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John Case

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28 papers
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28

TCS Journal 2018 Journal Article

Effectivity questions for Kleene's recursion theorem

  • John Case
  • Sanjay Jain
  • Frank Stephan

The present paper investigates the quality of numberings measured in three different ways: (a) the complexity of finding witnesses of Kleene's Recursion Theorem in the numbering; (b) for which learning notions from inductive inference the numbering is an optimal hypothesis space; (c) the complexity needed to translate the indices of other numberings to those of the given one. In all three cases, one assumes that the corresponding witnesses or correct hypotheses are found in the limit and one measures the complexity with respect to the best criterion of convergence which can be achieved. The convergence criteria considered are those of finite, explanatory, vacillatory and behaviourally correct convergence. The main finding is that the complexity of finding witnesses for Kleene's Recursion Theorem and the optimality for learning are independent of each other. Furthermore, if the numbering is optimal for explanatory learning and also allows to solve Kleene's Recursion Theorem with respect to explanatory convergence, then it also allows to translate indices of other numberings with respect to explanatory convergence.

I&C Journal 2016 Journal Article

Strongly non-U-shaped language learning results by general techniques

  • John Case
  • Timo Kötzing

In learning, a semantic or behavioral U-shape occurs when a learner first learns, then unlearns, and, finally, relearns, some target concept. This paper introduces two general techniques and applies them especially to syntactic U-shapes in learning: one technique to show when they are necessary and one to show when they are unnecessary. The technique for the former is very general and applicable to a much wider range of learning criteria. It employs so-called self-learning classes of languages which are shown to characterize completely one criterion learning more than another. We apply these techniques to show that, for set-driven and rearrangement-independent learning, any kind of U-shapes is unnecessary. Furthermore, we show that U-shapes are necessary in a strong way for iterative learning, contrasting with an earlier result by Case and Moelius that semantic U-shapes are unnecessary for iterative learning.

TCS Journal 2016 Journal Article

Topological separations in inductive inference

  • John Case
  • Timo Kötzing

Re learning in the limit from positive data, a major concern is which classes of languages are learnable with respect to a given learning criterion. We are particularly interested herein in the reasons for a class of languages to be unlearnable. We consider two types of reasons. One type is called topological where it does not help if the learners are allowed to be uncomputable (an example of Gold's is that no class containing an infinite language and all its finite sub-languages is learnable — even by an uncomputable learner). Another reason is called computational (where the learners are required to be algorithmic). In particular, two learning criteria might allow for learning different classes of languages from one another — but with dependence on whether the unlearnability is of type topological or computational. In this paper we formalize the idea of two learning criteria separating topologically in learning power. This allows us to study more closely why two learning criteria separate in learning power. For a variety of learning criteria, concerning vacillatory, monotone, (several kinds of) iterative and feedback learning, we show that certain learning criteria separate topologically, and certain others, which are known to separate, are shown not to separate topologically. Showing that learning criteria do not separate topologically implies that any known separation must necessarily exploit algorithmicity of the learner.

