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Sanjay Jain

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73 papers
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73

I&C Journal 2023 Journal Article

Learnability and positive equivalence relations

  • David Belanger
  • Ziyuan Gao
  • Sanjay Jain
  • Wei Li
  • Frank Stephan

Prior work of Gavryushkin, Khoussainov, Jain and Stephan investigated what algebraic structures can be realised in worlds given by a positive (= recursively enumerable) equivalence relation which partitions the natural numbers into infinitely many equivalence classes. The present work investigates the infinite one-one numbered recursively enumerable (r. e.) families realised by such relations and asks how the choice of the equivalence relation impacts the learnability properties of these classes when studying learnability in the limit from positive examples, also known as learning from text. For all choices of such positive equivalence relations, for each of the following entries, there are one-one numbered r. e. families which satisfy it: (a) they are behaviourally correctly learnable but not vacillatorily learnable; (b) they are explanatorily learnable but not confidently learnable; (c) they are not behaviourally correctly learnable. Furthermore, there is a positive equivalence relation which enforces that (d) every vacillatorily learnable one-one numbered family of languages closed under this equivalence relation is already explanatorily learnable and cannot be confidently learnable. In addition, if there is for a positive equivalence relation a confidently learnable class, then there is also a class which is confidently but not finitely learnable.

TCS Journal 2023 Journal Article

String compression in FA–presentable structures

  • Dmitry Berdinsky
  • Sanjay Jain
  • Bakhadyr Khoussainov
  • Frank Stephan

We construct a FA–presentation ψ: L → N of the structure ( N; S ) for which a numerical characteristic r ( n ) defined as the maximum number ψ ( w ) for all strings w ∈ L of length less than or equal to n grows faster than any tower of exponents of a fixed height. This result leads us to a more general notion of a compressibility rate defined for FA–presentations of any FA–presentable structure. We show the existence of FA–presentations for the configuration space of a Turing machine and Cayley graphs of some groups for which it grows faster than any tower of exponents of a fixed height. For FA–presentations of the Presburger arithmetic ( N; + ) we show that it is bounded from above by a linear function.

TCS Journal 2022 Journal Article

A computation model with automatic functions and relations as primitive operations

  • Ziyuan Gao
  • Sanjay Jain
  • Zeyong Li
  • Ammar Fathin Sabili
  • Frank Stephan

Prior work of Hartmanis and Simon [36] and Floyd and Knuth [30] investigated what happens if a device uses primitive steps more natural than single updates of a Turing tape. One finding was that in the numerical setting, addition, subtraction and bit-wise Boolean operations of numbers preserve polynomial time while incorporating concatenation or multiplication allows to solve all PSPACE problems in polynomially many steps. Therefore we propose to use updates and comparisons with automatic functions as primitive operations and use constantly many registers; the resulting model covers all primitive operations of Hartmanis and Simon as well as Floyd and Knuth, but the model remains in polynomial time. The present work investigates in particular the deterministic complexity of various natural problems and also gives an overview on the nondeterministic complexity of this model.

I&C Journal 2022 Journal Article

Learners based on transducers

  • Sanjay Jain
  • Shao Ning Kuek
  • Eric Martin
  • Frank Stephan

The learners considered here process data in cycles and maintain as a long term memory a string which provides all internal data the learner can use in the next cycle. Updating of these strings is usually done by either recursive or automatic learners. The present work looks at transduced learners, which sit in-between. The results include that transduced learners can learn all learnable automatic families with memory exponential in the size of the longest input seen so far. Furthermore, there is a hierarchy based on the memory-allowance: if n is the size of the largest datum seen so far, then for all k ≥ 1, memory n k + 1 allows one to learn more automatic families than memory n k. Further results shed light on when it can be imposed that transduced learners be consistent, conservative or iterative. The main result of this kind is that all learnable automatic families have a consistent and conservative transduced learner.

TCS Journal 2021 Journal Article

Bi-immunity over different size alphabets

  • Cristian S. Calude
  • Karen Frilya Celine
  • Ziyuan Gao
  • Sanjay Jain
  • Ludwig Staiger
  • Frank Stephan

In this paper we study various notions of bi-immunity over alphabets with b ≥ 2 elements and recursive transformations between sequences on different alphabets which preserve them. Furthermore, we extend the study from sequences bounded by a constant to sequences over the alphabet of all natural numbers, which may or may not be bounded by a recursive function, and relate them to the Turing degrees in which they can occur.

