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Register a new userRepresentativeness in Statistics, Politics, and Machine Learning
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Added by
Kyla Chasalow
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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Representativeness is a foundational yet slippery concept. Though familiar at first blush, it lacks a single precise meaning. Instead, meanings range from typical or characteristic, to a proportionate match between sample and population, to a more general sense of accuracy, generalizability, coverage, or inclusiveness. Moreover, the concept has long been contested. In statistics, debates about the merits and methods of selecting a representative sample date back to the late 19th century; in politics, debates about the value of likeness as a logic of political representation are older still. Today, as the concept crops up in the study of fairness and accountability in machine learning, we need to carefully consider the terms meanings in order to communicate clearly and account for their normative implications. In this paper, we ask what representativeness means, how it is mobilized socially, and what values and ideals it communicates or confronts. We trace the concepts history in statistics and discuss normative tensions concerning its relationship to likeness, exclusion, authority, and aspiration. We draw on these analyses to think through how representativeness is used in FAccT debates, with emphasis on data, shift, participation, and power.
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In addition to their security properties, adversarial machine-learning attacks and defenses have political dimensions. They enable or foreclose certain options for both the subjects of the machine learning systems and for those who deploy them, creating risks for civil liberties and human rights. In this paper, we draw on insights from science and technology studies, anthropology, and human rights literature, to inform how defenses against adversarial attacks can be used to suppress dissent and limit attempts to investigate machine learning systems. To make this concrete, we use real-world examples of how attacks such as perturbation, model inversion, or membership inference can be used for socially desirable ends. Although the predictions of this analysis may seem dire, there is hope. Efforts to address human rights concerns in the commercial spyware industry provide guidance for similar measures to ensure ML systems serve democratic, not authoritarian ends
There has been a surge of recent interest in sociocultural diversity in machine learning (ML) research, with researchers (i) examining the benefits of diversity as an organizational solution for alleviating problems with algorithmic bias, and (ii) proposing measures and methods for implementing diversity as a design desideratum in the construction of predictive algorithms. Currently, however, there is a gap between discussions of measures and benefits of diversity in ML, on the one hand, and the broader research on the underlying concepts of diversity and the precise mechanisms of its functional benefits, on the other. This gap is problematic because diversity is not a monolithic concept. Rather, different concepts of diversity are based on distinct rationales that should inform how we measure diversity in a given context. Similarly, the lack of specificity about the precise mechanisms underpinning diversitys potential benefits can result in uninformative generalities, invalid experimental designs, and illicit interpretations of findings. In this work, we draw on research in philosophy, psychology, and social and organizational sciences to make three contributions: First, we introduce a taxonomy of different diversity concepts from philosophy of science, and explicate the distinct epistemic and political rationales underlying these concepts. Second, we provide an overview of mechanisms by which diversity can benefit group performance. Third, we situate these taxonomies--of concepts and mechanisms--in the lifecycle of sociotechnical ML systems and make a case for their usefulness in fair and accountable ML. We do so by illustrating how they clarify the discourse around diversity in the context of ML systems, promote the formulation of more precise research questions about diversitys impact, and provide conceptual tools to further advance research and practice.
We present an automated method for measuring media bias. Inferring which newspaper published a given article, based only on the frequencies with which it uses different phrases, leads to a conditional probability distribution whose analysis lets us automatically map newspapers and phrases into a bias space. By analyzing roughly a million articles from roughly a hundred newspapers for bias in dozens of news topics, our method maps newspapers into a two-dimensional bias landscape that agrees well with previous bias classifications based on human judgement. One dimension can be interpreted as traditional left-right bias, the other as establishment bias. This means that although news bias is inherently political, its measurement need not be.
We present ReproducedPapers.org: an open online repository for teaching and structuring machine learning reproducibility. We evaluate doing a reproduction project among students and the added value of an online reproduction repository among AI researchers. We use anonymous self-assessment surveys and obtained 144 responses. Results suggest that students who do a reproduction project place more value on scientific reproductions and become more critical thinkers. Students and AI researchers agree that our online reproduction repository is valuable.
Over the past decades, numerous practical applications of machine learning techniques have shown the potential of data-driven approaches in a large number of computing fields. Machine learning is increasingly included in computing curricula in higher education, and a quickly growing number of initiatives are expanding it in K-12 computing education, too. As machine learning enters K-12 computing education, understanding how intuition and agency in the context of such systems is developed becomes a key research area. But as schools and teachers are already struggling with integrating traditional computational thinking and traditional artificial intelligence into school curricula, understanding the challenges behind teaching machine learning in K-12 is an even more daunting challenge for computing education research. Despite the central position of machine learning in the field of modern computing, the computing education research body of literature contains remarkably few studies of how people learn to train, test, improve, and deploy machine learning systems. This is especially true of the K-12 curriculum space. This article charts the emerging trajectories in educational practice, theory, and technology related to teaching machine learning in K-12 education. The article situates the existing work in the context of computing education in general, and describes some differences that K-12 computing educators should take into account when facing this challenge. The article focuses on key aspects of the paradigm shift that will be required in order to successfully integrate machine learning into the broader K-12 computing curricula. A crucial step is abandoning the belief that rule-based traditional programming is a central aspect and building block in developing next generation computational thinking.
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