In multiple instance multiple label learning, each sample, a bag, consists of multiple instances. To alleviate labeling complexity, each sample is associated with a set of bag-level labels leaving instances within the bag unlabeled. This setting is more convenient and natural for representing complicated objects, which have multiple semantic meanings. Compared to single instance labeling, this approach allows for labeling larger datasets at an equivalent labeling cost. However, for sufficiently large datasets, labeling all bags may become prohibitively costly. Active learning uses an iterative labeling and retraining approach aiming to provide reasonable classification performance using a small number of labeled samples. To our knowledge, only a few works in the area of active learning in the MIML setting are available. These approaches can provide practical solutions to reduce labeling cost but their efficacy remains unclear. In this paper, we propose a novel bag-class pair based approach for active learning in the MIML setting. Due to the partial availability of bag-level labels, we focus on the incomplete-label MIML setting for the proposed active learning approach. Our approach is based on a discriminative graphical model with efficient and exact inference. For the query process, we adapt active learning criteria to the novel bag-class pair selection strategy. Additionally, we introduce an online stochastic gradient descent algorithm to provide an efficient model update after each query. Numerical experiments on benchmark datasets illustrate the robustness of the proposed approach.
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主動學習是機器學習（更普遍的說是人工智能）的一個子領域，在統計學領域也叫查詢學習、最優實驗設計。“學習模塊”和“選擇策略”是主動學習算法的2個基本且重要的模塊。
主動學習是“一種學習方法，在這種方法中，學生會主動或體驗性地參與學習過程，并且根據學生的參與程度，有不同程度的主動學習。” （Bonwell＆Eison 1991）Bonwell＆Eison（1991） 指出：“學生除了被動地聽課以外，還從事其他活動。” 在高等教育研究協會（ASHE）的一份報告中，作者討論了各種促進主動學習的方法。他們引用了一些文獻，這些文獻表明學生不僅要做聽，還必須做更多的事情才能學習。他們必須閱讀，寫作，討論并參與解決問題。此過程涉及三個學習領域，即知識，技能和態度（KSA）。這種學習行為分類法可以被認為是“學習過程的目標”。特別是，學生必須從事諸如分析，綜合和評估之類的高級思維任務。
Annotating cancerous regions in whole-slide images (WSIs) of pathology samples plays a critical role in clinical diagnosis, biomedical research, and machine learning algorithms development. However, generating exhaustive and accurate annotations is labor-intensive, challenging, and costly. Drawing only coarse and approximate annotations is a much easier task, less costly, and it alleviates pathologists' workload. In this paper, we study the problem of refining these approximate annotations in digital pathology to obtain more accurate ones. Some previous works have explored obtaining machine learning models from these inaccurate annotations, but few of them tackle the refinement problem where the mislabeled regions should be explicitly identified and corrected, and all of them require a - often very large - number of training samples. We present a method, named Label Cleaning Multiple Instance Learning (LC-MIL), to refine coarse annotations on a single WSI without the need of external training data. Patches cropped from a WSI with inaccurate labels are processed jointly with a MIL framework, and a deep-attention mechanism is leveraged to discriminate mislabeled instances, mitigating their impact on the predictive model and refining the segmentation. Our experiments on a heterogeneous WSI set with breast cancer lymph node metastasis, liver cancer, and colorectal cancer samples show that LC-MIL significantly refines the coarse annotations, outperforming the state-of-the-art alternatives, even while learning from a single slide. These results demonstrate the LC-MIL is a promising, lightweight tool to provide fine-grained annotations from coarsely annotated pathology sets.
The Private Aggregation of Teacher Ensembles (PATE) framework is one of the most promising recent approaches in differentially private learning. Existing theoretical analysis shows that PATE consistently learns any VC-classes in the realizable setting, but falls short in explaining its success in more general cases where the error rate of the optimal classifier is bounded away from zero. We fill in this gap by introducing the Tsybakov Noise Condition (TNC) and establish stronger and more interpretable learning bounds. These bounds provide new insights into when PATE works and improve over existing results even in the narrower realizable setting. We also investigate the compelling idea of using active learning for saving privacy budget, and empirical studies show the effectiveness of this new idea. The novel components in the proofs include a more refined analysis of the majority voting classifier -- which could be of independent interest -- and an observation that the synthetic "student" learning problem is nearly realizable by construction under the Tsybakov noise condition.