I&C Journal 2021 Journal Article

On the amount of nonconstructivity in learning formal languages from text

  • Sanjay Jain
  • Frank Stephan
  • Thomas Zeugmann

Nonconstructive computations by various types of machines and automata have been considered by, for example, Karp and Lipton as well as Freivalds. They allow to regard more complicated algorithms from the viewpoint of much more primitive computational devices. The amount of nonconstructivity is a quantitative characterization of the distance between types of computational devices with respect to solving a specific problem. This paper studies the amount of nonconstructivity needed to learn classes of formal languages. Different learning types are compared with respect to the amount of nonconstructivity needed to learn indexable classes and recursively enumerable classes, respectively, of formal languages from positive data. Matching upper and lower bounds for the amount of nonconstructivity needed are shown.

TCS Journal 2020 Journal Article

Searching for shortest and least programs

  • Cristian S. Calude
  • Sanjay Jain
  • Wolfgang Merkle
  • Frank Stephan

The Kolmogorov complexity of a string x is defined as the length of a shortest program p of x for some appropriate universal machine U, that is, U ( p ) = x and p is a shortest string with this property. Neither the plain nor the prefix-free version of Kolmogorov complexity are recursive but for both versions it is well-known that there are recursive exact Solovay functions, that is, recursive upper bounds for Kolmogorov complexity that are infinitely often tight. Let a coding function for a machine M be a function f such that f ( x ) is always a program of x for M. From the existence of exact Solovay functions it follows easily that for every universal machine there is a recursive coding function that maps infinitely many strings to a shortest program. Extending a recent line of research, in what follows it is investigated in which situations there is a coding function for some universal machine that maps infinitely many strings to the length-lexicographically least program. The main results which hold in the plain as well as in the prefix-free setting are the following. For every universal machine there is a recursive coding function that maps infinitely many strings to their least programs. There is a partial recursive coding function (defined in the natural way) for some universal machine that for every set maps infinitely many prefixes of the set to their least programs. Exactly for every set that is Bennett shallow (not deep), there is a recursive coding function for some universal machine that maps all prefixes of the set to their least programs. Differences between the plain and the prefix-free frameworks are obtained by considering effective sequences I 1, I 2, … of mutually disjoint finite sets and asking for a recursive coding function for some universal machine that maps at least one string in each set I n to its least code. Such coding functions do not exist in the prefix-free setting but exist in the plain setting in case the sets I n are not too small.

TCS Journal 2019 Journal Article

Intrinsic complexity of partial learning

  • Sanjay Jain
  • Efim Kinber

A partial learner in the limit [25], given a representation of the target language (a text), outputs a sequence of conjectures, where one correct conjecture appears infinitely many times and other conjectures each appear a finite number of times. Following [7] and [21], we define intrinsic complexity of partial learning, based on reducibilities between learning problems. Although the whole class of recursively enumerable languages is partially learnable (see [25]) and, thus, belongs to the complete learnability degree, we discovered a rich structure of incomplete degrees, reflecting different types of learning strategies (based, to some extent, on topological structures of the target language classes). We also exhibit examples of complete classes that illuminate the character of the strategies for partial learning of the hardest classes.

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.

TCS Journal 2018 Journal Article

Learning pattern languages over groups

  • Rupert Hölzl
  • Sanjay Jain
  • Frank Stephan

This article studies the learnability of classes of pattern languages over automatic groups. It is shown that the class of bounded unions of pattern languages over finitely generated Abelian automatic groups is explanatorily learnable. For patterns in which variables occur at most n times, it is shown that the classes of languages generated by such patterns as well as their bounded unions are, for finitely generated automatic groups, explanatorily learnable by an automatic learner. In contrast, automatic learners cannot learn the unions of up to two arbitrary pattern languages over the integers. Furthermore, there is an algorithm which, given an automaton describing a group G, generates a learning algorithm M G such that either M G explanatorily learns all pattern languages over G or there is no learner for this set of languages at all, not even a non-recursive one. For some automatic groups, non-learnability results of natural classes of pattern languages are provided.