TCS Journal 2013 Journal Article

Memory-limited non-U-shaped learning with solved open problems

  • John Case
  • Timo Kötzing

In empirical cognitive science, for human learning, a semantic or behavioral U-shape occurs when a learner first learns, then unlearns, and, finally, relearns, some target concept. Within the formal framework of Inductive Inference, for learning from positive data, previous results have shown, for example, that such U-shapes are unnecessary for explanatory learning, but are necessary for behaviorally correct and non-trivial vacillatory learning. Herein we also distinguish between semantic and syntactic U-shapes. We answer a number of open questions in the prior literature as well as provide new results regarding syntactic U-shapes. Importantly for cognitive science, we see more of a previously noticed pattern that, for parameterized learning criteria, beyond very few initial parameter values, U-shapes are necessary for full learning power. We analyze the necessity of U-shapes in two memory-limited settings. The first setting is Bounded Memory State (BMS) learning, where a learner has an explicitly-bounded state memory, and otherwise only knows its current datum. We show that there are classes learnable with three (or more) memory states that are not learnable non-U-shapedly with any finite number of memory states. This result is surprising, since, for learning with one or two memory states, U-shapes are known to be unnecessary. This solves an open question from the literature. The second setting is that of Memoryless Feedback (MLF) learning, where a learner may ask a bounded number of questions about what data has been seen so far, and otherwise only knows its current datum. We show that there is a class learnable memorylessly with a single feedback query such that this class is not learnable non-U-shapedly memorylessly with any finite number of feedback queries. We employ self-learning classes together with the Operator Recursion Theorem for many of our results, but we also introduce two new techniques for obtaining results. The first is for transferring inclusion results from one setting to another. The main part of the second is the Hybrid Operator Recursion Theorem, which enables us to separate some learning criteria featuring complexity-bounded learners, employing self-learning classes. Both techniques are not specific to U-shaped learning, but applicable for a wide range of settings.

I&C Journal 2012 Journal Article

Automatic learning of subclasses of pattern languages

  • John Case
  • Sanjay Jain
  • Trong Dao Le
  • Yuh Shin Ong
  • Pavel Semukhin
  • Frank Stephan

Automatic classes are classes of languages for which a finite automaton can decide the membership problem for the languages in the class, in a uniform way, given an index for the language. For alphabet size of at least 4, every automatic class of erasing pattern languages is contained, for some constant n, in the class of all languages generated by patterns which contain (1) every variable only once and (2) at most n symbols after the first occurrence of a variable. It is shown that such a class is automatically learnable using a learner with the length of the long-term memory being bounded by the length of the first example seen. The study is extended to show the learnability of related classes such as the class of unions of two pattern languages of the above type.

I&C Journal 2012 Journal Article

Learning secrets interactively. Dynamic modeling in inductive inference

  • John Case
  • Timo Kötzing

Introduced is a new inductive inference paradigm, dynamic modeling. Within this learning paradigm, for example, function h learns function g iff, in the i-th iteration, h and g both produce output, h gets the sequence of all outputs from g in prior iterations as input, g gets all the outputs from h in prior iterations as input, and, from some iteration on, the sequence of hʼs outputs will be programs for the output sequence of g. Dynamic modeling provides an idealization of, for example, a social interaction in which h seeks to discover program models of gʼs behavior it sees in interacting with g, and h openly discloses to g its sequence of candidate program models to see what g says back. Sample results: every g can be so learned by some h; there are g that can only be learned by an h if g can also learn that h back; there are extremely secretive h which cannot be learned back by any g they learn, but which, nonetheless, succeed in learning infinitely many g; quadratic time learnability is strictly more powerful than linear time learnability. This latter result, as well as others, follows immediately from general correspondence theorems obtained from a unified approach to the paradigms within inductive inference. Many proofs, some sophisticated, employ machine self-reference, a. k. a. , recursion theorems.

I&C Journal 2011 Journal Article

Optimal language learning from positive data

  • John Case
  • Samuel E. Moelius

Goldʼs original paper on inductive inference introduced a notion of an optimal learner. Intuitively, a learner identifies a class of objects optimally iff there is no other learner that: requires as little of each presentation of each object in the class in order to identify that object, and, for some presentation of some object in the class, requires less of that presentation in order to identify that object. Beick considered this notion in the context of function learning, and gave an intuitive characterization of an optimal function learner. Jantke and Beick subsequently characterized the classes of functions that are algorithmically, optimally identifiable. Herein, Goldʼs notion is considered in the context of language learning. It is shown that a characterization of optimal language learners analogous to Beickʼs does not hold. It is also shown that the classes of languages that are algorithmically, optimally identifiable cannot be characterized in a manner analogous to that of Jantke and Beick. Other interesting results concerning optimal language learning include the following. It is shown that strong non-U-shapedness, a property involved in Beickʼs characterization of optimal function learners, does not restrict algorithmic language learning power. It is also shown that, for an arbitrary optimal learner F of a class of languages L, F optimally identifies a subclass K of L iff F is class-preserving with respect to K.

