Machine Learning (Theory)

9/21/2010

Regretting the dead

Nikos pointed out this new york times article about poor clinical design killing people. For those of us who study learning from exploration information this is a reminder that low regret algorithms are particularly important, as regret in clinical trials is measured by patient deaths.

Two obvious improvements on the experimental design are:

  1. With reasonable record keeping of existing outcomes for the standard treatments, there is no need to explicitly assign people to a control group with the standard treatment, as that approach is effectively explored with great certainty. Asserting otherwise would imply that the nature of effective treatments for cancer has changed between now and a year ago, which denies the value of any clinical trial.
  2. An optimal experimental design will smoothly phase between exploration and exploitation as evidence for a new treatment shows that it can be effective. This is old tech, for example in the EXP3.P algorithm (page 12 aka 59) although I prefer the generalized and somewhat clearer analysis of EXP4.P.

Done the right way, the clinical trial for a successful treatment would start with some initial small pool (equivalent to “phase 1″ in the article) and then simply expanded the pool of participants over time as it proved superior to the existing treatment, until the pool is everyone. And as a bonus, you can even compete with policies on treatments rather than raw treatments (i.e. personalized medicine).

Getting from here to there seems difficult. It’s been 15 years since EXP3.P was first published, and the progress in clinical trial design seems glacial to us outsiders. Partly, I think this is a communication and education failure, but partly, it’s also a failure of imagination within our own field. When we design algorithms, we often don’t think about all the applications, where a little massaging of the design in obvious-to-us ways so as to suit these applications would go a long ways. Getting this right here has a substantial moral aspect, potentially saving millions of lives over time through more precise and fast deployments of new treatments.

6/13/2010

The Good News on Exploration and Learning

Consider the contextual bandit setting where, repeatedly:

  1. A context x is observed.
  2. An action a is taken given the context x.
  3. A reward r is observed, dependent on x and a.

Where the goal of a learning agent is to find a policy for step 2 achieving a large expected reward.

This setting is of obvious importance, because in the real world we typically make decisions based on some set of information and then get feedback only about the single action taken. It also fundamentally differs from supervised learning settings because knowing the value of one action is not equivalent to knowing the value of all actions.

A decade ago the best machine learning techniques for this setting where implausibly inefficient. Dean Foster once told me he thought the area was a research sinkhole with little progress to be expected. Now we are on the verge of being able to routinely attack these problems, in almost exactly the same sense that we routinely attack bread and butter supervised learning problems. Just as for supervised learning, we know how to create and reuse datasets, how to benchmark algorithms, how to reuse existing supervised learning algorithms in this setting, and how to achieve optimal rates of learning quantitatively similar to supervised learning.

This is also one of the times when understanding the basic theory can make a huge difference in your success. There are many wrong ways to attack contextual bandit problems or prepare datasets, and taking a wrong turn can easily mean the difference between failure and success. Understanding how contextual bandit problems differ from basic supervised learning problems is critical to routine success here.

All of the above is not meant to claim that everything is done research-wise here so we’ll try to outline where the current boundary of research lies as best we can. However, we are surely at a point both in terms of application demand (especially for internet applications of search, advertising, page optimization, but also medical applications and surely others) and methodology supply (with basic reliable techniques now easily available or created) where these techniques are shifting from theory esoterica to required education.

Given the above, Alina and I decided to prepare a tutorial to be given at Yahoo! Labs summer school (my first India trip!), ICML, KDD, and hopefully videolectures.net. Please join us. The subjects we plan to cover are essentially the keys to the kingdom of solving shallow interactive learning problems.

1/24/2010

Specializations of the Master Problem

One thing which is clear on a little reflection is that there exists a single master learning problem capable of encoding essentially all learning problems. This problem is of course a very general sort of reinforcement learning where the world interacts with an agent as:

  1. The world announces an observation x.
  2. The agent makes a choice a.
  3. The world announces a reward r.

The goal here is to maximize the sum of the rewards over the time of the agent. No particular structure relating x to a or a to r is implied by this setting so we do not know effective general algorithms for the agent. It’s very easy to prove lower bounds showing that an agent cannot hope to succeed here—just consider the case where actions are unrelated to rewards. Nevertheless, there is a real sense in which essentially all forms of life are agents operating in this setting, somehow succeeding. The gap between these observations drives research—How can we find tractable specializations of the master problem general enough to provide an effective solution in real problems?

