Above are papers related to the following paper: [Paper_ID] Paper #148399. 	[Title] An Interactive Model of Teaching [Abstract] Previous teaching models in the learning theory community have been batch models. That is, in these models the teacher has generated a single set of helpful examples to present to the learner. In this paper we present an interactive model in which the learner has the ability to ask queries as in the query learning model of Angluin [1]. We show that this model is at least as powerful as previous teaching models. We also show that anything learnable with queries, even by a randomized learner, is teachable in our model. In all previous teaching models, all classes shown to be teachable are known to be efficiently learnable. An important concept class that is not known to be learnable is DNF formulas. We demonstrate the power of our approach by providing a deterministic teacher and learner for the class of DNF formulas. The learner makes only equivalence queries and all hypotheses are also DNF formulas. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1118209. 	[Title] Teaching a Smarter Learner [Abstract] 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 non-intuitive 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 polynomial-time algorithm with access to a very rich set of example-based queries is teachable by a computationally unbounded teacher and a polynomial-time 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 polynomial-time algorithms and describe teacher/learner pairs for the classes of 1-decision lists and Horn sentences. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #12194. 	[Title] Learning From a Consistently Ignorant Teacher [Abstract] One view of computational learning theory is that of a learner acquiring the knowledge of a teacher. We introduce a formal model of learning capturing the idea that teachers may have gaps in their knowledge. The goal of the learner is still to acquire the knowledge of the teacher, but now the learner must also identify the gaps. This is the notion of learning from a consistently ignorant teacher. We consider the impact of knowledge gaps on learning, for example, monotone DNF and d-dimensional boxes, and show that learning is still possible. Negatively, we show that knowledge gaps make learning conjunctions of Horn clauses as hard as learning DNF. We also present general results describing when known learning algorithms can be used to obtain learning algorithms using a consistently ignorant teacher. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #27203. 	[Title] The Power of Self-Directed Learning [Abstract] This paper studies self-directed learning, a variant of the on-line learning model in which the learner selects the presentation order for the instances. We give tight bounds on the complexity of self-directed learning for the concept classes of monomials, k-term DNF formulas, and orthogonal rectangles in f0; 1; ; n1g d . These results demonstrate that the number of mistakes under self-directed learning can be surprisingly small. We then prove that the model of self-directed learning is more powerful than all other commonly used on-line and query learning models. Next we explore the relationship between the complexity of self-directed learning and the Vapnik-Chervonenkis dimension. Finally, we explore a relationship between Mitchell's version space algorithm and the existence of self-directed learning algorithms that make few mistakes. fl Supported in part by a GE Foundation Junior Faculty Grant and NSF Grant CCR-9110108. Part of this research was conducted while the author was at the M.I.T. Laboratory for Computer Science and supported by NSF grant DCR-8607494 and a grant from the Siemens Corporation. Net address: sg@cs.wustl.edu. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #42209. 	[Title] Learning Unions of Rectangles with Queries [Abstract]  Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #12198. 	[Title] Exact Identification of Read-once Formulas Using Fixed Points of Amplification Functions [Abstract] In this paper we describe a new technique for exactly identifying certain classes of read-once Boolean formulas. The method is based on sampling the input-output behavior of the target formula on a probability distribution that is determined by the fixed point of the formula's amplification function (defined as the probability that a 1 is output by the formula when each input bit is 1 independently with probability p). By performing various statistical tests on easily sampled variants of the fixed-point distribution, we are able to efficiently infer all structural information about any logarithmic-depth formula (with high probability). We apply our results to prove the existence of short universal identification sequences for large classes of formulas. We also describe extensions of our algorithms to handle high rates of noise, and to learn formulas of unbounded depth in Valiant's model with respect to specific distributions. Most of this research was carried out while all three authors were at MIT Laboratory for Computer Science with support provided by ARO Grant DAAL03-86-K-0171, DARPA Contract N00014-89-J-1988, NSF Grant CCR-88914428, and a grant from the Siemens Corporation. R. Schapire received additional support from AFOSR Grant 89-0506 while at Harvard University. S. Goldman is currently supported in part by a G.E. Foundation Junior Faculty Grant and NSF Grant CCR-9110108. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #219239. 	