TCS Journal 2010 Journal Article

Iterative learning of simple external contextual languages

  • Leonor Becerra-Bonache
  • John Case
  • Sanjay Jain
  • Frank Stephan

It is investigated for which choice of a parameter q, denoting the number of contexts, the class of simple external contextual languages is iteratively learnable. On the one hand, the class admits, for all values of q, polynomial time learnability provided an adequate choice of the hypothesis space is given. On the other hand, additional constraints like consistency and conservativeness or the use of a one–one hypothesis space changes the picture — iterative learning limits the long term memory of the learner to the current hypothesis and these constraints further hinder storage of information via padding of this hypothesis. It is shown that if q > 3, then simple external contextual languages are not iteratively learnable using a class preserving one–one hypothesis space, while for q = 1 it is iteratively learnable, even in polynomial time. It is also investigated for which choice of the parameters the simple external contextual languages can be learnt by a consistent and conservative iterative learner.

TCS Journal 2009 Journal Article

Parallelism increases iterative learning power

  • John Case
  • Samuel E. Moelius

Iterative learning ( It -learning) is a Gold-style learning model in which each of a learner’s output conjectures may depend only upon the learner’s current conjecture and the current input element. Two extensions of the It -learning model are considered, each of which involves parallelism. The first is to run, in parallel, distinct instantiations of a single learner on each input element. The second is to run, in parallel, n individual learners incorporating the first extension, and to allow the n learners to communicate their results. In most contexts, parallelism is only a means of improving efficiency. However, as shown herein, learners incorporating the first extension are more powerful than It -learners, and, collective learners resulting from the second extension increase in learning power as n increases. Attention is paid to how one would actually implement a learner incorporating each extension. Parallelism is the underlying mechanism employed.

TCS Journal 2008 Journal Article

Foreword

  • John Case
  • Takeshi Shinohara
  • Thomas Zeugmann
  • Sandra Zilles

I&C Journal 2008 Journal Article

When unlearning helps

  • Ganesh Baliga
  • John Case
  • Wolfgang Merkle
  • Frank Stephan
  • Rolf Wiehagen

Overregularization seen in child language learning, for example, verb tense constructs, involves abandoning correct behaviours for incorrect ones and later reverting to correct behaviours. Quite a number of other child development phenomena also follow this U-shaped form of learning, unlearning and relearning. A decisive learner does not do this and, more generally, never abandons an hypothesis H for an inequivalent one where it later conjectures an hypothesis equivalent to H, where equivalence means semantical or behavioural equivalence. The first main result of the present paper entails that decisiveness is a real restriction on Gold’s model of explanatory (or in the limit) learning of grammars for languages from positive data. This result also solves an open problem posed in 1986 by Osherson, Stob and Weinstein. Second-time decisive learners semantically conjecture each of their hypotheses for any language at most twice. By contrast, such learners are shown not to restrict Gold’s model of learning. Non U-shaped learning liberalizes the requirement of decisiveness from being a restriction on all hypotheses output to the same restriction but only on correct hypotheses. The situation regarding learning power for non U-shaped learning is a little more complex than that for decisiveness. This is explained shortly below. Gold’s original model for learning grammars from positive data, called EX-learning, requires, for success, syntactic convergence to a correct grammar. A slight variant, called BC-learning, requires only semantic convergence to a sequence of correct grammars that need not be syntactically identical to one another. The second main result says that non U-shaped learning does not restrict EX-learning. However, from an argument of Fulk, Jain and Osherson, non U-shaped learning does restrict BC-learning. In the final section is discussed the possible meaning, for cognitive science, of these results and, in this regard, indicated are some avenues worthy of future investigation.