I&C Journal 2017 Journal Article

Automatic learning from positive data and negative counterexamples

  • Sanjay Jain
  • Efim Kinber
  • Frank Stephan

We introduce and study a model for learning in the limit by finite automata from positive data and negative counterexamples. The focus is on learning classes of languages with the membership problem computable by finite automata (so-called automatic classes). We show that, within the framework of our model, finite automata (automatic learners) can learn all automatic classes when memory of a learner is restricted by the size of the longest datum seen so far. We also study capabilities of automatic learners in our model with other restrictions on the memory and how the choice of negative counterexamples (arbitrary, or least, or the ones which are bounded by the largest positive datum seen so far) can impact automatic learnability.

TCS Journal 2017 Journal Article

Enumerations including laconic enumerators

  • Sanjay Jain
  • Jason Teutsch

We show that it is possible, for every machine universal for Kolmogorov complexity, to enumerate the lexicographically least description of a length n string in O ( n ) attempts. In contrast to this positive result for strings, we find that, in any Kolmogorov numbering, no enumerator of nontrivial size can generate a list containing the minimal index of a given partial-computable function. One cannot even achieve a laconic enumerator for nearly-minimal indices of partial-computable functions.

YNICL Journal 2017 Journal Article

Magnetization transfer imaging identifies basal ganglia abnormalities in adult ADHD that are invisible to conventional T1 weighted voxel-based morphometry

  • Arjun Sethi
  • Edwin Evelyn-Rahr
  • Nicholas Dowell
  • Sanjay Jain
  • Valerie Voon
  • Hugo D. Critchley
  • Neil A. Harrison
  • Mara Cercignani

In childhood, Attention Deficit Hyperactivity Disorder (ADHD) is reliably associated with reduced volume of the striatum. In contrast, striatal abnormalities are infrequently detected in voxel-based morphometry (VBM) neuroimaging studies of adults with ADHD. This discrepancy has been suggested to reflect normalisation of striatal morphology with age and prolonged treatment of symptoms. If so, this would indicate that while striatal abnormalities are linked to symptom expression in childhood, they cannot explain the persistence of these symptoms in adulthood. However, this may not be case. Instead, we hypothesized that the lack of evidence for striatal abnormalities in adult ADHD may reflect poor sensitivity of typical (T1-weighted) neuroimaging to detect subcortical differences. To address this, we acquired both magnetisation transfer (MT) saturation maps optimised for subcortical contrast, and conventional T1-weighted images in 30 adults with ADHD and 30 age, IQ, gender and handedness-matched controls. Using VBM of both datasets, we demonstrate volumetric reductions within the left ventral striatum on MT that are not observed on identically pre-processed T1-weighted images from the same participants. Nevertheless, both techniques reported similar sensitivity to cortical abnormalities in the right inferior parietal lobe. Additionally, we show that differences in striatal iron may potentially explain this reduced sensitivity of T1-weighted images in adults. Together, these findings indicate that prior VBM studies reporting no abnormalities in striatal volume in adult ADHD might have been compromised by the methodological insensitivity of T1-weighted VBM to subcortical differences, and that structural abnormalities of the striatum in ADHD do indeed persist into adulthood.

Highlights Conference 2017 Conference Abstract

Quasi Polynomial and FPT algorithms for parity games

  • Sanjay Jain

It is shown that parity games can be solved in quasipolynomial time. The runtime is improved from the previously best known n^O(sqrt(n)) to O(n^(log(m)+6)), where n is the number of nodes and m is the number of colours (priorities). The parameterised parity game — with n nodes and m distinct colours is proven to be in the class of fixed parameter tractable problems (FPT) when parameterised over m. The corresponding runtime is improved from O(n^Θ(m)) for fixed parameter m to an FPT-algorithm with runtime O(n^5+g(m)), where g(m) can be taken to be m^(m+6).

I&C Journal 2016 Journal Article

Enlarging learnable classes

  • Sanjay Jain
  • Timo Kötzing
  • Frank Stephan

We study which classes of recursive functions satisfy that their union with any other explanatorily learnable class of recursive functions is again explanatorily learnable. We provide sufficient criteria for classes of recursive functions to satisfy this property and also investigate its effective variants. Furthermore, we study the question which learners can be effectively extended to learn a larger class of functions. We solve an open problem by showing that there is no effective procedure which does this task on all learners which do not learn a dense class of recursive functions. However, we show that there are two effective extension procedures such that each learner is extended by one of them.