[Title] Simulating Access to Hidden Information while Learning [Abstract] We introduce a new technique which enables a learner without access to hidden information to learn nearly as well as a learner with access to hidden information. We apply our technique to solve an open problem of Maass and Turan [18], showing that for any concept class F , the least number of queries sufficient for learning F by an algorithm which has access only to arbitrary equivalence queries is at most a factor of 1= log 2 (4=3) more than the least number of queries sufficient for learning F by an algorithm which has access to both arbitrary equivalence queries and membership queries. Previously known results imply that the 1= log 2 (4=3) in our bound is best possible. We describe analogous results for two generalizations of this model to function learning, and apply those results to bound the difficulty of learning in the harder of these models in terms of the difficulty of learning in the easier model. We bound the difficulty of learning unions of k concepts from a class F in terms of the difficulty of learning F . We bound the difficulty of learning in a noisy environment for deterministic algorithms in terms of the difficulty of learning in a noise-free environment. We apply a variant of our technique to develop an algorithm transformation that allows probabilistic learning algorithms to nearly optimally cope with noise. A second variant enables us to improve a general lower bound of Turan [19] for the PAC-learning model (with queries). Finally, we show that logarithmically many membership queries never help to obtain computationally efficient learning algorithms. fl Supported by Air Force Office of Scientific Research grant F49620-92-J-0515. Most of this work was done while this author was at TU Graz supported by a Lise Meitner Fellowship from the Fonds zur Forderung der wissenschaftlichen Forschung (Austria). Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #12199. 	[Title] Learning k-term DNF Formulas with an Incomplete Membership Oracle [Abstract] We consider the problem of learning k-term DNF formulas using equivalence queries and incomplete membership queries as defined by Angluin and Slonim. We demonstrate that this model can be applied to non-monotone classes. Namely, we describe a polynomial-time algorithm that exactly identifies a k-term DNF formula with a k-term DNF hypothesis using incomplete membership queries and equivalence queries from the class of DNF formulas. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #42221. 	[Title] Composite Geometric Concepts and Polynomial Predictability [Abstract]  Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1119471. 	[Title] Learning from Incomplete Boundary Queries Using Split Graphs and Hypergraphs (Extended Abstract) [Abstract] We consider learnability with membership queries in the presence of incomplete information. In the incomplete boundary query model introduced by Blum et al. [7], it is assumed that membership queries on instances near the boundary of the target concept may receive a "don't know" answer. We show that zero-one threshold functions are efficiently learnable in this model. The learning algorithm uses split graphs when the boundary region has radius 1, and their generalization to split hypergraphs (for which we give a split-finding algorithm) when the boundary region has constant radius greater than 1. We use a notion of indistinguishability of concepts that is appropriate for this model. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #1106418. 	[Title] Online Learning versus O*ine Learning [Abstract] We present an off-line variant of the mistake-bound model of learning. Just like in the well studied on-line model, a learner in the offline model has to learn an unknown concept from a sequence of elements of the instance space on which he makes "guess and test" trials. In both models, the aim of the learner is to make as few mistakes as possible. The difference between the models is that, while in the on-line model only the set of possible elements is known, in the off-line model the sequence of elements (i.e., the identity of the elements as well as the order in which they are to be presented) is known to the learner in advance. We give a combinatorial characterization of the number of mistakes in the off-line model. We apply this characterization to solve several natural questions that arise for the new model. First, we compare the mistake bounds of an off-line learner to those of a learner learning the same concept classes in the on-line scenario. We show that the number of mistakes in the on-line learning is at most a log n factor more than the off-line learning, where n is the length of the sequence. In addition, we show that if there is an off-line algorithm that does not make more than a constant number of mistakes for each sequence then there is an online algorithm that also does not make more than a constant number of mistakes. The second issue we address is the effect of the ordering of the elements on the number of mistakes of an off-line learner. It turns out that there are sequences on which an off-line learner can guarantee at most one mistake, yet a permutation of the same sequence forces him to err on many elements. We prove, however, that the gap, between the off-line mistake bounds on permutations of the same sequence of n-many elements, cannot be larger than a multiplicative factor of log n, and we present examples that obtain such a gap. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #12247. 	[Title] Warning: missing six few referencesfixed in proceedings. Learning with Queries but Incomplete Information (Extended Abstract) [Abstract] We investigate learning with membership and equivalence queries assuming that the information provided to the learner is incomplete. By incomplete we mean that some of the membership queries may be answered by I don't know. This model is a worst-case version of the incomplete membership query model of Angluin and Slonim. It attempts to model practical learning situations, including an experiment of Lang and Baum that we describe, where the teacher may be unable to answer reliably some queries that are critical for the learning algorithm. We present algorithms to learn monotone k-term DNF with membership queries only, and to learn monotone DNF with membership and equivalence queries. Compared to the complete information case, the query complexity increases by an additive term linear in the number of I don't know answers received. We also observe that the blowup in the number of queries can in general be exponential for both our new model and the incomplete membership model. