrink)

Malware is a sophisticated, malicious, and sometimes unidentifiable application on the network. The classifying network traffic method using machine learning shows to perform well in detecting malware. In the literature, it is reported that this good performance can depend on a reduced set of network features. This study presents an empirical evaluation of two statistical methods of reduction and selection of features in an Android network traffic dataset using six supervised algorithms: Naïve Bayes, support vector machine, multilayer perceptron (...) neural network, decision tree, random forest, and K-nearest neighbors. The principal component analysis and logistic regression methods with p value were applied to select the most representative features related to the time properties of flows and features of bidirectional packets. The selected features were used to train the algorithms using binary and multiclass classification. For performance evaluation and comparison metrics, precision, recall, F-measure, accuracy, and area under the curve were used. The empirical results show that random forest obtains an average accuracy of 96% and an AUC-ROC of 0.98 in binary classification. For the case of multiclass classification, again random forest achieves an average accuracy of 87% and an AUC-ROC over 95%, exhibiting better performance than the other machine learning algorithms. In both experiments, the 13 most representative features of a mixed set of flow time properties and bidirectional network packets selected by LR were used. In the case of the other five classifiers, their results in terms of precision, recall, and accuracy, are competitive with those obtained in related works, which used a greater number of input features. Therefore, it is empirically evidenced that the proposed method for the selection of features, based on statistical techniques of reduction and extraction of attributes, allows improving the identification performance of malware traffic, discriminating it from the benign traffic of Android applications. (shrink)

The no-free-lunch theorems promote a skeptical conclusion that all possible machine learning algorithms equally lack justification. But how could this leave room for a learning theory, that shows that some algorithms are better than others? Drawing parallels to the philosophy of induction, we point out that the no-free-lunch results presuppose a conception of learning algorithms as purely data-driven. On this conception, every algorithm must have an inherent inductive bias, that wants justification. We argue that many standard (...) class='Hi'>learning algorithms should rather be understood as model-dependent: in each application they also require for input a model, representing a bias. Generic algorithms themselves, they can be given a model-relative justification. (shrink)

Computational drug repositioning has been proven as a promising and efficient strategy for discovering new uses from existing drugs. To achieve this goal, a number of computational methods have been proposed, which are based on different data sources of drugs and diseases. These methods approach the problem using either machine learning- or network-based models with an assumption that similar drugs can be used for similar diseases to identify new indications of drugs. Therefore, similarities between drugs and between diseases are (...) usually used as inputs. In addition, known drug-disease associations are also needed for the methods as prior information. It should be noted that those associations are still not well established due to the fact that many of marketed drugs have been withdrawn and this could affect the outcome of the methods. In this study, we propose a novel method named RLSDR to find new uses of drugs. More specifically, it relies on a semi-supervised learning model, Regularized Least Square, thus it does not require definition of non-drug-disease associations as previously proposed machine learning-based methods. In addition, the similarity between drugs measured by chemical structures of drug compounds and the similarity between diseases which share phenotypes can be represented in a form of either similarity network or similarity matrix as inputs of the method. Moreover, instead of using a gold-standard set of known drug-disease associations, we construct an artificial set of the associations based on known disease-gene and drug-target associations. Experiment results demonstrate that RLSDR achieves better prediction performance on the artificial set of drug-disease associations than that on the gold-standard ones in terms of area under the Receiver Operating Characteristic curve. In addition, it outperforms two representative network-based methods irrespective of the prior information of drug-disease associations. Novel indications for a number of drugs are also identified and validated by evidences from a different data resource. (shrink)

Some of the features of animal and human categorical perception (CP) for color, pitch and speech are exhibited by neural net simulations of CP with one-dimensional inputs: When a backprop net is trained to discriminate and then categorize a set of stimuli, the second task is accomplished by "warping" the similarity space (compressing within-category distances and expanding between-category distances). This natural side-effect also occurs in humans and animals. Such CP categories, consisting of named, bounded regions of similarity space, may be (...) the ground level out of which higher-order categories are constructed; nets are one possible candidate for the mechanism that learns the sensorimotor invariants that connect arbitrary names (elementary symbols?) to the nonarbitrary shapes of objects. This paper examines how and why such compression/expansion effects occur in neural nets. (shrink)

