Machine Learning is the study of methods for programming computers to learn. Computers are applied to a wide range of tasks, and for most of these it is relatively easy for programmers to design and implement the necessary software. However, there are many tasks for which this is difficult or impossible. These can be divided into four general categories. First, there are problems for which there exist no human experts. For example, in modern automated manufacturing facilities, there is a need to predict machine failures before they occur by analyzing sensor readings. Because the machines are new, there are no human experts who can be interviewed by a programmer to provide the knowledge necessary to build a computer system. A machine learning system can study recorded data and subsequent machine failures and learn prediction rules. Second, there are problems where human experts exist, but where they are unable to explain their expertise. This is the case in many perceptual tasks, such as speech recognition, hand-writing recognition, and natural language understanding. Virtually all humans exhibit expert-level abilities on these tasks, but none of them can describe the detailed steps that they follow as they perform them. Fortunately, humans can provide machines with examples of the inputs and correct outputs for these tasks, so machine learning algorithms can learn to map the inputs to the outputs. Third, there are problems where phenomena are changing rapidly. In finance, for example, people would like to predict the future behavior of the stock market, of consumer purchases, or of exchange rates. These behaviors change frequently, so that even if a programmer could construct a good predictive computer program, it would need to be rewritten frequently. A learning program can relieve the programmer of this burden by constantly modifying and tuning a set of learned prediction rules. Fourth, there are applications that need to be customized for each computer user separately. Consider, for example, a program to filter unwanted electronic mail messages. Different users will need different filters. It is unreasonable to expect each user to program his or her own rules, and it is infeasible to provide every user with a software engineer to keep the rules up-to-date. A machine learning system can learn which mail messages the user rejects and maintain the filtering rules automatically. Machine learning addresses many of the same research questions as the fields of statistics, data mining, and psychology, but with differences of emphasis. Statistics focuses on understanding the phenomena that have generated the data, often with the goal of testing different hypotheses about those phenomena. Data mining seeks to find patterns in the data that are understandable by people. Psychological studies of human learning aspire to understand the mechanisms underlying the various learning behaviors exhibited by people (concept learning, skill acquisition, strategy change, etc.).

Machine learning

Probability Distributions.- Linear Models for Regression.- Linear Models for Classification.- Neural Networks.- Kernel Methods.- Sparse Kernel Machines.- Graphical Models.- Mixture Models and EM.- Approximate Inference.- Sampling Methods.- Continuous Latent Variables.- Sequential Data.- Combining Models.

Pattern Recognition and Machine Learning

Deposits of clastic carbonate-dominated (calciclastic) sedimentary slope systems in the rock record have been identified mostly as linearly-consistent carbonate apron deposits, even though most ancient clastic carbonate slope deposits fit the submarine fan systems better. Calciclastic submarine fans are consequently rarely described and are poorly understood. Subsequently, very little is known especially in mud-dominated calciclastic submarine fan systems. Presented in this study are a sedimentological core and petrographic characterisation of samples from eleven boreholes from the Lower Carboniferous of Bowland Basin (Northwest England) that reveals a >250 m thick calciturbidite complex deposited in a calciclastic submarine fan setting. Seven facies are recognised from core and thin section characterisation and are grouped into three carbonate turbidite sequences. They include: 1) Calciturbidites, comprising mostly of highto low-density, wavy-laminated bioclast-rich facies; 2) low-density densite mudstones which are characterised by planar laminated and unlaminated muddominated facies; and 3) Calcidebrites which are muddy or hyper-concentrated debrisflow deposits occurring as poorly-sorted, chaotic, mud-supported floatstones. These

Phd by thesis

“Unpaired Image-to-Image Translation using Cycle-Consistent Adversarial Networks”の学習報告

https://web.cs.wpi.edu/~rail/files/ArgallEtAlRAS09.pdf

A survey of robot learning from demonstration

In the context of robotics and automation, learning from demonstration (LfD) is the paradigm in which robots acquire new skills by learning to imitate an expert. The choice of LfD over other robot ...