The process of specializing is a tricky business, as you want to simultaneously achieve tractable analysis, sufficient generality to be useful, and yet capture a new aspect of the master problem not otherwise addressed. Consider: How is it even possible to choose a setting where analysis is tractable before you even try to analyze it? What follows is my mental map of different specializations.

Online Learning

The online learning setting is perhaps the most satisfying specialization more general than standard batch learning at present, because it turns out to additionally provide tractable algorithms for many batch learning settings.

Standard online learning models specialize in two ways: You assume that the choice of action in step 2 does not influence future observations and rewards, and you assume additional information is available in step 3, a retrospectively available reward for each action. The algorithm for an agent in this setting typically has a given name—gradient descent, weighted majority, Winnow, etc…

The general algorithm here is a more refined version of follow-the-leader than in batch learning, with online update rules. An awesome discovery about this setting is that it’s possible to compete with a set of predictors even when the world is totally adversarial, substantially strengthening our understanding of what learning is and where it might be useful. For this adversarial setting, the algorithm alters into a form of follow-the-perturbed leader, where the learning algorithm randomizes it’s action amongst the set of plausible alternatives in order to defeat an adversary.

The standard form of argument in this setting is a potential argument, where at each step you show that if the learning algorithm performs badly, there is some finite budget from which an adversary deducts it’s ability. The form of the final theorem is that you compete with the accumulated reward of a set any one-step policies h:X – > A, with a dependence log(#policies) or weaker in regret, a measure of failure to compete.

A good basic paper to read here is:
Nick Littlestone and Manfred Warmuth, The Weighted Majority Algorithm, which shows the basic information-theoretic claim clearly. Vovk‘s page on aggregating algorithms is also relevant, although somewhat harder to read.

Provably computationally tractable special cases all have linear structure, either on rewards or policies. Good results are often observed empirically by applying backpropagation for nonlinear architectures, with the danger of local minima understood.

Bandit Analysis

In the bandit setting, step 1 is omitted, and the difficulty of the problem is weakened by assuming that action in step (2) don’t alter future rewards. The goal is generally to compete with all constant arm strategies.

Analysis in this basic setting started very specialized with Gittin’s Indicies and gradually generalized over time to include IID and fully adversarial settings, with EXP3 a canonical algorithm. If there are k strategies available, the standard theorem states that you can compete with the set of all constant strategies up to regret k. The most impressive theoretical discovery in this setting is that the dependence on T, the number of timesteps, is not substantially worse than supervised learning despite the need to explore.

Given the dependence on k all of these algorithms are computationally tractable.

However, the setting is flawed, because the set of constant strategies is inevitably too weak in practice—it’s an example of optimal decision making given that you ignore almost all information. Adding back the observation in step 1 allows competing with a large set of policies, while the regret grows only as log(#policies) or weaker. Canonical algorithms here are EXP4 (computationally intractable, but information theoretically near-optimal), Epoch-Greedy (computationally tractable given an oracle optimizer), and the Offset Tree providing a reduction to supervised binary classification.

MDP analysis

A substantial fraction of reinforcement learning has specialized on the Markov Decision Process setting, where the observation x is a state s, which is a sufficient statistic for predicting all future observations. Compared to the previous settings, dealing with time dependence is explicitly required, but learning typically exists in only primitive forms.

The first work here was in the 1950’s where the actual MDP was assumed known and the problem was simply computing a good policy, typically via dynamic programming style solutions. More recently, principally in the 1990’s, the setting where the MDP was not assumed known was analyzed. A very substantial theoretical advancement was the E3 algorithm which requires only O(S2A) experience to learn a near-optimal policy where the world is an MDP with S state and A actions per state. A further improvement on this is Delayed Q-Learning, where only O(SA) experience is required. There are many variants on the model-based approach and not much for the model-free approach. Lihong Li‘s thesis probably has the best detailed discussion at present.