Training machine learning models in a meaningful order, from the easy samples to the hard ones, using curriculum learning can provide performance improvements over the standard training approach based on random data shuffling, without any additional computational costs. Curriculum learning strategies have been successfully employed in all areas of machine learning, in a wide range of tasks. However, the necessity of finding a way to rank the samples from easy to hard, as well as the right pacing function for introducing more difficult data can limit the usage of the curriculum approaches. In this survey, we show how these limits have been tackled in the literature, and we present different curriculum learning instantiations for various tasks in machine learning. We construct a multi-perspective taxonomy of curriculum learning approaches by hand, considering various classification criteria. We further build a hierarchical tree of curriculum learning methods using an agglomerative clustering algorithm, linking the discovered clusters with our taxonomy. At the end, we provide some interesting directions for future work.
Face recognition systems are usually faced with unseen domains in real-world applications and show unsatisfactory performance due to their poor generalization. For example, a well-trained model on webface data cannot deal with the ID vs. Spot task in surveillance scenario. In this paper, we aim to learn a generalized model that can directly handle new unseen domains without any model updating. To this end, we propose a novel face recognition method via meta-learning named Meta Face Recognition (MFR). MFR synthesizes the source/target domain shift with a meta-optimization objective, which requires the model to learn effective representations not only on synthesized source domains but also on synthesized target domains. Specifically, we build domain-shift batches through a domain-level sampling strategy and get back-propagated gradients/meta-gradients on synthesized source/target domains by optimizing multi-domain distributions. The gradients and meta-gradients are further combined to update the model to improve generalization. Besides, we propose two benchmarks for generalized face recognition evaluation. Experiments on our benchmarks validate the generalization of our method compared to several baselines and other state-of-the-arts. The proposed benchmarks will be available at //github.com/cleardusk/MFR.
Learning to classify unseen class samples at test time is popularly referred to as zero-shot learning (ZSL). If test samples can be from training (seen) as well as unseen classes, it is a more challenging problem due to the existence of strong bias towards seen classes. This problem is generally known as \emph{generalized} zero-shot learning (GZSL). Thanks to the recent advances in generative models such as VAEs and GANs, sample synthesis based approaches have gained considerable attention for solving this problem. These approaches are able to handle the problem of class bias by synthesizing unseen class samples. However, these ZSL/GZSL models suffer due to the following key limitations: $(i)$ Their training stage learns a class-conditioned generator using only \emph{seen} class data and the training stage does not \emph{explicitly} learn to generate the unseen class samples; $(ii)$ They do not learn a generic optimal parameter which can easily generalize for both seen and unseen class generation; and $(iii)$ If we only have access to a very few samples per seen class, these models tend to perform poorly. In this paper, we propose a meta-learning based generative model that naturally handles these limitations. The proposed model is based on integrating model-agnostic meta learning with a Wasserstein GAN (WGAN) to handle $(i)$ and $(iii)$, and uses a novel task distribution to handle $(ii)$. Our proposed model yields significant improvements on standard ZSL as well as more challenging GZSL setting. In ZSL setting, our model yields 4.5\%, 6.0\%, 9.8\%, and 27.9\% relative improvements over the current state-of-the-art on CUB, AWA1, AWA2, and aPY datasets, respectively.
