No Arabic abstract
In this paper, we make an important step towards the black-box machine teaching by considering the cross-space machine teaching, where the teacher and the learner use different feature representations and the teacher can not fully observe the learners model. In such scenario, we study how the teacher is still able to teach the learner to achieve faster convergence rate than the traditional passive learning. We propose an active teacher model that can actively query the learner (i.e., make the learner take exams) for estimating the learners status and provably guide the learner to achieve faster convergence. The sample complexities for both teaching and query are provided. In the experiments, we compare the proposed active teacher with the omniscient teacher and verify the effectiveness of the active teacher model.
With increasingly more hyperparameters involved in their training, machine learning systems demand a better understanding of hyperparameter tuning automation. This has raised interest in studies of provably black-box optimization, which is made more practical by better exploration mechanism implemented in algorithm design, managing the flux of both optimization and statistical errors. Prior efforts focus on delineating optimization errors, but this is deficient: black-box optimization algorithms can be inefficient without considering heterogeneity among reward samples. In this paper, we make the key delineation on the role of statistical uncertainty in black-box optimization, guiding a more efficient algorithm design. We introduce textit{optimum-statistical collaboration}, a framework of managing the interaction between optimization error flux and statistical error flux evolving in the optimization process. Inspired by this framework, we propose the texttt{VHCT} algorithms for objective functions with only local-smoothness assumptions. In theory, we prove our algorithm enjoys rate-optimal regret bounds; in experiments, we show the algorithm outperforms prior efforts in extensive settings.
Analyzing large-scale, multi-experiment studies requires scientists to test each experimental outcome for statistical significance and then assess the results as a whole. We present Black Box FDR (BB-FDR), an empirical-Bayes method for analyzing multi-experiment studies when many covariates are gathered per experiment. BB-FDR learns a series of black box predictive models to boost power and control the false discovery rate (FDR) at two stages of study analysis. In Stage 1, it uses a deep neural network prior to report which experiments yielded significant outcomes. In Stage 2, a separate black box model of each covariate is used to select features that have significant predictive power across all experiments. In benchmarks, BB-FDR outperforms competing state-of-the-art methods in both stages of analysis. We apply BB-FDR to two real studies on cancer drug efficacy. For both studies, BB-FDR increases the proportion of significant outcomes discovered and selects variables that reveal key genomic drivers of drug sensitivity and resistance in cancer.
Iterative machine teaching is a method for selecting an optimal teaching example that enables a student to efficiently learn a target concept at each iteration. Existing studies on iterative machine teaching are based on supervised machine learning and assume that there are teachers who know the true answers of all teaching examples. In this study, we consider an unsupervised case where such teachers do not exist; that is, we cannot access the true answer of any teaching example. Students are given a teaching example at each iteration, but there is no guarantee if the corresponding label is correct. Recent studies on crowdsourcing have developed methods for estimating the true answers from crowdsourcing responses. In this study, we apply these to iterative machine teaching for estimating the true labels of teaching examples along with student models that are used for teaching. Our method supports the collaborative learning of students without teachers. The experimental results show that the teaching performance of our method is particularly effective for low-level students in particular.
Black box variational inference (BBVI) with reparameterization gradients triggered the exploration of divergence measures other than the Kullback-Leibler (KL) divergence, such as alpha divergences. In this paper, we view BBVI with generalized divergences as a form of estimating the marginal likelihood via biased importance sampling. The choice of divergence determines a bias-variance trade-off between the tightness of a bound on the marginal likelihood (low bias) and the variance of its gradient estimators. Drawing on variational perturbation theory of statistical physics, we use these insights to construct a family of new variational bounds. Enumerated by an odd integer order $K$, this family captures the standard KL bound for $K=1$, and converges to the exact marginal likelihood as $Ktoinfty$. Compared to alpha-divergences, our reparameterization gradients have a lower variance. We show in experiments on Gaussian Processes and Variational Autoencoders that the new bounds are more mass covering, and that the resulting posterior covariances are closer to the true posterior and lead to higher likelihoods on held-out data.
Approximating a probability density in a tractable manner is a central task in Bayesian statistics. Variational Inference (VI) is a popular technique that achieves tractability by choosing a relatively simple variational family. Borrowing ideas from the classic boosting framework, recent approaches attempt to emph{boost} VI by replacing the selection of a single density with a greedily constructed mixture of densities. In order to guarantee convergence, previous works impose stringent assumptions that require significant effort for practitioners. Specifically, they require a custom implementation of the greedy step (called the LMO) for every probabilistic model with respect to an unnatural variational family of truncated distributions. Our work fixes these issues with novel theoretical and algorithmic insights. On the theoretical side, we show that boosting VI satisfies a relaxed smoothness assumption which is sufficient for the convergence of the functional Frank-Wolfe (FW) algorithm. Furthermore, we rephrase the LMO problem and propose to maximize the Residual ELBO (RELBO) which replaces the standard ELBO optimization in VI. These theoretical enhancements allow for black box implementation of the boosting subroutine. Finally, we present a stopping criterion drawn from the duality gap in the classic FW analyses and exhaustive experiments to illustrate the usefulness of our theoretical and algorithmic contributions.