arXiv subjects

Adish Singla

Publications and source records attributed to Adish Singla.

At least 109 records · Page 6Linked to original sources

arXiv2020

Understanding the Power and Limitations of Teaching with Imperfect Knowledge

Machine teaching studies the interaction between a teacher and a student/learner where the teacher selects training examples for the learner to learn a specific task. The typical assumption is that the teacher has perfect knowledge of the task---this knowledge comprises knowing the desired learning target, having the exact task representation used by the learner, and knowing the parameters capturing the learning dynamics of the learner. Inspired by real-world applications of machine teaching in education, we consider the setting where teacher's knowledge is limited and noisy, and the key research question we study is the following: When does a teacher succeed or fail in effectively teaching a learner using its imperfect knowledge? We answer this question by showing connections to how imperfect knowledge affects the teacher's solution of the corresponding machine teaching problem when constructing optimal teaching sets. Our results have important implications for designing robust teaching algorithms for real-world applications.

cs.LG↗

arXiv2019

Learner-aware Teaching: Inverse Reinforcement Learning with Preferences and Constraints

Inverse reinforcement learning (IRL) enables an agent to learn complex behavior by observing demonstrations from a (near-)optimal policy. The typical assumption is that the learner's goal is to match the teacher's demonstrated behavior. In this paper, we consider the setting where the learner has its own preferences that it additionally takes into consideration. These preferences can for example capture behavioral biases, mismatched worldviews, or physical constraints. We study two teaching approaches: learner-agnostic teaching, where the teacher provides demonstrations from an optimal policy ignoring the learner's preferences, and learner-aware teaching, where the teacher accounts for the learner's preferences. We design learner-aware teaching algorithms and show that significant performance improvements can be achieved over learner-agnostic teaching.

cs.LG↗

arXiv2019

Teaching Multiple Concepts to a Forgetful Learner

How can we help a forgetful learner learn multiple concepts within a limited time frame? While there have been extensive studies in designing optimal schedules for teaching a single concept given a learner's memory model, existing approaches for teaching multiple concepts are typically based on heuristic scheduling techniques without theoretical guarantees. In this paper, we look at the problem from the perspective of discrete optimization and introduce a novel algorithmic framework for teaching multiple concepts with strong performance guarantees. Our framework is both generic, allowing the design of teaching schedules for different memory models, and also interactive, allowing the teacher to adapt the schedule to the underlying forgetting mechanisms of the learner. Furthermore, for a well-known memory model, we are able to identify a regime of model parameters where our framework is guaranteed to achieve high performance. We perform extensive evaluations using simulations along with real user studies in two concrete applications: (i) an educational app for online vocabulary teaching; and (ii) an app for teaching novices how to recognize animal species from images. Our results demonstrate the effectiveness of our algorithm compared to popular heuristic approaches.

cs.AI↗

arXiv2019

Preference-Based Batch and Sequential Teaching: Towards a Unified View of Models

Algorithmic machine teaching studies the interaction between a teacher and a learner where the teacher selects labeled examples aiming at teaching a target hypothesis. In a quest to lower teaching complexity and to achieve more natural teacher-learner interactions, several teaching models and complexity measures have been proposed for both the batch settings (e.g., worst-case, recursive, preference-based, and non-clashing models) as well as the sequential settings (e.g., local preference-based model). To better understand the connections between these different batch and sequential models, we develop a novel framework which captures the teaching process via preference functions $Σ$. In our framework, each function $σ\in Σ$ induces a teacher-learner pair with teaching complexity as $\TD(σ)$. We show that the above-mentioned teaching models are equivalent to specific types/families of preference functions in our framework. This equivalence, in turn, allows us to study the differences between two important teaching models, namely $σ$ functions inducing the strongest batch (i.e., non-clashing) model and $σ$ functions inducing a weak sequential (i.e., local preference-based) model. Finally, we identify preference functions inducing a novel family of sequential models with teaching complexity linear in the VC dimension of the hypothesis class: this is in contrast to the best known complexity result for the batch models which is quadratic in the VC dimension.

