This paper describes an experimental comparison of seven different learning algorithms on the problem of learning to disambiguate the meaning of a word from context. The algorithms tested include statistical, neural-network, decision-tree, rule-based, and case-based classification techniques. The specific problem tested involves disambiguating six senses of the word "line" using the words in the current and proceeding sentence as context. The statistical and neural-network methods perform the best on this particular problem and we discuss a potential reason for this ob- served difference. We also discuss the role of bias in machine ]earning and its importance in explaining performance differences observed on specific problems.

An algorithm that learns from a set of examples should ideally be able to exploit the available resources of (a) abundant computing power and (b) domain-specific knowledge to improve its ability to generalize. Connectionist theory-refinement systems, which use background knowledge to select a neural network's topology and initial weights, have proven to be effective at exploiting domain-specific knowledge; however, most do not exploit available computing power. This weakness occurs because they lack the ability to refine the topology of the neural networks they produce, thereby limiting generalization, especially when given impoverished domain theories. We present the REGENT algorithm which uses (a) domain-specific knowledge to help create an initial population of knowledge-based neural networks and (b) genetic operators of crossover and mutation (specifically designed for knowledge-based networks) to continually search for better network topologies. Experiments on three real-world domains indicate that our new algorithm is able to significantly increase generalization compared to a standard connectionist theory-refinement system, as well as our previous algorithm for growing knowledge-based networks.

Theory revision integrates inductive learning and background knowledge by combining training examples with a coarse domain theory to produce a more accurate theory. There are two challenges that theory revision and other theory-guided systems face. First, a representation language appropriate for the initial theory may be inappropriate for an improved theory. While the original representation may concisely express the initial theory, a more accurate theory forced to use that same representation may be bulky, cumbersome, and difficult to reach. Second, a theory structure suitable for a coarse domain theory may be insufficient for a fine-tuned theory. Systems that produce only small, local changes to a theory have limited value for accomplishing complex structural alterations that may be required. Consequently, advanced theory-guided learning systems require flexible representation and flexible structure. An analysis of various theory revision systems and theory-guided learning systems ...

A critical component of model-based intelligent tutoring systems is a mechanism for capturing the conceptual state of the student, which enables the system to tailor its feedback to suit individual strengths and weaknesses. To be useful such a modeling technique must be practical, in the sense that models are easy to construct, and effective, in the sense that using the model actually impacts student learning. This research presents a new student modeling technique which can automatically capture novel student errors using only correct domain knowledge, and can automatically compile trends across multiple student models. This approach has been implemented as a computer program, ASSERT, using a machine learning technique called theory refinement, which is a method for automatically revising a knowledge base to be consistent with a set of examples. Using a knowledge base that correctly defines a domain and examples of a student's behavior in that domain, ASSERT models student errors by c...

After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine learning.

Many scientific and industrial problems can be better understood by learning from samples of the task at hand. For this reason, the machine learning and statistics communities devote considerable research effort on generating inductive-learning algorithms that try to learn the true "concept" of a task from a set of its examples. Often times, however, one has additional resources readily available, but largely unused, that can improve the concept that these learning algorithms generate. These resources include available computer cycles, as well as prior knowledge describing what is currently known about the domain. Effective utilization of available computer time is important since for most domains an expert is willing to wait for weeks, or even months, if a learning system can produce an improved concept. Using prior knowledge is important since it can contain information not present in the current set of training examples. In this thesis, I present three "anytime" approaches to connec...

The situation in which the results of several different classifiers and learning algorithms are obtainable for a single classification problem is common. In this paper, we propose a method that takes a collection of existing classifiers and learning algorithms, together with a set of available data, and creates a combined classifier that takes advantage of all of these sources of knowledge. The basic idea is that each classifier has a particular subdomain for which it is most reliable. Therefore, we induce a referee for each classifier, which describes its area of expertise. Given such a description, we arbitrate between the component classifiers by using the most reliable classifier for the examples in each subdomain. In experiments in several domains, we found such arbitration to be significantly more effective than various voting techniques which do not seek out subdomains of expertise. Our results further suggest that the more fine-grained the analysis of the areas of expertise of the competing classifiers, the more effectively they can be combined. In particular, we find that classification accuracy increases greatly when using intermediate subconcepts from the classifiers themselves as features for the induction of referees.

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A knowledge-based system uses its database (a.k.a. its "theory") to produce answers to the queries it receives. Unfortunately, these answers may be incorrect if the underlying theory is faulty. Standard "theory revision" systems use a given set of "labeled queries" (each a query paired with its correct answer) to transform the given theory, by adding and/or deleting either rules and/or antecedents, into a related theory that is as accurate as possible. After formally defining the theory revision task, this paper provides both sample and computational complexity bounds for this process. It first specifies the number of labeled queries necessary to identify a revised theory whose error is close to minimal with high probability. It then considers the computational complexity of finding this best theory, and proves that, unless P = NP , no polynomial time algorithm can identify this near-optimal revision, even given the exact distribution of queries, except in certain simple situation. It ...

. While many constructive induction algorithms focus on generating new binary attributes, this paper explores novel methods of constructing nominal and numeric attributes. We propose a new constructive operator, X-of-N. An X-of-N representation is a set containing one or more attribute-value pairs. For a given instance, the value of an X-of-N representation corresponds to the number of its attribute-value pairs that are true of the instance. A single X-of-N representation can directly and simply represent any concept that can be represented by a single conjunctive, a single disjunctive, or a single M-of-N representation commonly used for constructive induction, and the reverse is not true. In this paper, we describe a constructive decision tree learning algorithm, called XofN. When building decision trees, this algorithm creates one X-of-N representation, either as a nominal attribute or as a numeric attribute, at each decision node. The construction of X-of-N representations is carrie...