The Informational Complexity of Learning PDF Download

Author: Partha Niyogi
Publisher: Springer Science & Business Media
ISBN: 1461554594
Category : Computers
Languages : en
Pages : 240

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Book Description
Among other topics, The Informational Complexity of Learning: Perspectives on Neural Networks and Generative Grammar brings together two important but very different learning problems within the same analytical framework. The first concerns the problem of learning functional mappings using neural networks, followed by learning natural language grammars in the principles and parameters tradition of Chomsky. These two learning problems are seemingly very different. Neural networks are real-valued, infinite-dimensional, continuous mappings. On the other hand, grammars are boolean-valued, finite-dimensional, discrete (symbolic) mappings. Furthermore the research communities that work in the two areas almost never overlap. The book's objective is to bridge this gap. It uses the formal techniques developed in statistical learning theory and theoretical computer science over the last decade to analyze both kinds of learning problems. By asking the same question - how much information does it take to learn? - of both problems, it highlights their similarities and differences. Specific results include model selection in neural networks, active learning, language learning and evolutionary models of language change. The Informational Complexity of Learning: Perspectives on Neural Networks and Generative Grammar is a very interdisciplinary work. Anyone interested in the interaction of computer science and cognitive science should enjoy the book. Researchers in artificial intelligence, neural networks, linguistics, theoretical computer science, and statistics will find it particularly relevant.

Author: Partha Niyogi
Publisher:
ISBN:
Category :
Languages : en
Pages : 238

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Book Description

Author: Sunday Cummins
Publisher: Guilford Publications
ISBN: 1462518508
Category : Language Arts & Disciplines
Languages : en
Pages : 161

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Book Description
To acquire content knowledge through reading, students must understand the complex components and diverse purposes of informational texts, as emphasized in the Common Core State Standards (CCSS). This practical book illuminates the ways in which a text?s purpose, structure, details, connective language, and construction of themes combine to create meaning. Classroom-tested instructional recommendations and "kid-friendly" explanations guide teachers in helping students to identify and understand the role of these elements in different types of informational texts. Numerous student work samples, excerpts from exemplary books and articles, and a Study Guide with discussion questions and activities for professional learning add to the book?s utility. ÿ

Author: J. Stephen Judd
Publisher: MIT Press
ISBN: 9780262100458
Category : Computers
Languages : en
Pages : 188

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Book Description
Using the tools of complexity theory, Stephen Judd develops a formal description of associative learning in connectionist networks. He rigorously exposes the computational difficulties in training neural networks and explores how certain design principles will or will not make the problems easier.Judd looks beyond the scope of any one particular learning rule, at a level above the details of neurons. There he finds new issues that arise when great numbers of neurons are employed and he offers fresh insights into design principles that could guide the construction of artificial and biological neural networks.The first part of the book describes the motivations and goals of the study and relates them to current scientific theory. It provides an overview of the major ideas, formulates the general learning problem with an eye to the computational complexity of the task, reviews current theory on learning, relates the book's model of learning to other models outside the connectionist paradigm, and sets out to examine scale-up issues in connectionist learning.Later chapters prove the intractability of the general case of memorizing in networks, elaborate on implications of this intractability and point out several corollaries applying to various special subcases. Judd refines the distinctive characteristics of the difficulties with families of shallow networks, addresses concerns about the ability of neural networks to generalize, and summarizes the results, implications, and possible extensions of the work. Neural Network Design and the Complexity of Learning is included in the Network Modeling and Connectionism series edited by Jeffrey Elman.

Author: Jorma Rissanen
Publisher: Springer Science & Business Media
ISBN: 0387688129
Category : Mathematics
Languages : en
Pages : 145

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Book Description
No statistical model is "true" or "false," "right" or "wrong"; the models just have varying performance, which can be assessed. The main theme in this book is to teach modeling based on the principle that the objective is to extract the information from data that can be learned with suggested classes of probability models. The intuitive and fundamental concepts of complexity, learnable information, and noise are formalized, which provides a firm information theoretic foundation for statistical modeling. Although the prerequisites include only basic probability calculus and statistics, a moderate level of mathematical proficiency would be beneficial.