I&C Journal 2016 Journal Article

On the role of update constraints and text-types in iterative learning

  • Sanjay Jain
  • Timo Kötzing
  • Junqi Ma
  • Frank Stephan

The present work investigates the relationship of iterative learning with other learning criteria such as decisiveness, caution, reliability, non-U-shapedness, monotonicity, strong monotonicity and conservativeness. Building on the result of Case and Moelius that iterative learners can be made non-U-shaped, we show that they also can be made cautious and decisive. Furthermore, we obtain various special results with respect to one-one texts, fat texts and one-one hypothesis spaces.

TCS Journal 2016 Journal Article

Parallel learning of automatic classes of languages

  • Sanjay Jain
  • Efim Kinber

We introduce and explore a model for parallel learning of families of languages computable by finite automata. In this model, an algorithmic or automatic learner takes on n different input languages and identifies at least m of them correctly. For finite parallel learning, for large enough families, we establish a full characterization of learnability in terms of characteristic samples of languages. Based on this characterization, we show that it is the difference n − m, the number of languages which are potentially not identified, which is crucial. Similar results are obtained also for parallel learning in the limit. We consider also parallel finite learnability by finite automata and obtain some partial results. A number of problems for automatic variant of parallel learning remain open.

TCS Journal 2016 Journal Article

Tree-automatic scattered linear orders

  • Sanjay Jain
  • Bakhadyr Khoussainov
  • Philipp Schlicht
  • Frank Stephan

Tree-automatic linear orders on regular tree languages are studied. It is shown that there is no tree-automatic scattered linear order, and therefore no tree-automatic well-order, on the set of all finite labeled trees, and that a regular tree language admits a tree-automatic scattered linear order if and only if for some n, no binary tree of height n can be embedded into the union of the domains of its trees. Hence the problem whether a given regular tree language can be ordered by a scattered linear order or a well-order is decidable. Moreover, sharp bounds for tree-automatic well-orders on some regular tree languages are computed by connecting tree automata with automata on ordinals. The proofs use elementary techniques of automata theory.

TCS Journal 2013 Journal Article

Learning and classifying

  • Sanjay Jain
  • Eric Martin
  • Frank Stephan

We define and study a learning paradigm that sits between identification in the limit and classification. More precisely, we expect a learner to determine in the limit which members of a finite set D of possible data belong to a target language L, where D is arbitrary. So as D becomes larger and larger, the task becomes closer and closer to identifying L. But as D is always finite and L can be infinite, it can still be expected that Ex- and BC-learning are often more difficult than performing this classification task. The paper supports this intuition and makes it precise, taking into account desirable constraints on how the learner behaves, such as bounding the number of mind changes and being conservative. Special attention is given to various forms of consistency. In particular, we might not only require consistency between the members of D to classify, the current data σ and a language L, but also consistency between larger sets of possible data to classify (supersets of D ) and the same σ and L: whereas in the classical paradigms of inductive inference or classification, only the available data can grow, here both the available data and the set of possible data to classify can grow. We provide a fairly comprehensive set of results, many of which are optimal, that demonstrate the fruitfulness of the approach and the richness of the paradigm.

TCS Journal 2013 Journal Article

Learning without coding

  • Sanjay Jain
  • Samuel E. Moelius
  • Sandra Zilles

Iterative learning is a model of language learning from positive data, due to Wiehagen. When compared to a learner in Gold’s original model of language learning from positive data, an iterative learner can be thought of as memory-limited. However, an iterative learner can memorize some input elements by coding them into the syntax of its hypotheses. A main concern of this paper is: to what extent are such coding tricks necessary? One means of preventing some such coding tricks is to require that the hypothesis space used be free of redundancy, i. e. , that it be 1–1. In this context, we make the following contributions. By extending a result of Lange and Zeugmann, we show that many interesting and non-trivial classes of languages can be iteratively identified using a Friedberg numbering as the hypothesis space. (Recall that a Friedberg numbering is a 1–1 effective numbering of all computably enumerable sets.) An example of such a class is the class of pattern languages over an arbitrary alphabet. On the other hand, we show that there exists an iteratively identifiable class of languages that cannot be iteratively identified using any 1–1 effective numbering as the hypothesis space. We also consider an iterative-like learning model in which the computational component of the learner is modeled as an enumeration operator, as opposed to a partial computable function. In this new model, there are no hypotheses, and, thus, no syntax in which the learner can encode what elements it has or has not yet seen. We show that there exists a class of languages that can be identified under this new model, but that cannot be iteratively identified. On the other hand, we show that there exists a class of languages that cannot be identified under this new model, but that can be iteratively identified using a Friedberg numbering as the hypothesis space.