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #12350. 	[Title] Cryptographic Limitations on Learning Boolean Formulae and Finite Automata [Abstract] In this paper we prove the intractability of learning several classes of Boolean functions in the distribution-free model (also called the Probably Approximately Correct or PAC model) of learning from examples. These results are representation independent, in that they hold regardless of the syntactic form in which the learner chooses to represent its hypotheses. Our methods reduce the problems of cracking a number of well-known public-key cryptosys- tems to the learning problems. We prove that a polynomial-time learning algorithm for Boolean formulae, deterministic finite automata or constant-depth threshold circuits would have dramatic consequences for cryptography and number theory: in particular, such an algorithm could be used to break the RSA cryptosystem, factor Blum integers (composite numbers equivalent to 3 modulo 4), and detect quadratic residues. The results hold even if the learning algorithm is only required to obtain a slight advantage in prediction over random guessing. The techniques used demonstrate an interesting duality between learning and cryptography. We also apply our results to obtain strong intractability results for approximating a gener - alization of graph coloring. fl This research was conducted while the author was at Harvard University and supported by an A.T.& T. Bell Laboratories scholarship. y Supported by grants ONR-N00014-85-K-0445, NSF-DCR-8606366 and NSF-CCR-89-02500, DAAL03-86-K-0171, DARPA AFOSR 89-0506, and by SERC. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #20601. 	[Title] Learning Conjunctions of Horn Clauses [Abstract]  Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #20602. 	[Title] Learning Read-Once Formulas with Queries [Abstract] A read-once formula is a boolean formula in which each variable occurs at most once. Such formulas are also called -formulas or boolean trees. This paper treats the problem of exactly identifying an unknown read-once formula using specific kinds of queries. The main results are a polynomial time algorithm for exact identification of monotone read-once formulas using only membership queries, and a polynomial time algorithm for exact identification of general read-once formulas using equivalence and membership queries (a protocol based on the notion of a minimally adequate teacher [1]). Our results improve on Valiant's previous results for read-once formulas [26]. We also show that no polynomial time algorithm using only membership queries or only equivalence queries can exactly identify all read-once formulas. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #248119. 	[Title] Learning Boxes in High Dimension [Abstract] We present exact learning algorithms that learn several classes of (discrete) boxes in f0; : : :; ` 1g n . In particular we learn: (1) The class of unions of O(log n) boxes in time poly(n; log `) (solving an open problem of [16, 12]; in [3] this class is shown to be learnable in time poly(n; `)). (2) The class of unions of disjoint boxes in time poly(n; t; log `), where t is the number of boxes. (Previously this was known only in the case where all boxes are disjoint in one of the dimensions; in [3] this class is shown to be learnable in time poly(n; t; `)). In particular our algorithm learns the class of decision trees over n variables, that take values in f0; : : :; ` 1g, with comparison nodes in time poly(n; t; log `), where t is the number of leaves (this was an open problem in [9] which was shown in [4] to be learnable in time poly(n; t; `)). (3) The class of unions of O(1)-degenerate boxes (that is, boxes that depend only on O(1) variables) in time poly(n; t; log `) (generalizing the learnability of O(1)-DNF and of boxes in O(1) dimensions). The algorithm for this class uses only equivalence queries and it can also be used to learn the class of unions of O(1) boxes (from equivalence queries only). fl A preliminary version of this paper appeared in the proceedings of the EuroCOLT '97 conference, published in volume 1208 of Lecture Notes in Artificial Intelligence, pages 3-15. Springer-Verlag, 1997. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #12158. 	[Title] Randomly Fallible Teachers: Learning Monotone DNF with an Incomplete Membership Oracle [Abstract] We introduce a new fault-tolerant model of algorithmic learning using an equivalence oracle and an incomplete membership oracle, in which the answers to a random subset of the learner's membership queries may be missing. We demonstrate that, with high probability, it is still possible to learn monotone DNF formulas in polynomial time, provided that the fraction of missing answers is bounded by some constant less than one. Even when half the membership queries are expected to yield no information, our algorithm will exactly identify m-term, n-variable monotone DNF formulas with an expected O(mn 2 ) queries. The same task has been shown to require exponential time using equivalence queries alone. We extend the algorithm to handle some one-sided errors, and discuss several other possible error models. It is hoped that this work may lead to a better understanding of the power of membership queries and the effects of faulty teachers on query models of concept learning. Please summarise all the given information.