The task of multi-label learning is to predict a set of relevant labels for the unseen instance. Traditional multi-label learning algorithms treat each class label as a logical indicator of whether the corresponding label is relevant or irrelevant to the instance, i.e., +1 represents relevant to the instance and -1 represents irrelevant to the instance. Such label represented by -1 or +1 is called logical label. Logical label cannot reflect different label importance. However, for real-world multi-label learning problems, the importance of each possible label is generally different. For the real applications, it is difficult to obtain the label importance information directly. Thus we need a method to reconstruct the essential label importance from the logical multilabel data. To solve this problem, we assume that each multi-label instance is described by a vector of latent real-valued labels, which can reflect the importance of the corresponding labels. Such label is called numerical label. The process of reconstructing the numerical labels from the logical multi-label data via utilizing the logical label information and the topological structure in the feature space is called Label Enhancement. In this paper, we propose a novel multi-label learning framework called LEMLL, i.e., Label Enhanced Multi-Label Learning, which incorporates regression of the numerical labels and label enhancement into a unified framework. Extensive comparative studies validate that the performance of multi-label learning can be improved significantly with label enhancement and LEMLL can effectively reconstruct latent label importance information from logical multi-label data.
Active learning has long been a topic of study in machine learning. However, as increasingly complex and opaque models have become standard practice, the process of active learning, too, has become more opaque. There has been little investigation into interpreting what specific trends and patterns an active learning strategy may be exploring. This work expands on the Local Interpretable Model-agnostic Explanations framework (LIME) to provide explanations for active learning recommendations. We demonstrate how LIME can be used to generate locally faithful explanations for an active learning strategy, and how these explanations can be used to understand how different models and datasets explore a problem space over time. In order to quantify the per-subgroup differences in how an active learning strategy queries spatial regions, we introduce a notion of uncertainty bias (based on disparate impact) to measure the discrepancy in the confidence for a model's predictions between one subgroup and another. Using the uncertainty bias measure, we show that our query explanations accurately reflect the subgroup focus of the active learning queries, allowing for an interpretable explanation of what is being learned as points with similar sources of uncertainty have their uncertainty bias resolved. We demonstrate that this technique can be applied to track uncertainty bias over user-defined clusters or automatically generated clusters based on the source of uncertainty.
We present an approach for building an active agent that learns to segment its visual observations into individual objects by interacting with its environment in a completely self-supervised manner. The agent uses its current segmentation model to infer pixels that constitute objects and refines the segmentation model by interacting with these pixels. The model learned from over 50K interactions generalizes to novel objects and backgrounds. To deal with noisy training signal for segmenting objects obtained by self-supervised interactions, we propose robust set loss. A dataset of robot's interactions along-with a few human labeled examples is provided as a benchmark for future research. We test the utility of the learned segmentation model by providing results on a downstream vision-based control task of rearranging multiple objects into target configurations from visual inputs alone. Videos, code, and robotic interaction dataset are available at //pathak22.github.io/seg-by-interaction/
In multi-task learning, a learner is given a collection of prediction tasks and needs to solve all of them. In contrast to previous work, which required that annotated training data is available for all tasks, we consider a new setting, in which for some tasks, potentially most of them, only unlabeled training data is provided. Consequently, to solve all tasks, information must be transferred between tasks with labels and tasks without labels. Focusing on an instance-based transfer method we analyze two variants of this setting: when the set of labeled tasks is fixed, and when it can be actively selected by the learner. We state and prove a generalization bound that covers both scenarios and derive from it an algorithm for making the choice of labeled tasks (in the active case) and for transferring information between the tasks in a principled way. We also illustrate the effectiveness of the algorithm by experiments on synthetic and real data.
During recent years, active learning has evolved into a popular paradigm for utilizing user's feedback to improve accuracy of learning algorithms. Active learning works by selecting the most informative sample among unlabeled data and querying the label of that point from user. Many different methods such as uncertainty sampling and minimum risk sampling have been utilized to select the most informative sample in active learning. Although many active learning algorithms have been proposed so far, most of them work with binary or multi-class classification problems and therefore can not be applied to problems in which only samples from one class as well as a set of unlabeled data are available. Such problems arise in many real-world situations and are known as the problem of learning from positive and unlabeled data. In this paper we propose an active learning algorithm that can work when only samples of one class as well as a set of unlabelled data are available. Our method works by separately estimating probability desnity of positive and unlabeled points and then computing expected value of informativeness to get rid of a hyper-parameter and have a better measure of informativeness./ Experiments and empirical analysis show promising results compared to other similar methods.
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