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19
The strength of weak learnability
 Machine Learning
, 1990
"... Abstract. This paper addresses the problem of improving the accuracy of an hypothesis output by a learning algorithm in the distributionfree (PAC) learning model. A concept class is learnable (or strongly learnable) if, given access to a Source of examples of the unknown concept, the learner with h ..."
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Cited by 702 (22 self)
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Abstract. This paper addresses the problem of improving the accuracy of an hypothesis output by a learning algorithm in the distributionfree (PAC) learning model. A concept class is learnable (or strongly learnable) if, given access to a Source of examples of the unknown concept, the learner with high probability is able to output an hypothesis that is correct on all but an arbitrarily small fraction of the instances. The concept class is weakly learnable if the learner can produce an hypothesis that performs only slightly better than random guessing. In this paper, it is shown that these two notions of learnability are equivalent. A method is described for converting a weak learning algorithm into one that achieves arbitrarily high accuracy. This construction may have practical applications as a tool for efficiently converting a mediocre learning algorithm into one that performs extremely well. In addition, the construction has some interesting theoretical consequences, including a set of general upper bounds on the complexity of any strong learning algorithm as a function of the allowed error e.
Sample compression, learnability, and the VapnikChervonenkis dimension
 MACHINE LEARNING
, 1995
"... Within the framework of paclearning, we explore the learnability of concepts from samples using the paradigm of sample compression schemes. A sample compression scheme of size k for a concept class C ` 2 X consists of a compression function and a reconstruction function. The compression function r ..."
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Cited by 66 (4 self)
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Within the framework of paclearning, we explore the learnability of concepts from samples using the paradigm of sample compression schemes. A sample compression scheme of size k for a concept class C ` 2 X consists of a compression function and a reconstruction function. The compression function receives a finite sample set consistent with some concept in C and chooses a subset of k examples as the compression set. The reconstruction function forms a hypothesis on X from a compression set of k examples. For any sample set of a concept in C the compression set produced by the compression function must lead to a hypothesis consistent with the whole original sample set when it is fed to the reconstruction function. We demonstrate that the existence of a sample compression scheme of fixedsize for a class C is sufficient to ensure that the class C is paclearnable. Previous work has shown that a class is paclearnable if and only if the VapnikChervonenkis (VC) dimension of the class i...
Teaching a Smarter Learner
 Journal of Computer and System Sciences
, 1994
"... We introduce a formal model of teaching in which the teacher is tailored to a particular learner, yet the teaching protocol is designed so that no collusion is possible. Not surprisingly, such a model remedies the nonintuitive aspects of other models in which the teacher must successfully teach ..."
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Cited by 43 (1 self)
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We introduce a formal model of teaching in which the teacher is tailored to a particular learner, yet the teaching protocol is designed so that no collusion is possible. Not surprisingly, such a model remedies the nonintuitive aspects of other models in which the teacher must successfully teach any consistent learner. We prove that any class that can be exactly identified by a deterministic polynomialtime algorithm with access to a very rich set of examplebased queries is teachable by a computationally unbounded teacher and a polynomialtime learner. In addition, we present other general results relating this model of teaching to various previous results. We also consider the problem of designing teacher/learner pairs in which both the teacher and learner are polynomialtime algorithms and describe teacher/learner pairs for the classes of 1decision lists and Horn sentences. 1 Introduction Recently, there has been interest in developing formal models of teaching [4, 10, ...
Combinatorial Variability of VapnikChervonenkis Classes with Applications to Sample Compression Schemes
 Discrete Applied Mathematics
, 1998
"... We define embeddings between concept classes that are meant to reflect certain aspects of their combinatorial structure. Furthermore, we introduce a notion of universal concept classes  classes into which any member of a given family of classes can be embedded. These universal classes play a role ..."
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Cited by 15 (0 self)
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We define embeddings between concept classes that are meant to reflect certain aspects of their combinatorial structure. Furthermore, we introduce a notion of universal concept classes  classes into which any member of a given family of classes can be embedded. These universal classes play a role similar to that played in computational complexity by languages that are hard for a given complexity class. We show that classes of halfspaces in IR n are universal with respect to families of algebraically defined classes. We present some combinatorial parameters along which the family of classes of a given VCdimension can be grouped into subfamilies. We use these parameters to investigate the existence of embeddings and the scope of universality of classes. We view the formulation of these parameters and the related questions that they raise as a significant component in this work. A second theme in our work is the notion of Sample Compression Schemes. Intuitively, a class C has a sample compression scheme if for any finite sample, labeled according to a member of C, there exists a short subsample so that the labels of the full sample can be reconstructed from this subsample. By demonstrating the existence of certain compression schemes for the classes of halfspaces the existence of similar compression schemes for every class embeddable in halfspaces readily follows. We apply this approach to prove existence of compression schemes for all `geometric concept classes'.
The Power of SelfDirected Learning
 Machine Learning
, 1991
"... This paper studies selfdirected learning, a variant of the online learning model in which the learner selects the presentation order for the instances. We give tight bounds on the complexity of selfdirected learning for the concept classes of monomials, kterm DNF formulas, and orthogonal rectan ..."