MFCS Conference 2007 Conference Paper

Properties Complementary to Program Self-reference

  • John Case
  • Samuel E. Moelius

Abstract In computability theory, program self-reference is formalized by the not-necessarily-constructive form of Kleene’s Recursion Theorem ( krt ). In a programming system in which krt holds, for any preassigned, algorithmic task, there exists a program that, in a sense, creates a copy of itself, and then performs that task on the self-copy. Herein, properties complementary to krt are considered. Of particular interest are those properties involving the implementation of control structures. One main result is that no property involving the implementation of denotational control structures is complementary to krt. This is in contrast to a result of Royer, which showed that implementation of if-then-else — a denotational control structure — is complementary to the constructive form of Kleene’s Recursion Theorem. Examples of non -denotational control structures whose implementation is complementary to krt are then given. Some such control structures so nearly resemble denotational control structures that they might be called quasi-denotational.

I&C Journal 2007 Journal Article

Results on memory-limited U-shaped learning

  • Lorenzo Carlucci
  • John Case
  • Sanjay Jain
  • Frank Stephan

U-shaped learning is a learning behaviour in which the learner first learns a given target behaviour, then unlearns it and finally relearns it. Such a behaviour, observed by psychologists, for example, in the learning of past-tenses of English verbs, has been widely discussed among psychologists and cognitive scientists as a fundamental example of the non-monotonicity of learning. Previous theory literature has studied whether or not U-shaped learning, in the context of Gold’s formal model of learning languages from positive data, is necessary for learning some tasks. It is clear that human learning involves memory limitations. In the present paper we consider, then, the question of the necessity of U-shaped learning for some learning models featuring memory limitations. Our results show that the question of the necessity of U-shaped learning in this memory-limited setting depends on delicate tradeoffs between the learner’s ability to remember its own previous conjecture, to store some values in its long-term memory, to make queries about whether or not items occur in previously seen data and on the learner’s choice of hypotheses space.

TCS Journal 2006 Journal Article

Learning a subclass of regular patterns in polynomial time

  • John Case
  • Sanjay Jain
  • Rüdiger Reischuk
  • Frank Stephan
  • Thomas Zeugmann

An algorithm for learning a subclass of erasing regular pattern languages is presented. On extended regular pattern languages generated by patterns π of the form x 0 α 1 x 1 … α m x m, where x 0, …, x m are variables and α 1, .. ., α m strings of terminals of length c each, it runs with arbitrarily high probability of success using a number of examples polynomial in m (and exponential in c). It is assumed that m is unknown, but c is known and that samples are randomly drawn according to some distribution, for which we only require that it has certain natural and plausible properties. Aiming to improve this algorithm further we also explore computer simulations of a heuristic.

I&C Journal 2004 Journal Article

On the classification of recursive languages

  • John Case
  • Efim Kinber
  • Arun Sharma
  • Frank Stephan

A one-sided classifier for a given class of languages converges to 1 on every language from the class and outputs 0 infinitely often on languages outside the class. A two-sided classifier, on the other hand, converges to 1 on languages from the class and converges to 0 on languages outside the class. The present paper investigates one-sided and two-sided classification for classes of recursive languages. Theorems are presented that help assess the classifiability of natural classes. The relationships of classification to inductive learning theory and to structural complexity theory in terms of Turing degrees are studied. Furthermore, the special case of classification from only positive data is also investigated.

TCS Journal 2002 Journal Article

Control structures in hypothesis spaces: the influence on learning

  • John Case
  • Sanjay Jain
  • Mandayam Suraj

In any learnability setting, hypotheses are conjectured from some hypothesis space. Studied herein are the influence on learnability of the presence or absence of certain control structures in the hypothesis space. First presented are control structure characterizations of some rather specific but illustrative learnability results. The presence of these control structures is thereby shown essential to maintain full learning power. Then presented are the main theorems. Each of these non-trivially characterizes the invariance of a learning class over hypothesis space V and the presence of a particular projection control structure, called proj, in V as: V has suitable instances of all denotational control structures. In a sense, then, proj epitomizes the control structures whose presence need not help and whose absence need not hinder learning power.