TCS Journal 2013 Journal Article

Mind change speed-up for learning languages from positive data

  • Sanjay Jain
  • Efim Kinber

Within the frameworks of learning in the limit of indexed classes of recursive languages from positive data and automatic learning in the limit of indexed classes of regular languages (with automatically computable sets of indices), we study the problem of minimizing the maximum number of mind changes F M ( n ) by a learner M on all languages with indices not exceeding n. For inductive inference of recursive languages, we establish two conditions under which F M ( n ) can be made smaller than any recursive unbounded non-decreasing function. We also establish how F M ( n ) is affected if at least one of these two conditions does not hold. In the case of automatic learning, some partial results addressing speeding up the function F M ( n ) are obtained.

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 2011 Journal Article

Hypothesis spaces for learning

  • Sanjay Jain

In this paper we survey some results in inductive inference showing how learnability of a class of languages may depend on the hypothesis space chosen. Additionally, optimal hypothesis spaces, usable for every learnable class, are considered. We also discuss results which consider how learnability is effected if one requires learning using every suitable hypothesis space.

TCS Journal 2011 Journal Article

Uncountable automatic classes and learning

  • Sanjay Jain
  • Qinglong Luo
  • Pavel Semukhin
  • Frank Stephan

In this paper we consider uncountable classes recognizable by ω -automata and investigate suitable learning paradigms for them. In particular, the counterparts of explanatory, vacillatory and behaviourally correct learning are introduced for this setting. Here the learner reads in parallel the data of a text for a language L from the class plus an ω -index α and outputs a sequence of ω -automata such that all but finitely many of these ω -automata accept the index α if and only if α is an index for L. It is shown that any class is behaviourally correct learnable if and only if it satisfies Angluin’s tell-tale condition. For explanatory learning, such a result needs that a suitable indexing of the class is chosen. On the one hand, every class satisfying Angluin’s tell-tale condition is vacillatorily learnable in every indexing; on the other hand, there is a fixed class such that the level of the class in the hierarchy of vacillatory learning depends on the indexing of the class chosen. We also consider a notion of blind learning. On the one hand, a class is blind explanatorily (vacillatorily) learnable if and only if it satisfies Angluin’s tell-tale condition and is countable; on the other hand, for behaviourally correct learning, there is no difference between the blind and non-blind version. This work establishes a bridge between the theory of ω -automata and inductive inference (learning theory).

TCS Journal 2010 Journal Article

Incremental learning with temporary memory

  • Sanjay Jain
  • Steffen Lange
  • Samuel E. Moelius
  • Sandra Zilles

In the inductive inference framework of learning in the limit, a variation of the bounded example memory ( Bem ) language learning model is considered. Intuitively, the new model constrains the learner’s memory not only in how much data may be stored, but also in how long those data may be stored without being refreshed. More specifically, the model requires that, if the learner commits an example x to memory, and x is not presented to the learner again thereafter, then eventually the learner forgets x, i. e. , eventually x no longer appears in the learner’s memory. This model is called temporary example memory ( Tem ) learning. Many interesting results concerning the Tem -learning model are presented. For example, there exists a class of languages that can be identified by memorizing k + 1 examples in the Tem sense, but that cannot be identified by memorizing k examples in the Bem sense. On the other hand, there exists a class of languages that can be identified by memorizing just one example in the Bem sense, but that cannot be identified by memorizing any number of examples in the Tem sense. Results are also presented concerning the special case of learning classes of infinite languages.

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

One-shot learners using negative counterexamples and nearest positive examples

  • Sanjay Jain
  • Efim Kinber

As some cognitive research suggests, in the process of learning languages, in addition to overt explicit negative evidence, a child often receives covert explicit evidence in form of corrected or rephrased sentences. In this paper, we suggest one approach to formalization of overt and covert evidence within the framework of one-shot learners via subset and membership queries to a teacher (oracle). We compare and explore general capabilities of our models, as well as complexity advantages of learnability models of one type over models of other types, where complexity is measured in terms of number of queries. In particular, we establish that “correcting” positive examples are sometimes more helpful to a learner than just negative (counter) examples and access to full positive data.