There are some unsatisfactory elements of the analysis here. First, I’ve suppressed the dependence on the definition of “approximate” and the typical time horizon, for which the dependence is often bad and the optimality is unclear. The second is the dependence on S, which is intuitively unremovable, with this observation formalized in the lower bound Sham and I worked on (section 8.6 of Sham’s thesis). Empirically, these and related algorithms are often finicky, because in practice the observation isn’t a sufficient statistic and the number of states isn’t small, so approximating things as such is often troublesome.

A very different variant of this setting is given by Control theory, which I know less about than I should. The canonical setting for control theory is with a known MDP having linear transition dynamics. More exciting are the system identification problems where the system must be first identified. I don’t know any good relatively assumption free results for this setting.

Oracle Advice Shortcuts

Techniques here specialize the setting to situations in which some form of oracle advice is available when a policy is being learned. A good example of this is an oracle which provides samples from the distribution of observations visited by a good policy. Using this oracle, conservative policy iteration is guaranteed to perform well, so long as a base learning algorithm can predict well. This algorithm was refined and improved a bit by PSDP, which works via dynamic programming, improving guarantees to work with regret rather than errors.

An alternative form of oracle is provide by access to a good policy at training time. In this setting, Searn has similar provable guarantees with a similar analysis.

The oracle based algorithms appear to work well anywhere these oracles are available.

Uncontrolled Delay

In the uncontrolled delay setting, step (2) is removed, and typically steps (1) and (3) are collapsed into one observation, where the goal becomes state tracking. Most of the algorithms for state tracking are heavily model dependent, implying good success within particular domains. Examples include Kalman filters, hidden markov models, and particle filters which typical operate according to an explicit probabilistic model of world dynamics.

Relatively little is known for a nonparametric version of this problem. One observation is that the process of predicting adjacent observations well forms states as a byproduct when the observations are sufficiently rich as detailed here.

A basic question is: What’s missing from the above? A good answer is worth a career.

12/7/2009

Vowpal Wabbit version 4.0, and a NIPS heresy

Tags: Code,Machine Learning,Online jl@ 12:42 pm

I’m releasing version 4.0(tarball) of Vowpal Wabbit. The biggest change (by far) in this release is experimental support for cluster parallelism, with notable help from Daniel Hsu.

I also took advantage of the major version number to introduce some incompatible changes, including switching to murmurhash 2, and other alterations to cachefiles. You’ll need to delete and regenerate them. In addition, the precise specification for a “tag” (i.e. string that can be used to identify an example) changed—you can’t have a space between the tag and the ‘|’ at the beginning of the feature namespace.

And, of course, we made it faster.

For the future, I put up my todo list outlining the major future improvements I want to see in the code. I’m planning to discuss the current mechanism and results of the cluster parallel implementation at the large scale machine learning workshop at NIPS later this week. Several people have asked me to do a tutorial/walkthrough of VW, which is arranged for friday 2pm in the workshop room—no skiing for me Friday. Come join us if this heresy interests you as well :)

11/15/2009

The Other Online Learning

Tags: Machine Learning,Online,Teaching jl@ 3:07 pm

If you search for “online learning” with any major search engine, it’s interesting to note that zero of the results are for online machine learning. This may not be a mistake if you are committed to a global ordering. In other words, the number of people specifically interested in the least interesting top-10 online human learning result might exceed the number of people interested in online machine learning, even given the presence of the other 9 results. The essential observation here is that the process of human learning is a big business (around 5% of GDP) effecting virtually everyone.

The internet is changing this dramatically, by altering the economics of teaching. Consider two possibilities:

  1. The classroom-style teaching environment continues as is, with many teachers for the same subject.
  2. All the teachers for one subject get together, along with perhaps a factor of 2 more people who are experts in online delivery. They spend a factor of 4 more time designing the perfect lecture & learning environment as verified by extensive study.