cs.LG↗

arXiv2019

Unifying Ensemble Methods for Q-learning via Social Choice Theory

Ensemble methods have been widely applied in Reinforcement Learning (RL) in order to enhance stability, increase convergence speed, and improve exploration. These methods typically work by employing an aggregation mechanism over actions of different RL algorithms. We show that a variety of these methods can be unified by drawing parallels from committee voting rules in Social Choice Theory. We map the problem of designing an action aggregation mechanism in an ensemble method to a voting problem which, under different voting rules, yield popular ensemble-based RL algorithms like Majority Voting Q-learning or Bootstrapped Q-learning. Our unification framework, in turn, allows us to design new ensemble-RL algorithms with better performance. For instance, we map two diversity-centered committee voting rules, namely Single Non-Transferable Voting Rule and Chamberlin-Courant Rule, into new RL algorithms that demonstrate excellent exploratory behavior in our experiments.

cs.AI↗

arXiv2019

Can A User Anticipate What Her Followers Want?

Whenever a social media user decides to share a story, she is typically pleased to receive likes, comments, shares, or, more generally, feedback from her followers. As a result, she may feel compelled to use the feedback she receives to (re-)estimate her followers' preferences and decides which stories to share next to receive more (positive) feedback. Under which conditions can she succeed? In this work, we first look into this problem from a theoretical perspective and then provide a set of practical algorithms to identify and characterize such behavior in social media. More specifically, we address the above problem from the viewpoint of sequential decision making and utility maximization. For a wide variety of utility functions, we first show that, to succeed, a user needs to actively trade off exploitation-- sharing stories which lead to more (positive) feedback--and exploration-- sharing stories to learn about her followers' preferences. However, exploration is not necessary if a user utilizes the feedback her followers provide to other users in addition to the feedback she receives. Then, we develop a utility estimation framework for observation data, which relies on statistical hypothesis testing to determine whether a user utilizes the feedback she receives from each of her followers to decide what to post next. Experiments on synthetic data illustrate our theoretical findings and show that our estimation framework is able to accurately recover users' underlying utility functions. Experiments on several real datasets gathered from Twitter and Reddit reveal that up to 82% (43%) of the Twitter (Reddit) users in our datasets do use the feedback they receive to decide what to post next.

cs.SI↗

arXiv2019

Efficient learning of smooth probability functions from Bernoulli tests with guarantees

We study the fundamental problem of learning an unknown, smooth probability function via pointwise Bernoulli tests. We provide a scalable algorithm for efficiently solving this problem with rigorous guarantees. In particular, we prove the convergence rate of our posterior update rule to the true probability function in L2-norm. Moreover, we allow the Bernoulli tests to depend on contextual features and provide a modified inference engine with provable guarantees for this novel setting. Numerical results show that the empirical convergence rates match the theory, and illustrate the superiority of our approach in handling contextual features over the state-of-the-art.

cs.LG↗

arXiv2019

Learning to Collaborate in Markov Decision Processes

We consider a two-agent MDP framework where agents repeatedly solve a task in a collaborative setting. We study the problem of designing a learning algorithm for the first agent (A1) that facilitates a successful collaboration even in cases when the second agent (A2) is adapting its policy in an unknown way. The key challenge in our setting is that the first agent faces non-stationarity in rewards and transitions because of the adaptive behavior of the second agent. We design novel online learning algorithms for agent A1 whose regret decays as $O(T^{\max\{1-\frac{3}{7} \cdot α, \frac{1}{4}\}})$ with $T$ learning episodes provided that the magnitude of agent A2's policy changes between any two consecutive episodes are upper bounded by $O(T^{-α})$. Here, the parameter $α$ is assumed to be strictly greater than $0$, and we show that this assumption is necessary provided that the learning parity with noise problem is computationally hard. We show that sub-linear regret of agent A1 further implies near-optimality of the agents' joint return for MDPs that manifest the properties of a smooth game.

cs.LG↗

arXiv2019

Interactive Teaching Algorithms for Inverse Reinforcement Learning

We study the problem of inverse reinforcement learning (IRL) with the added twist that the learner is assisted by a helpful teacher. More formally, we tackle the following algorithmic question: How could a teacher provide an informative sequence of demonstrations to an IRL learner to speed up the learning process? We present an interactive teaching framework where a teacher adaptively chooses the next demonstration based on learner's current policy. In particular, we design teaching algorithms for two concrete settings: an omniscient setting where a teacher has full knowledge about the learner's dynamics and a blackbox setting where the teacher has minimal knowledge. Then, we study a sequential variant of the popular MCE-IRL learner and prove convergence guarantees of our teaching algorithm in the omniscient setting. Extensive experiments with a car driving simulator environment show that the learning progress can be speeded up drastically as compared to an uninformative teacher.