I&C Journal 2002 Journal Article

Learning to Win Process-Control Games Watching Game-Masters

  • John Case
  • Matthias Ott
  • Arun Sharma
  • Frank Stephan

The present paper focuses on some interesting classes of process-control games, where winning essentially means successfully controlling the process. A master for one of these games is an agent who plays a winning strategy. In this paper we investigate situations in which even a complete model (given by a program) of a particular game does not provide enough information to synthesize—even incrementally—a winning strategy. However, if in addition to getting a program, a machine may also watch masters play winning strategies, then the machine is able to incrementally learn a winning strategy for the given game. Studied are successful learning from arbitrary masters and from pedagogically useful selected masters. It is shown that selected masters are strictly more helpful for learning than are arbitrary masters. Both for learning from arbitrary masters and for learning from selected masters, though, there are cases where one can learn programs for winning strategies from masters but not if one is required to learn a program for the master's strategy itself. Both for learning from arbitrary masters and for learning from selected masters, one can learn strictly more by watching m+1 masters than one can learn by watching only m. Last, a simulation result is presented where the presence of a selected master reduces the complexity from infinitely many semantic mind changes to finitely many syntactic ones.

TCS Journal 2001 Journal Article

Costs of general purpose learning

  • John Case
  • Keh-Jiann Chen
  • Sanjay Jain

Leo Harrington surprisingly constructed a machine which can learn any computable function f according to the following criterion (called Bc ∗ -identification). His machine, on the successive graph points of f, outputs a corresponding infinite sequence of programs p0, p1, p2, …, and, for some i, the programs pi, pi+1, pi+2, … each compute a variant of f which differs from f at only finitely many argument places. A machine with this property is called general purpose. The sequence pi, pi+1, pi+2, … is called a final sequence. For Harrington's general purpose machine, for distinct m and n, the finitely many argument places where pi+m fails to compute f can be very different from the finitely many argument places where pi+n fails to compute f. One would hope though, that if Harrington's machine, or an improvement thereof, inferred the program pi+m based on the data points f(0), f(1), …, f(k), then pi+m would make very few mistakes computing f at the “near future” arguments k+1, k+2, …, k+ℓ, where ℓ is reasonably large. Ideally, pi+m 's finitely many mistakes or anomalies would (mostly) occur at arguments x≫k, i. e. , ideally, its anomalies would be well placed beyond near future arguments. In the present paper, for general purpose learning machines, it is analyzed just how well or badly placed these anomalies may be with respect to near future arguments and what are the various tradeoffs. In particular, there is good news and bad. Bad news is that, for any learning machine M (including general purpose M), for all m, there exist infinitely many computable functions f such that, infinitely often M incorrectly predicts f's next m near future values. Good news is that, for a suitably clever general purpose learning machine M, for each computable f, for M on f, the density of any such associated bad prediction intervals of size m is vanishingly small. Considered too is the possibility of providing a general purpose learner which additionally learns some interesting classes with respect to much stricter criteria than Bc ∗ -identification. Again there is good news and bad. The criterion of finite identification requires for success that a learner M on a function f output exactly one program which correctly computes f. Bc n -identification is just like Bc ∗ -identification above except that the number of anomalies in each program of a final sequence is ⩽n. Bad news is that there is a finitely identifiable class of computable functions C such that for no general purpose learner M and for no n, does M additionally Bc n -identify C. Ex-identification by M on f requires that M on f converges, after a few output programs, to a single final program which computes f. A reliable learner (by definition) never deceives by false convergence; more precisely: whenever it converges to a final program on a function f, it must Ex-identify f. Good news is that, for any class C that can be reliably Ex-identified, there is a general purpose machine which additionally Ex-identifies C!