/pdf/recent-advances-in-robot-learning-from-demonstration-2r1vs09iql.pdf

Recent Advances in Robot Learning from Demonstration

We present Confidence-Based Autonomy (CBA), an interactive algorithm for policy learning from demonstration. The CBA algorithm consists of two components which take advantage of the complimentary abilities of humans and computer agents. The first component, Confident Execution, enables the agent to identify states in which demonstration is required, to request a demonstration from the human teacher and to learn a policy based on the acquired data. The algorithm selects demonstrations based on a measure of action selection confidence, and our results show that using Confident Execution the agent requires fewer demonstrations to learn the policy than when demonstrations are selected by a human teacher. The second algorithmic component, Corrective Demonstration, enables the teacher to correct any mistakes made by the agent through additional demonstrations in order to improve the policy and future task performance. CBA and its individual components are compared and evaluated in a complex simulated driving domain. The complete CBA algorithm results in the best overall learning performance, successfully reproducing the behavior of the teacher while balancing the tradeoff between number of demonstrations and number of incorrect actions during learning.

/pdf/interactive-policy-learning-through-confidence-based-16x7mzis39.pdf

Interactive policy learning through confidence-based autonomy

Learning from Demonstration (LfD) explores techniques for learning a task policy from examples provided by a human teacher The field of LfD has grown into an extensive body of literature over the past 30 years, with a wide variety of approaches for encoding human demonstrations and modeling skills and tasks Additionally, we have recently seen a focus on gathering data from non-expert human teachers (ie, domain experts but not robotics experts) In this book, we provide an introduction to the field with a focus on the unique technical challenges associated with designing robots that learn from naive human teachers We begin, in the introduction, with a unification of the various terminology seen in the literature as well as an outline of the design choices one has in designing an LfD system Chapter 2 gives a brief survey of the psychology literature that provides insights from human social learning that are relevant to designing robotic social learners Chapter 3 walks through an LfD interaction, surveying the design choices one makes and state of the art approaches in prior work First, is the choice of input, how the human teacher interacts with the robot to provide demonstrations Next, is the choice of modeling technique Currently, there is a dichotomy in the field between approaches that model low-level motor skills and those that model high-level tasks composed of primitive actions We devote a chapter to each of these Chapter 7 is devoted to interactive and active learning approaches that allow the robot to refine an existing task model And finally, Chapter 8 provides best practices for evaluation of LfD systems, with a focus on how to approach experiments with human subjects in this domain

Robot Learning from Human Teachers

Reinforcement learning describes how a learning agent can achieve optimal behaviour based on interactions with its environment and reward feedback. A limiting factor in reinforcement learning as employed in artificial intelligence is the need for an often prohibitively large number of environment samples before the agent reaches a desirable level of performance. Learning from demonstration is an approach that provides the agent with demonstrations by a supposed expert, from which it should derive suitable behaviour. Yet, one of the challenges of learning from demonstration is that no guarantees can be provided for the quality of the demonstrations, and thus the learned behavior. In this paper, we investigate the intersection of these two approaches, leveraging the theoretical guarantees provided by reinforcement learning, and using expert demonstrations to speed up this learning by biasing exploration through a process called reward shaping. This approach allows us to leverage human input without making an erroneous assumption regarding demonstration optimality. We show experimentally that this approach requires significantly fewer demonstrations, is more robust against suboptimality of demonstrations, and achieves much faster learning than the recently developed HAT algorithm.

/pdf/reinforcement-learning-from-demonstration-through-shaping-5al4oxz0j0.pdf

Sonia Chernova

Papers

A survey of robot learning from demonstration

Recent Advances in Robot Learning from Demonstration

Interactive policy learning through confidence-based autonomy

Robot Learning from Human Teachers

Reinforcement learning from demonstration through shaping