cs.LG↗

arXiv2019

Teaching Inverse Reinforcement Learners via Features and Demonstrations

Learning near-optimal behaviour from an expert's demonstrations typically relies on the assumption that the learner knows the features that the true reward function depends on. In this paper, we study the problem of learning from demonstrations in the setting where this is not the case, i.e., where there is a mismatch between the worldviews of the learner and the expert. We introduce a natural quantity, the teaching risk, which measures the potential suboptimality of policies that look optimal to the learner in this setting. We show that bounds on the teaching risk guarantee that the learner is able to find a near-optimal policy using standard algorithms based on inverse reinforcement learning. Based on these findings, we suggest a teaching scheme in which the expert can decrease the teaching risk by updating the learner's worldview, and thus ultimately enable her to find a near-optimal policy.

cs.LG↗

arXiv2018

Understanding the Role of Adaptivity in Machine Teaching: The Case of Version Space Learners

In real-world applications of education, an effective teacher adaptively chooses the next example to teach based on the learner's current state. However, most existing work in algorithmic machine teaching focuses on the batch setting, where adaptivity plays no role. In this paper, we study the case of teaching consistent, version space learners in an interactive setting. At any time step, the teacher provides an example, the learner performs an update, and the teacher observes the learner's new state. We highlight that adaptivity does not speed up the teaching process when considering existing models of version space learners, such as "worst-case" (the learner picks the next hypothesis randomly from the version space) and "preference-based" (the learner picks hypothesis according to some global preference). Inspired by human teaching, we propose a new model where the learner picks hypotheses according to some local preference defined by the current hypothesis. We show that our model exhibits several desirable properties, e.g., adaptivity plays a key role, and the learner's transitions over hypotheses are smooth/interpretable. We develop efficient teaching algorithms and demonstrate our results via simulation and user studies.

cs.LG↗

arXiv2018

Iterative Classroom Teaching

We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O(min{d,N} log(1/eps)) examples, where d is the ambient dimension of the problem, N is the number of learners, and eps is the accuracy parameter. We show the robustness of our teaching strategy when the teacher has limited knowledge of the learners' internal dynamics as provided by a noisy oracle. Further, we study the trade-off between the learners' workload and the teacher's cost in teaching the target concept. Our experiments validate our theoretical results and suggest that appropriately partitioning the classroom into homogenous groups provides a balance between these two objectives.

cs.LG↗

arXiv2018

A Unified Approach to Quantifying Algorithmic Unfairness: Measuring Individual & Group Unfairness via Inequality Indices

Discrimination via algorithmic decision making has received considerable attention. Prior work largely focuses on defining conditions for fairness, but does not define satisfactory measures of algorithmic unfairness. In this paper, we focus on the following question: Given two unfair algorithms, how should we determine which of the two is more unfair? Our core idea is to use existing inequality indices from economics to measure how unequally the outcomes of an algorithm benefit different individuals or groups in a population. Our work offers a justified and general framework to compare and contrast the (un)fairness of algorithmic predictors. This unifying approach enables us to quantify unfairness both at the individual and the group level. Further, our work reveals overlooked tradeoffs between different fairness notions: using our proposed measures, the overall individual-level unfairness of an algorithm can be decomposed into a between-group and a within-group component. Earlier methods are typically designed to tackle only between-group unfairness, which may be justified for legal or other reasons. However, we demonstrate that minimizing exclusively the between-group component may, in fact, increase the within-group, and hence the overall unfairness. We characterize and illustrate the tradeoffs between our measures of (un)fairness and the prediction accuracy.