The invisibility of nursing work has been discussed in the international literature but not in relation to learning clinical skills. Evans and Guile's (Practice‐based education: Perspectives and strategies, Rotterdam: Sense, 2012) theory of recontextualisation is used to explore the ways in which invisible or unplanned and unrecognised learning takes place as newly qualified nurses learn to delegate to and supervise the work of the healthcare assistant. In the British context, delegation and supervision are thought of as skills which (...) are learnt “on the job.” We suggest that learning “on‐the‐job” is the invisible construction of knowledge in clinical practice and that delegation is a particularly telling area of nursing practice which illustrates invisible learning. Using an ethnographic case study approach in three hospital sites in England from 2011 to 2014, we undertook participant observation, interviews with newly qualified nurses, ward managers and healthcare assistants. We discuss the invisible ways newly qualified nurses learn in the practice environment and present the invisible steps to learning which encompass the embodied, affective and social, as much as the cognitive components to learning. We argue that there is a need for greater understanding of the “invisible learning” which occurs as newly qualified nurses learn to delegate and supervise. (shrink)

In the last decades, supervised machine learning has seen the widespread growth of highly complex, non-interpretable models, of which deep neural networks are the most typical representative. Due to their complexity, these models have showed an outstanding performance in a series of tasks, as in image recognition and machine translation. Recently, though, there has been an important discussion over whether those non-interpretable models are able to provide any sort of understanding whatsoever. For some scholars, only interpretable models can (...) provide understanding. More popular, however, is the idea that understanding can come from a careful analysis of the dataset or from the model’s theoretical basis. In this paper, I wish to examine the possible forms of obtaining understanding of such non-interpretable models. Two main strategies for providing understanding are analyzed. The first involves understanding without interpretability, either through external evidence for the model’s inner functioning or through analyzing the data. The second is based on the artificial production of interpretable structures, through three main forms: post hoc models, hybrid models, and quasi-interpretable structures. Finally, I consider some of the conceptual difficulties in the attempt to create explanations for these models, and their implications for understanding. (shrink)

The free energy principle says that any self-organising system that is at nonequilibrium steady-state with its environment must minimize its free energy. It is proposed as a grand unifying principle for cognitive science and biology. The principle can appear cryptic, esoteric, too ambitious, and unfalsifiable—suggesting it would be best to suspend any belief in the principle, and instead focus on individual, more concrete and falsifiable ‘process theories’ for particular biological processes and phenomena like perception, decision and action. Here, I explain (...) the free energy principle, and I argue that it is best understood as offering a conceptual and mathematical analysis of the concept of existence of self-organising systems. This analysis offers a new type of solution to long-standing problems in neurobiology, cognitive science, machine learning and philosophy concerning the possibility of normatively constrained, self-supervised learning and inference. The principle can therefore uniquely serve as a regulatory principle for process theories, to ensure that process theories conforming to it enable self-supervision. This is, at least for those who believe self-supervision is a foundational explanatory task, good reason to believe the free energy principle. (shrink)

The article describes the author's approach to the construction of general-level artificial cognitive agents based on the so-called "semantic supervised learning", within which, in accordance with the hybrid paradigm of artificial intelligence, both machine learning methods and methods of the symbolic ap­ proach and knowledge-based systems are used ("good old-fashioned artificial intelligence"). А descrip­ tion of current proЬlems with understanding of the general meaning and context of situations in which narrow AI agents are found is presented. The (...) definition of semantic supervised learning is given and its relationship with other machine learning methods is described. In addition, а thought experiment is presented, which shows the essence and meaning of supervised semantic learning. (shrink)

Academic supervision is considered an important mechanism to improve the performance of an educational institution. This article aims to investigate the situation of academic supervision in Bangladeshi Government Colleges (GCs).The article, in particular, explores the impacts of academic supervision on Bangladeshi students and teachers in developing their competencies and confidence in postsecondary educational settings. The study was conducted employing thequalitative research method and collecting data from in-depth interviews, secondary published literature, such as books, journal articles etc. The study finds that (...) effective academic supervision considerably helps students achieve their learning progress as well as teachers attain their professionalization in the GCs of Bangladesh. Various challenges exist in higher education in Bangladesh, which include the lack of resources, limited use of educational tools and technology, policy problems, lack of sufficient training and scope of research for teachers, and so on. This article has made several recommendations for improving academic supervision to enhance quality education in the Bangladeshi GCs. Philosophy and Progress, Vol#71-72; No#1-2; Jan-Dec 2022 P 97-128. (shrink)

To improve the safety and the performance of operators involved in risky and demanding missions, human-machine cooperation should be dynamically adapted, in terms of dialogue or function allocation. To support this reconfigurable cooperation, a crucial point is to assess online the operator’s ability to keep performing the mission. The article explores the concept of Operator Functional State, then it proposes to operationalize this concept on the specific activity of drone swarm monitoring, carried out by 22 participants on simulator SUSIE. With (...) the aid of supervised learning methods, physiological and contextual are classified into three classes, corresponding to different levels of OFS. This classification would help for adapting the countermeasures to the situation faced by operators. (shrink)

This book discusses the complexities of pastoral supervision. Topics addressed are pragmatic aspects of supervision, for pastors in local congregations who supervise seminary interns to well-developed theoretical aspects of supervisory education utilized in clinical pastoral education. Readers will benefit from theoretical viewpoints and practical hands-on application to their ministry.