These two approaches have a similar economic cost, with the additional effort in the second approach being offset by the fact that it is a one-time effort rather than an annual effort.

I’m sure many people prefer the classroom approach, because it’s traditional, because a teacher can adjust dynamically and intelligently to the student, and because a teacher provides ancillary benefits such as day care and child abuse detection. Nevertheless, the second approach represents a compelling alternative addressing education. For classes commonly taught through high school, it’s difficult to imagine how good a learning experience could be after millions of hours spent refining to create the perfect approach. Imagine repeating a lecture over-and-over, testing the resulting student understanding a {day, week, month, year, decade} later to such an extent that every slide, every sentence, and every exercise is optimized for excellent learning. We could even imagine adapting the lecture to the learning style of each student.

The process of converting to the second approach has been slow, but it seems to be picking up. This suggests we can expect several things:

  1. Shakeout Like all new approaches, there is room for early adopters to win while the established old order suffers. We can expect the most severe impact on pure teaching institutions which do not adopt the newer approaches. Research universities will be insulated in two ways: much of their revenue comes from research grants anyways while the new approach creates a flight to excellence, which the research universities can lay some claim to. At one extreme, I understand that only 4-5% of the operating budget for Caltech comes from student tuition.
  2. Centralized Testing. Although class lessons can be taught at a distance, and exercises worked out by students, there is great room for cheating. The remedy for this is a strong centralized testing service. This already exists in the form of SAT, GRE, and AP tests, because grade inflation and nonuniform standards are common across schools. If a student can ace these tests after taking online learning classes, then there is a real sense in which colleges accepting students are satisfied by their qualifications. We can expect this to become more true, and perhaps to see more employer-oriented tests. We can also expect that testable subjects have an inherent advantage in online learning. As centralized testing is a difficult market to break into, the existing systems have a substantial advantage here.
  3. Digitization. Doing online learning brings all the advantages and disadvantages of any other digital media. These include perfect replicability, essentially free distribution, and difficult economics—on one hand the approach could be vastly valuable while on the other it’s difficult to charge someone for something they can get free. The economics imply that there is room for a major charity or state government to accomplish a great deal which might be difficult to accomplish in a business model.
  4. Gaps. There are areas of teaching which are not amenable to online instruction. For example, teaching people to do research remains in the apprentice model. Similarly, letters of recommendation remain an aspect of the apprentice model. Subjects of relatively small interest such as individual research directions may not merit the effort of a highly polished online instruction system. Similarly, many elements of our current education system are not related to formal education, but rather are about students meeting students, teachers acting as daycare for students, or simply structuring the day for learning. Mechanisms achieving the same ends with online human learning systems are necessary, and the conflation of goals represented by the traditional education approach will retard (but not stop) the adoption of online learning approaches. This process has already taken a decade, and we can expect more decades to come.

For those of us interested in online machine learning, it’s natural to question the relationship with online human learning. The practices differ entirely, but the theory still applies, as there are no clauses in the theorem statements of the form “if the learning agent is not a human then…” When you examine the theorem statements for applicability to online human learning, there are a few ideas which may transfer well. One of these is the necessity and techniques for handling exploration problems. If there are two ways to teach a subject, then you could simply try both and take the best. But if your resources are limited then a UCB approach provides a more efficient mechanism for doing this testing. Similarly, if a student has a set of known attributes, contextual-bandit approaches suggest a sound mechanism for personalization of lessons.

Much of our other theory about the process of online learning may be helpful in a heuristic-motivating manner, but it appears typically too pessimistic to accurately capture what is possible. For example, a common technique to explain an idea when teaching is to simply cover a few extreme cases from which all others are some interpolation. The closest common machine learning analogue to this is some active learning algorithms, where a learning algorithm chooses which examples to label. But, of course, this is not an accurate model, because it’s not the student, but rather the teacher which is choosing the examples. A setting more suitable for student and teacher has been studied in learning theory (see the bibliography here for a link into the citation tree). However, these results are typically rather brittle, so it’s not clear yet that we have understood the right way to formalize this process.

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