cs.LG↗

arXiv2018

Enhancing the Accuracy and Fairness of Human Decision Making

Societies often rely on human experts to take a wide variety of decisions affecting their members, from jail-or-release decisions taken by judges and stop-and-frisk decisions taken by police officers to accept-or-reject decisions taken by academics. In this context, each decision is taken by an expert who is typically chosen uniformly at random from a pool of experts. However, these decisions may be imperfect due to limited experience, implicit biases, or faulty probabilistic reasoning. Can we improve the accuracy and fairness of the overall decision making process by optimizing the assignment between experts and decisions? In this paper, we address the above problem from the perspective of sequential decision making and show that, for different fairness notions from the literature, it reduces to a sequence of (constrained) weighted bipartite matchings, which can be solved efficiently using algorithms with approximation guarantees. Moreover, these algorithms also benefit from posterior sampling to actively trade off exploitation---selecting expert assignments which lead to accurate and fair decisions---and exploration---selecting expert assignments to learn about the experts' preferences and biases. We demonstrate the effectiveness of our algorithms on both synthetic and real-world data and show that they can significantly improve both the accuracy and fairness of the decisions taken by pools of experts.

stat.ML↗

arXiv2018

Fake News Detection in Social Networks via Crowd Signals

Our work considers leveraging crowd signals for detecting fake news and is motivated by tools recently introduced by Facebook that enable users to flag fake news. By aggregating users' flags, our goal is to select a small subset of news every day, send them to an expert (e.g., via a third-party fact-checking organization), and stop the spread of news identified as fake by an expert. The main objective of our work is to minimize the spread of misinformation by stopping the propagation of fake news in the network. It is especially challenging to achieve this objective as it requires detecting fake news with high-confidence as quickly as possible. We show that in order to leverage users' flags efficiently, it is crucial to learn about users' flagging accuracy. We develop a novel algorithm, DETECTIVE, that performs Bayesian inference for detecting fake news and jointly learns about users' flagging accuracy over time. Our algorithm employs posterior sampling to actively trade off exploitation (selecting news that maximize the objective value at a given epoch) and exploration (selecting news that maximize the value of information towards learning about users' flagging accuracy). We demonstrate the effectiveness of our approach via extensive experiments and show the power of leveraging community signals for fake news detection.

cs.SI↗

arXiv2018

An Overview of Machine Teaching

In this paper we try to organize machine teaching as a coherent set of ideas. Each idea is presented as varying along a dimension. The collection of dimensions then form the problem space of machine teaching, such that existing teaching problems can be characterized in this space. We hope this organization allows us to gain deeper understanding of individual teaching problems, discover connections among them, and identify gaps in the field.

cs.LG↗

arXiv2017

Information Gathering with Peers: Submodular Optimization with Peer-Prediction Constraints

We study a problem of optimal information gathering from multiple data providers that need to be incentivized to provide accurate information. This problem arises in many real world applications that rely on crowdsourced data sets, but where the process of obtaining data is costly. A notable example of such a scenario is crowd sensing. To this end, we formulate the problem of optimal information gathering as maximization of a submodular function under a budget constraint, where the budget represents the total expected payment to data providers. Contrary to the existing approaches, we base our payments on incentives for accuracy and truthfulness, in particular, {\em peer-prediction} methods that score each of the selected data providers against its best peer, while ensuring that the minimum expected payment is above a given threshold. We first show that the problem at hand is hard to approximate within a constant factor that is not dependent on the properties of the payment function. However, for given topological and analytical properties of the instance, we construct two greedy algorithms, respectively called PPCGreedy and PPCGreedyIter, and establish theoretical bounds on their performance w.r.t. the optimal solution. Finally, we evaluate our methods using a realistic crowd sensing testbed.

cs.GT↗

arXiv2017

Learning User Preferences to Incentivize Exploration in the Sharing Economy

We study platforms in the sharing economy and discuss the need for incentivizing users to explore options that otherwise would not be chosen. For instance, rental platforms such as Airbnb typically rely on customer reviews to provide users with relevant information about different options. Yet, often a large fraction of options does not have any reviews available. Such options are frequently neglected as viable choices, and in turn are unlikely to be evaluated, creating a vicious cycle. Platforms can engage users to deviate from their preferred choice by offering monetary incentives for choosing a different option instead. To efficiently learn the optimal incentives to offer, we consider structural information in user preferences and introduce a novel algorithm - Coordinated Online Learning (CoOL) - for learning with structural information modeled as convex constraints. We provide formal guarantees on the performance of our algorithm and test the viability of our approach in a user study with data of apartments on Airbnb. Our findings suggest that our approach is well-suited to learn appropriate incentives and increase exploration on the investigated platform.

cs.LG↗