In this article, we examined the relationship between abusive supervision and deviant workplace behavior and the moderating role of an Islamic Work Ethic. Three hundred and thirty‐six employees in different organizations (specializing in software development, medicine, law enforcement, telecommunication, pharmaceutics, and banking) across Pakistan completed our questionnaire. The results revealed that abusive supervision was positively related to deviant workplace behavior. Moreover, the moderation of an Islamic Work Ethic on the relationship between abusive supervision and deviant work behavior was confirmed. The (...) study contributed in many ways. It expanded literature by revealing a weaker relationship between abusive supervision and deviant behavior when Islamic Work Ethic (IWE) was high. It also tested the conservation of resources theory by providing a plausible reasoning of the role of IWE in employee motivation. By integrating IWE as a resource in the workplace, practitioners would learn that the proper use of resources would produce satisfied workers who would not indulge in deviant workplace behaviors. (shrink)

This paper reconsiders the diphone-based word segmentation model of Cairns, Shillcock, Chater, and Levy (1997) and Hockema (2006), previously thought to be unlearnable. A statistically principled learning model is developed using Bayes’ theorem and reasonable assumptions about infants’ implicit knowledge. The ability to recover phrase-medial word boundaries is tested using phonetic corpora derived from spontaneous interactions with children and adults. The (unsupervised and semi-supervised) learning models are shown to exhibit several crucial properties. First, only a small amount (...) of language exposure is required to achieve the model’s ceiling performance, equivalent to between 1 day and 1 month of caregiver input. Second, the models are robust to variation, both in the free parameter and the input representation. Finally, both the learning and baseline models exhibit undersegmentation, argued to have significant ramifications for speech processing as a whole. (shrink)

We propose an approach for texture segmentation based on weak supervised learning. The weak supervision implies that the user marks only a single small patch for each class in the input image. These patches are used for training. We employ the method of graph cuts for the segmentation task. Our work demonstrates that even under such weak training, texture segmentation can be achieved efficiently and with good accuracy via graph cuts. Moreover, our approach uses a simpler feature representation (...) than that in similar contemporary segmentation approaches. We also provide a brief discussion indicating the good performance of our approach. We validate our method on various standard texture mosaics and also on segmentation of natural images with large texture variations. (shrink)

Machine learning researchers distinguish between reinforcement learning and supervised learning and refer to reinforcement learning systems as “agents”. This paper vindicates the claim that systems trained by reinforcement learning are agents while those trained by supervised learning are not. Systems of both kinds satisfy Dretske’s criteria for agency, because they both learn to produce outputs selectively in response to inputs. However, reinforcement learning is sensitive to the instrumental value of outputs, giving (...) rise to systems which exploit the effects of outputs on subsequent inputs to achieve good performance over episodes of interaction with their environments. Supervised learning systems, in contrast, merely learn to produce better outputs in response to individual inputs. (shrink)

This paper explores how an evolutionary process can produce systems that learn. A general framework for the evolution of learning is outlined, and is applied to the task of evolving mechanisms suitable for supervised learning in single-layer neural networks. Dynamic properties of a network’s information-processing capacity are encoded genetically, and these properties are subjected to selective pressure based on their success in producing adaptive behavior in diverse environments. As a result of selection and genetic recombination, various successful (...) learning mechanisms evolve, including the well-known delta rule. The effect of environmental diversity on the evolution of learning is investigated, and the role of different kinds of emergent phenomena in genetic and connectionist systems is discussed. (shrink)

Dr. Hauptman provides us with a wonderful clinical vignette, the richness of which is measured in the range of responses it can evoke. My response will be that of a career-long psychiatric educator who has served as a clinical supervisor to many residents over the years. In this role, residents like Dr. Hauptman present their clinical work and their questions. I, in turn, try to help them to learn from their patients, improve their clinical skills, and seek answers to their (...) questions. My task at the outset is to help the resident develop a differential diagnosis, a biopsychosocial formulation of the patient’s difficulty, and a treatment plan. In other words, I work with the resident to understand who... (shrink)