Above are papers related to the following paper: [Paper_ID] Paper #27199. 	[Title] Learning Unions of Boxes with Membership and Equivalence Queries [Abstract] We present two algorithms that use membership and equivalence queries to exactly identify the concepts given by the union of s discretized axis-parallel boxes in d-dimensional discretized Euclidean space where each coordinate can have n discrete values. The first algorithm receives at most sd counterexamples and uses time and membership queries polynomial in s and log n for d any constant. Further, all equivalence queries made can be formulated as the union of O(sd log s) axis-parallel boxes. Next, we introduce a new complexity measure that better captures the complexity of a union of boxes than simply the number of boxes and dimensions. Our new measure, , is the number of segments in the target polyhedron where a segment is a maximum portion of one of the sides of the polyhedron that lies entirely inside or entirely outside each of the other halfspaces defining the polyhedron. We then present an improvement of our first algorithm that uses time and queries polynomial in and log n. The hypothesis class used here is decision trees of height at most 2sd. Further we can show that the time and queries used by this algorithm are polynomial in d and log n for s any constant thus generalizing the exact learnability of DNF formulas with a constant number of terms. In fact, this single algorithm is efficient for either s or d constant. Please summarise all the given information.

Paper #148399 has the title `An Interactive Model of Teaching  
` and the abstract `Previous teaching models in the learning theory community have been batch models. That is, in these models the teacher has generated a single set of helpful examples to present to the learner. In this paper we present an interactive model in which the learner has the ability to ask queries as in the query learning model of Angluin [1]. We show that this model is at least as powerful as previous teaching models. We also show that anything learnable with queries, even by a randomized learner, is teachable in our model. In all previous teaching models, all classes shown to be teachable are known to be efficiently learnable. An important concept class that is not known to be learnable is DNF formulas. We demonstrate the power of our approach by providing a deterministic teacher and learner for the class of DNF formulas. The learner makes only equivalence queries and all hypotheses are also DNF formulas. 
`.
Question: Which category should Paper #148399 be classified as ?
You can select one from ['Neural_Networks', 'Case_Based', 'Theory', 'Reinforcement_Learning', 'Probabilistic_Methods', 'Rule_Learning', 'Genetic_Algorithms'].


Paper #148399 has the title `An Interactive Model of Teaching  
` and the abstract `Previous teaching models in the learning theory community have been batch models. That is, in these models the teacher has generated a single set of helpful examples to present to the learner. In this paper we present an interactive model in which the learner has the ability to ask queries as in the query learning model of Angluin [1]. We show that this model is at least as powerful as previous teaching models. We also show that anything learnable with queries, even by a randomized learner, is teachable in our model. In all previous teaching models, all classes shown to be teachable are known to be efficiently learnable. An important concept class that is not known to be learnable is DNF formulas. We demonstrate the power of our approach by providing a deterministic teacher and learner for the class of DNF formulas. The learner makes only equivalence queries and all hypotheses are also DNF formulas. 
`.
Question: Which category should Paper #148399 be classified as ?
You can select one from ['Neural_Networks', 'Case_Based', 'Theory', 'Reinforcement_Learning', 'Probabilistic_Methods', 'Rule_Learning', 'Genetic_Algorithms'].

This paper should be classified into: Theory