TCS Journal 2009 Journal Article

Prescribed learning of r.e. classes

  • Sanjay Jain
  • Frank Stephan
  • Nan Ye

This work extends studies of Angluin, Lange and Zeugmann on the dependence of learning on the hypothesis space chosen for the language class in the case of learning uniformly recursive language classes. The concepts of class-comprising (where the learner can choose a uniformly recursively enumerable superclass as the hypothesis space) and class-preserving (where the learner has to choose a uniformly recursively enumerable hypothesis space of the same class) are formulated in their study. In subsequent investigations, uniformly recursively enumerable hypothesis spaces have been considered. In the present work, we extend the above works by considering the question of whether learners can be effectively synthesized from a given hypothesis space in the context of learning uniformly recursively enumerable language classes. In our study, we introduce the concepts of prescribed learning (where there must be a learner for every uniformly recursively enumerable hypothesis space of the same class) and uniform learning (like prescribed, but the learner has to be synthesized effectively from an index of the hypothesis space). It is shown that while for explanatory learning, these four types of learnability coincide, some or all are different for other learning criteria. For example, for conservative learning, all four types are different. Several results are obtained for vacillatory and behaviourally correct learning; three of the four types can be separated, however the relation between prescribed and uniform learning remains open. It is also shown that every (not necessarily uniformly recursively enumerable) behaviourally correct learnable class has a prudent learner, that is, a learner using a hypothesis space such that the learner learns every set in the hypothesis space. Moreover the prudent learner can be effectively built from any learner for the class.

TCS Journal 2008 Journal Article

Absolute versus probabilistic classification in a logical setting

  • Sanjay Jain
  • Eric Martin
  • Frank Stephan

Suppose we are given a set W of logical structures, or possible worlds, a set of logical formulas called possible data and a logical formula φ. We then consider the classification problem of determining in the limit and almost always correctly whether a possible world M satisfies φ, from a complete enumeration of the possible data that are true in M. One interpretation of almost always correctly is that the classification might be wrong on a set of possible worlds of measure 0, with respect to some natural probability distribution over the set of possible worlds. Another interpretation is that the classifier is only required to classify a set W ′ of possible worlds of measure 1, without having to produce any claim in the limit on the truth of φ for the members of the complement of W ′ in W. We compare these notions with absolute classification of W with respect to a formula that is almost always equivalent to φ in W, hence we investigate whether the set of possible worlds on which the classification is correct is definable. We mainly work with the probability distribution that corresponds to the standard measure on the Cantor space, but we also consider an alternative probability distribution proposed by Solomonoff and contrast it with the former. Finally, in the spirit of the kind of computations considered in Logic programming, we address the issue of computing almost correctly in the limit witnesses to leading existentially quantified variables in existential formulas.

TCS Journal 2008 Journal Article

Learning and extending sublanguages

  • Sanjay Jain
  • Efim Kinber

A number of natural models for learning in the limit are introduced to deal with the situation when a learner is required to provide a grammar covering the input even if only a part of the target language is available. Examples of language families are exhibited that are learnable in one model and not learnable in another one. Some characterizations for learnability of algorithmically enumerable families of languages for the models in question are obtained. Since learnability of any part of the target language does not imply monotonicity of the learning process, we consider our models also under the additional monotonicity constraint.

I&C Journal 2008 Journal Article

Learning in Friedberg numberings

  • Sanjay Jain
  • Frank Stephan

In this paper we consider learnability in some special numberings, such as Friedberg numberings, which contain all the recursively enumerable languages, but have simpler grammar equivalence problem compared to acceptable numberings. We show that every explanatorily learnable class can be learnt in some Friedberg numbering. However, such a result does not hold for behaviourally correct learning or finite learning. One can also show that some Friedberg numberings are so restrictive that all classes which can be explanatorily learnt in such Friedberg numberings have only finitely many infinite languages. We also study similar questions for several properties of learners such as consistency, conservativeness, prudence, iterativeness and non-U-shaped learning. Besides Friedberg numberings, we also consider the above problems for programming systems with K-recursive grammar equivalence problem.