TCS Journal 2001 Journal Article

Predictive learning models for concept drift

  • John Case
  • Sanjay Jain
  • Susanne Kaufmann
  • Arun Sharma
  • Frank Stephan

Concept drift means that the concept about which data is obtained may shift from time to time, each time after some minimum permanence. Except for this minimum permanence, the concept shifts may not have to satisfy any further requirements and may occur infinitely often. Within this work is studied to what extent it is still possible to predict or learn values for a data sequence produced by drifting concepts. Various ways to measure the quality of such predictions, including martingale betting strategies and density and frequency of correctness, are introduced and compared with one another. For each of these measures of prediction quality, for some interesting concrete classes, (nearly) optimal bounds on permanence for attaining learnability are established. The concrete classes, from which the drifting concepts are selected, include regular languages accepted by finite automata of bounded size, polynomials of bounded degree, and sequences defined by recurrence relations of bounded size. Some important, restricted cases of drifts are also studied, for example, the case where the intervals of permanence are computable. In the case where the concepts shift only among finitely many possibilities from certain infinite, arguably practical classes, the learning algorithms can be considerably improved.

TCS Journal 2001 Journal Article

Synthesizing noise-tolerant language learners

  • John Case
  • Sanjay Jain
  • Arun Sharma

An index for an r. e. class of languages (by definition) generates a sequence of grammars defining the class. An index for an indexed family of languages (by definition) generates a sequence of decision procedures defining the family. F. Stephan's model of noisy data is employed, in which, roughly, correct data crops up infinitely often, and incorrect data only finitely often. Studied, then, is the synthesis from indices for r. e. classes and for indexed families of languages of various kinds of noise-tolerant language-learners for the corresponding classes or families indexed. Many positive results, as well as some negative results, are presented regarding the existence of such synthesizers. The proofs of most of the positive results yield, as pleasant corollaries, strict subset-principle or tell-tale style characterizations for the noise-tolerant learnability of the corresponding classes or families indexed.

TCS Journal 2000 Journal Article

Vacillatory and BC learning on noisy data

  • John Case
  • Sanjay Jain
  • Frank Stephan

The present work employs a model of noise introduced earlier by the third author. In this model noisy data nonetheless uniquely determines the true data: correct information occurs infinitely often while incorrect information occurs only finitely often. The present paper considers the effects of this form of noise on vacillatory and behaviorally correct learning of grammars – both from positive data alone and from informant (positive and negative data). For learning from informant, the noise, in effect, destroys negative data. Various noisy-data hierarchies are exhibited, which, in some cases, are known to collapse when there is no noise. Noisy behaviorally correct learning is shown to obey a very strong “subset principle”. It is shown, in many cases, how much power is needed to overcome the effects of noise. For example, the best we can do to simulate, in the presence of noise, the noise-free, no mind change cases takes infinitely many mind changes. One technical result is proved by a priority argument.

I&C Journal 1999 Journal Article

Incremental Concept Learning for Bounded Data Mining

  • John Case
  • Sanjay Jain
  • Steffen Lange
  • Thomas Zeugmann

Important refinements of concept learning in the limit from positive data considerably restricting the accessibility of input data are studied. Let c be any concept; every infinite sequence of elements exhausting c is called positive presentation of c. In all learning models considered the learning machine computes a sequence of hypotheses about the target concept from a positive presentation of it. With iterative learning, the learning machine, in making a conjecture, has access to its previous conjecture and the latest data items coming in. In k-bounded example-memory inference (k is a priori fixed) the learner is allowed to access, in making a conjecture, its previous hypothesis, its memory of up to k data items it has already seen, and the next element coming in. In the case of k-feedback identification, the learning machine, in making a conjecture, has access to its previous conjecture, the latest data item coming in, and, on the basis of this information, it can compute k items and query the database of previous data to find out, for each of the k items, whether or not it is in the database (k is again a priori fixed). In all cases, the sequence of conjectures has to converge to a hypothesis correctly describing the target concept. Our results are manyfold. An infinite hierarchy of more and more powerful feedback learners in dependence on the number k of queries allowed to be asked is established. However, the hierarchy collapses to 1-feedback inference if only indexed families of infinite concepts are considered, and moreover, its learning power is then equal to learning in the limit. But it remains infinite for concept classes of only infinite r. e. concepts. Both k-feedback inference and k-bounded example-memory identification are more powerful than iterative learning but incomparable to one another. Furthermore, there are cases where redundancy in the hypothesis space is shown to be a resource increasing the learning power of iterative learners. Finally, the union of at most k pattern languages is shown to be iteratively inferable.

