STAND: Data-Efficient and Self-Aware Precondition Induction for Interactive Task Learning

STAND is a data-efficient and computationally efficient machine learning approach that produces better classification accuracy than popular approaches like XGBoost on small-data tabular classification problems like learning rule preconditions from interactive training. STAND accounts for a complete set of good candidate generalizations instead of selecting a single generalization by breaking ties randomly. STAND can use any greedy concept construction strategy, like decision tree learning or sequential covering, and build a structure that approximates a version space over disjunctive normal logical statements. Unlike candidate elimination approaches to version-space learning, STAND does not suffer from issues of version-space collapse from noisy data nor is it restricted to learning strictly conjunctive concepts. More importantly, STAND can produce a measure called instance certainty that can predict increases in holdout set performance and has high utility as an active-learning heuristic. Instance certainty enables STAND to be self-aware of its own learning: it knows when it learns and what example will help it learn the most. We illustrate that instance certainty has desirable properties that can help users select next training problems, and estimate when training is complete in applications where users interactively teach an AI a complex program.

Decomposed Inductive Procedure Learning

Recent advances in machine learning have made it possible to train artificially intelligent agents that perform with super-human accuracy on a great diversity of complex tasks. However, the process of training these capabilities often necessitates millions of annotated examples -- far more than humans typically need in order to achieve a passing level of mastery on similar tasks. Thus, while contemporary methods in machine learning can produce agents that exhibit super-human performance, their rate of learning per opportunity in many domains is decidedly lower than human-learning. In this work we formalize a theory of Decomposed Inductive Procedure Learning (DIPL) that outlines how different forms of inductive symbolic learning can be used in combination to build agents that learn educationally relevant tasks such as mathematical, and scientific procedures, at a rate similar to human learners. We motivate the construction of this theory along Marr's concepts of the computational, algorithmic, and implementation levels of cognitive modeling, and outline at the computational-level six learning capacities that must be achieved to accurately model human learning. We demonstrate that agents built along the DIPL theory are amenable to satisfying these capacities, and demonstrate, both empirically and theoretically, that DIPL enables the creation of agents that exhibit human-like learning performance.