Scientific malpractice is not just due to researchers having bad intentions, but also due to a lack of education concerning research integrity practices. Besides the importance of institutionalised trainings on research integrity, research supervisors play an important role in translating what doctoral students learn during research integrity formal sessions. Supervision practices and role modelling influence directly and indirectly supervisees’ attitudes and behaviour toward responsible research. Research supervisors can not be left alone in this effort. Research institutions are responsible for supporting (...) supervisors in being more aware of their RI function, and in supporting responsible supervision practices to have a positive cascading effect on supervisees’ research practices. We interviewed 22 European research supervisors to investigate how they perceive their role as research integrity trainers and their real-life supervision practices. Moreover, we investigated their points of view concerning the role of research institutions in supporting supervision practices. Although there are different commonalities in supervisors’ perception of their research integrity-related role, differences are emphasised depending on the supervisors’ characteristics such as academic domain, seniority, working country and gender. In addition, supervisors’ way of mentoring depend also on supervisees’ learning curve. Overall, all supervisors agreed on institutions playing an important role in support their supervision effort and practices. This study aims to be a starting point for better understanding research integrity supervision practices and the role of institutions in supporting them. Moreover, it puts the basis to further investigate differences in supervision practices depending on supervisors’ characteristics. (shrink)

The Good Supervisor engages readers in dialogue and active reflection on the strategies of effective supervision of PhDs, postgraduate and undergraduate research. Accessibly written, it encourages supervisors to reflect on and enhance their research supervision practice with a diversity of students on a variety of research projects: Postgraduate and undergraduate levels, international and distance students practice and professional research research leading to creative process and products/creations the PhD by publication supervising your colleagues interpersonal skills managing diversity in learning styles, (...) gender, age and culture. The book is also useful for students undertaking research. There is special focus on research skills development.and on supporting students through and beyond the examination process. (shrink)

In this chapter we consider unsupervised learning from two perspectives. First, we briefly look at its advantages and disadvantages as an engineering technique applied to large corpora in natural language processing. While supervised learning generally achieves greater accuracy with less data, unsupervised learning offers significant savings in the intensive labour required for annotating text. Second, we discuss the possible relevance of unsupervised learning to debates on the cognitive basis of human language acquisition. In this context (...) we explore the implications of recent work on grammar induction for poverty of stimulus arguments that purport to motivate a strong bias model of language learning, commonly formulated as a theory of Universal Grammar (UG). We examine the second issue both as a problem in computational learning theory, and with reference to empirical work on unsupervised Machine Learning (ML) of syntactic structure. We compare two models of learning theory and the place of unsupervised learning within each of them. Looking at recent work on part of speech tagging and the recognition of syntactic structure, we see how far unsupervised ML methods have come in acquiring different kinds of grammatical knowledge from raw text. (shrink)

The automated identification of national implementations of European directives by text similarity techniques has shown promising preliminary results. Previous works have proposed and utilized unsupervised lexical and semantic similarity techniques based on vector space models, latent semantic analysis and topic models. However, these techniques were evaluated on a small multilingual corpus of directives and NIMs. In this paper, we utilize word and paragraph embedding models learned by shallow neural networks from a multilingual legal corpus of European directives and national legislation (...) to develop unsupervised semantic similarity systems to identify transpositions. We evaluate these models and compare their results with the previous unsupervised methods on a multilingual test corpus of 43 Directives and their corresponding NIMs. We also develop supervised machine learning models to identify transpositions and compare their performance with different feature sets. (shrink)

The automated identification of national implementations of European directives by text similarity techniques has shown promising preliminary results. Previous works have proposed and utilized unsupervised lexical and semantic similarity techniques based on vector space models, latent semantic analysis and topic models. However, these techniques were evaluated on a small multilingual corpus of directives and NIMs. In this paper, we utilize word and paragraph embedding models learned by shallow neural networks from a multilingual legal corpus of European directives and national legislation (...) to develop unsupervised semantic similarity systems to identify transpositions. We evaluate these models and compare their results with the previous unsupervised methods on a multilingual test corpus of 43 Directives and their corresponding NIMs. We also develop supervised machine learning models to identify transpositions and compare their performance with different feature sets. (shrink)

Thomas Kretschmar and Andreas Hamburger provide an important overview of psychodynamic work in companies, presenting different viewpoints and explaining key psychoanalytic terms and techniques for coaching and supervision. Written in the form of a dialog between Kretschmar, an entrepreneur, and Hamburger, a psychoanalyst, the book provides unique insight into psychodynamic coaching and supervision. Psychodynamic Coaching and Supervision for Executives begins with an overview of coaching, psychodynamic approaches, the unconscious and relevant psychoanalytic theory. Kretschmar and Hamburger then consider Operationalized Psychodynamic Diagnosis (...) (OPD) in business, assess current research into coaching and supervision and present a selection of key case studies. At the end of each chapter, the authors compare their positions, giving important contextual information, exploring objections, complications and improvements, and providing a precise summary of the topic. This book will be an illuminating guide for therapists and professionals who wish to learn how psychoanalytic theory and practice can be used for coaching, counseling, and supervision in an organizational context. (shrink)