I&C Journal 1999 Journal Article

The Synthesis of Language Learners

  • Ganesh R. Baliga
  • John Case
  • Sanjay Jain

An index for an r. e. class of languages (by definition) is a procedure which generates a sequence of grammars defining the class. An index for an indexed family of languages (by definition) is a procedure which generates a sequence of decision procedures defining the family. Studied is the metaproblem of synthesizing from indices for r. e. classes and for indexed families of languages various kinds of language learners for the corresponding classes or families indexed. Many positive results, as well as some negative results, are presented regarding the existence of such synthesizers. The negative results essentially provide lower bounds for the positive results. The proofs of some of the positive results yield, as pleasant corollaries, subset-principle or tell-tale style characterizations for the learnability of the corresponding classes or families indexed. For example, the indexed families of recursive languages that can be behaviorally correctly identified from positive data are surprisingly characterized by Angluin's condition 2 (the subset principle for circumventing overgeneralization).

TCS Journal 1996 Journal Article

Anomalous learning helps succinctness

  • John Case
  • Sanjay Jain
  • Arun Sharma

It is shown that allowing a bounded number of anomalies (mistakes) in the final programs learned by an algorithmic procedure can considerably “succinctify” those final programs. Naturally, only those contexts are investigated in which the presence of anomalies is not actually required for successful inference (learning). The contexts considered are certain infinite subclasses of the class of characteristic functions of finite sets. For each finite set D, these subclasses have a finite set containing D. This latter prevents the anomalies from wiping out all the information in the sets featured in these subclasses and shows the context to be fairly robust. Some of the results in the present paper are shown to be provably more constructive than others. The results of this paper can also be interpreted as facts about succinctness of coding finite sets, which facts have interesting consequences for learnability of decision procedures for finite sets.

I&C Journal 1996 Journal Article

Machine Induction without Revolutionary Changes in Hypothesis Size

  • John Case
  • Sanjay Jain
  • Arun Sharma

This paper provides a beginning study of the effects on inductive inference of paradigm shifts whose absence is approximately modeled by various formal approaches to forbidding large changes in the size of programs conjectured. One approach, calledseverely parsimonious, requires all the programs conjectured on the way to success to be nearly (i. e. , within a recursive function of) minimal size. It is shown that this very conservative constraint allows learning infinite classes of functions, butnotinfinite r. e. classes of functions. Another approach, callednon-revolutionary, requires all conjectures to be nearly the same size as one another. This quite conservative constraint is, nonetheless, shown to permit learning some infinite r. e. classes of functions. Allowing up to one extrabounded sizemind change towards a final program learned certainly does not appear revolutionary. However, somewhat surprisingly for scientific (inductive) inference, it is shown that there are classes learnablewiththe non-revolutionary constraint (respectively, with severe parsimony), up to (i+1) mind changes, and no anomalies, which classes cannotbe learned with no size constraint, an unbounded, finite number of anomalies in the final program, but with no more thanimind changes. Hence, in some cases, the possibility of one extra mind change is considerably more liberating than removal of very conservative size shift constraints. The proofs of these results are also combinatorially interesting.

TCS Journal 1983 Journal Article

Comparison of identification criteria for machine inductive inference

  • John Case
  • Carl Smith

A natural ωpLω+1 hierarchy of successively more general criteria of success for inductive inference machines is described based on the size of sets of anomalies in programs synthesized by such machines. These criteria are compared to others in the literature. Some of our results are interpreted as tradeoff results or as showing the inherent relative-computational complexity of certain processes and others are interpreted from a positivistic, mechanistic philosophical stance as theorems in philosophy of science. The techniques of recursive function theory are employed including ordinary and infinitary recursion theorems.

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