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Cited by 13 (1 self)
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This paper studies selfdirected learning, a variant of the online learning model in which the learner selects the presentation order for the instances. We give tight bounds on the complexity of selfdirected learning for the concept classes of monomials, kterm DNF formulas, and orthogonal rectangles in f0; 1; \Delta \Delta \Delta ; n \Gamma 1g d . These results demonstrate that the number of mistakes under selfdirected learning can be surprisingly small. We then prove that the model of selfdirected learning is more powerful than all other commonly used online and query learning models. Next we explore the relationship between the complexity of selfdirected learning and the VapnikChervonenkis dimension. Finally, we explore a relationship between Mitchell's version space algorithm and the existence of selfdirected learning algorithms that make few mistakes. Supported in part by a GE Foundation Junior Faculty Grant and NSF Grant CCR9110108. Part of this research was conduct...
On the Impact of Forgetting on Learning Machines
 Journal of the ACM
, 1993
"... this paper contributes toward the goal of understanding how a computer can be programmed to learn by isolating features of incremental learning algorithms that theoretically enhance their learning potential. In particular, we examine the effects of imposing a limit on the amount of information that ..."
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Cited by 10 (3 self)
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this paper contributes toward the goal of understanding how a computer can be programmed to learn by isolating features of incremental learning algorithms that theoretically enhance their learning potential. In particular, we examine the effects of imposing a limit on the amount of information that learning algorithm can hold in its memory as it attempts to This work was facilitated by an international agreement under NSF Grant 9119540.
Unlabeled compression schemes for maximum classes
 Journal of Machine Learning Research
, 2006
"... Abstract. We give a compression scheme for any maximum class of VC dimension d that compresses any sample consistent with a concept in the class to at most d unlabeled points from the domain of the sample. 1 ..."
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Cited by 8 (0 self)
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Abstract. We give a compression scheme for any maximum class of VC dimension d that compresses any sample consistent with a concept in the class to at most d unlabeled points from the domain of the sample. 1
A Composition Theorem for Learning Algorithms with Applications to Geometric Concept Classes
 In Proceedings of the 29th Annual ACM Symposium on Theory of Computing (STOC
, 1997
"... This paper solves the open problem of exact learning geometric objects bounded by hyperplanes (and more generally by any constant degree algebraic surfaces) in the constant dimensional space from equivalence queries only (i.e., in the online learning model). We present a novel approach that allows, ..."
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Cited by 7 (5 self)
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This paper solves the open problem of exact learning geometric objects bounded by hyperplanes (and more generally by any constant degree algebraic surfaces) in the constant dimensional space from equivalence queries only (i.e., in the online learning model). We present a novel approach that allows, under certain conditions, the composition of learning algorithms for simple classes into an algorithm for a more complicated class. Informally speaking, it shows that if a class of concepts C is learnable in time t using a small space then C ? , the class of all functions of the form f(g 1 ; : : : ; g m ) with g 1 ; : : : ; gm 2 C and any f , is learnable in polynomial time in t and m. We then show that the class of halfspaces in a fixed dimension space is learnable with a small space. 1 Introduction Littlestone's online learning model [L88, L89] is one of the major models of learning. Learnability in this model implies learnability in Valiant's PAC model [Val84], and is equivalent to l...
Shifting: OneInclusion Mistake Bounds and Sample Compression
 EECS DEPARTMENT, UNIVERSITY OF CALIFORNIA, BERKELEY
, 2007
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VapnikChervonenkis dimension and (pseudo)hyperplane arrangements
, 1997
"... An arrangement of oriented pseudohyperplanes in affine dspace defines on its set X of pseudohyperplanes a set system (or range space) (X, R), R ⊆ 2 X of VCdimension d in a natural way: to every cell c in the arrangement assign the subset of pseudohyperplanes having c on their positive side, and let ..."
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Cited by 4 (1 self)
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An arrangement of oriented pseudohyperplanes in affine dspace defines on its set X of pseudohyperplanes a set system (or range space) (X, R), R ⊆ 2 X of VCdimension d in a natural way: to every cell c in the arrangement assign the subset of pseudohyperplanes having c on their positive side, and let R be the collection of all these subsets. We investigate and characterize the range spaces corresponding to simple arrangements of pseudohyperplanes in this way; such range spaces are called pseudogeometric, and they have the property that the cardinality of R is maximum for the given VCdimension. In general, such range spaces are called maximum, and we show that the number of ranges R ∈ R for which also X −R ∈ R, determines whether a maximum range space is pseudogeometric. Two other characterizations go via a simple duality concept and ‘small ’ subspaces. The correspondence to arrangements is obtained indirectly via a new characterization of uniform oriented matroids: a range space (X, R) naturally corresponds to a uniform oriented matroid of rank X  − d if and only if its VCdimension is d, R ∈ R implies X − R ∈ R and R  is maximum under these conditions.