Author: Ming Li
Publisher: Springer Science & Business Media
ISBN: 1475726066
Category : Mathematics
Languages : en
Pages : 655

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Book Description
Briefly, we review the basic elements of computability theory and prob ability theory that are required. Finally, in order to place the subject in the appropriate historical and conceptual context we trace the main roots of Kolmogorov complexity. This way the stage is set for Chapters 2 and 3, where we introduce the notion of optimal effective descriptions of objects. The length of such a description (or the number of bits of information in it) is its Kolmogorov complexity. We treat all aspects of the elementary mathematical theory of Kolmogorov complexity. This body of knowledge may be called algo rithmic complexity theory. The theory of Martin-Lof tests for random ness of finite objects and infinite sequences is inextricably intertwined with the theory of Kolmogorov complexity and is completely treated. We also investigate the statistical properties of finite strings with high Kolmogorov complexity. Both of these topics are eminently useful in the applications part of the book. We also investigate the recursion theoretic properties of Kolmogorov complexity (relations with Godel's incompleteness result), and the Kolmogorov complexity version of infor mation theory, which we may call "algorithmic information theory" or "absolute information theory. " The treatment of algorithmic probability theory in Chapter 4 presup poses Sections 1. 6, 1. 11. 2, and Chapter 3 (at least Sections 3. 1 through 3. 4).

Author: Mark Burgin
Publisher: World Scientific
ISBN: 9813109041
Category : Computers
Languages : en
Pages : 410

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Book Description
The book is a collection of papers of experts in the fields of information and complexity. Information is a basic structure of the world, while complexity is a fundamental property of systems and processes. There are intrinsic relations between information and complexity.The research in information theory, the theory of complexity and their interrelations is very active. The book will expand knowledge on information, complexity and their relations representing the most recent and advanced studies and achievements in this area.The goal of the book is to present the topic from different perspectives — mathematical, informational, philosophical, methodological, etc.

Author: Mihai Dascălu
Publisher: Springer
ISBN: 3319034197
Category : Technology & Engineering
Languages : en
Pages : 283

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Book Description
With the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. In this context, a polyphonic model of discourse derived from Bakhtin’s work as a paradigm is used for analyzing both general texts and CSCL conversations in a unique framework focused on different facets of textual cohesion. As specificity of our analysis, the individual learning perspective is focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model, whereas the collaborative learning dimension is centered on the evaluation of participants’ involvement, as well as on collaboration assessment. Our approach based on advanced Natural Language Processing techniques provides a qualitative estimation of the learning process and enhances understanding as a “mediator of learning” by providing automated feedback to both learners and teachers or tutors. The main benefits are its flexibility, extensibility and nevertheless specificity for covering multiple stages, starting from reading classroom materials, to discussing on specific topics in a collaborative manner and finishing the feedback loop by verbalizing metacognitive thoughts.

Author: Jan Elen
Publisher: Emerald Group Publishing
ISBN: 0080449867
Category : Education
Languages : en
Pages : 329

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Book Description
Offers an analysis of complexity in learning environments from a cognitive perspective. This book makes specific suggestions for educational practice on complexity. It discusses theoretical accounts and empirical findings about learning, the learner, and learning environments.

Author: Brent Davis
Publisher: Routledge
ISBN: 1134815786
Category : Education
Languages : en
Pages : 215

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Book Description
This book explores the contributions, actual and potential, of complexity thinking to educational research and practice. While its focus is on the theoretical premises and the methodology, not specific applications, the aim is pragmatic--to present complexity thinking as an important and appropriate attitude for educators and educational researchers. Part I is concerned with global issues around complexity thinking, as read through an educational lens. Part II cites a diversity of practices and studies that are either explicitly informed by or that might be aligned with complexity research, and offers focused and practiced advice for structuring projects in ways that are consistent with complexity thinking. Complexity thinking offers a powerful alternative to the linear, reductionist approaches to inquiry that have dominated the sciences for hundreds of years and educational research for more than a century. It has captured the attention of many researchers whose studies reach across traditional disciplinary boundaries to investigate phenomena such as: How does the brain work? What is consciousness? What is intelligence? What is the role of emergent technologies in shaping personalities and possibilities? How do social collectives work? What is knowledge? Complexity research posits that a deep similarity among these phenomena is that each points toward some sort of system that learns. The authors’ intent is not to offer a complete account of the relevance of complexity thinking to education, not to prescribe and delimit, but to challenge readers to examine their own assumptions and theoretical commitments--whether anchored by commonsense, classical thought or any of the posts (such as postmodernism, poststructuralism, postcolonialism, postpositivism, postformalism, postepistemology) that mark the edges of current discursive possibility. Complexity and Education is THE introduction to the emerging field of complexity thinking for the education community. It is specifically relevant for educational researchers, graduate students, and inquiry-oriented teacher practitioners.