TCS Journal 2007 Journal Article

A general comparison of language learning from examples and from queries

  • Sanjay Jain
  • Steffen Lange
  • Sandra Zilles

In language learning, strong relationships between Gold-style models and query models have recently been observed: in some quite general setting Gold-style learners can be replaced by query learners and vice versa, without loss of learning capabilities. These ‘equalities’ hold in the context of learning indexable classes of recursive languages. Former studies on Gold-style learning of such indexable classes have shown that, in many settings, the enumerability of the target class and the recursiveness of its languages are crucial for learnability. Moreover, studying query learning, non-indexable classes have been mainly neglected up to now. So it is conceivable that the recently observed relations between Gold-style and query learning are not due to common structures in the learning processes in both models, but rather to the enumerability of the target classes or the recursiveness of their languages. In this paper, the analysis is lifted onto the context of learning arbitrary classes of recursively enumerable languages. Still, strong relationships between the approaches of Gold-style and query learning are proven, but there are significant changes to the former results. Though in many cases learners of one type can still be replaced by learners of the other type, in general this does not remain valid vice versa. All results hold even for learning classes of recursive languages, which indicates that the recursiveness of the languages is not crucial for the former ‘equality’ results. Thus we analyze how constraints on the algorithmic structure of the target class affect the relations between two approaches to language learning.

TCS Journal 2007 Journal Article

Invertible classes

  • Sanjay Jain
  • Jochen Nessel
  • Frank Stephan

This paper considers when one can invert general recursive operators which map a class of functions F to F. In this regard, we study four different notions of inversion. We additionally consider enumeration of operators which cover all general recursive operators which map F to F in the sense that, for every general recursive operator Ψ mapping F to F, there is a general recursive operator in the enumerated sequence which behaves the same way as Ψ on F. Three different possible types of enumeration are studied.

I&C Journal 2007 Journal Article

Iterative learning from positive data and negative counterexamples

  • Sanjay Jain
  • Efim Kinber

A model for learning in the limit is defined where a (so-called iterative) learner gets all positive examples from the target language, tests every new conjecture with a teacher (oracle) if it is a subset of the target language (and if it is not, then it receives a negative counterexample), and uses only limited long-term memory (incorporated in conjectures). Three variants of this model are compared: when a learner receives least negative counterexamples, the ones whose size is bounded by the maximum size of input seen so far, and arbitrary ones. A surprising result is that sometimes absence of bounded counterexamples can help an iterative learner whereas arbitrary counterexamples are useless. We also compare our learnability model with other relevant models of learnability in the limit, study how our model works for indexed classes of recursive languages, and show that learners in our model can work in non-U-shaped way—never abandoning the first right conjecture.

TCS Journal 2007 Journal Article

Learning languages from positive data and a limited number of short counterexamples

  • Sanjay Jain
  • Efim Kinber

We consider two variants of a model for learning languages in the limit from positive data and a limited number of short negative counterexamples (counterexamples are considered to be short if they are smaller than the largest element of input seen so far). Negative counterexamples to a conjecture are examples which belong to the conjectured language but do not belong to the input language. Within this framework, we explore how/when learners using n short (arbitrary) negative counterexamples can be simulated (or simulate) using least short counterexamples or just ‘no’ answers from a teacher. We also study how a limited number of short counterexamples fairs against unconstrained counterexamples, and also compare their capabilities with the data that can be obtained from subset, superset, and equivalence queries (possibly with counterexamples). A surprising result is that just one short counterexample can sometimes be more useful than any bounded number of counterexamples of arbitrary sizes. Most of the results exhibit salient examples of languages learnable or not learnable within corresponding variants of our models.

TCS Journal 2007 Journal Article

Learning multiple languages in groups

  • Sanjay Jain
  • Efim Kinber

We consider a variant of Gold’s learning paradigm where a learner receives as input n different languages (in the form of one text where all input languages are interleaved). Our goal is to explore the situation when a more “coarse” classification of input languages is possible, whereas more refined classification is not. More specifically, we answer the following question: under which conditions, a learner, being fed n different languages, can produce m grammars covering all input languages, but cannot produce k grammars covering input languages for any k > m. We also consider a variant of this task, where each of the output grammars may not cover more than r input languages. Our main results indicate that the major factor affecting classification capabilities is the difference n − m between the number n of input languages and the number m of output grammars. We also explore the relationship between classification capabilities for smaller and larger groups of input languages. For the variant of our model with the upper bound on the number of languages allowed to be represented by one output grammar, for classes consisting of disjoint languages, we found complete picture of relationship between classification capabilities for different parameters n (the number of input languages), m (number of output grammars), and r (bound on the number of languages represented by each output grammar). This picture includes a combinatorial characterization of classification capabilities for the parameters n, m, r of certain types.

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.

I&C Journal 2007 Journal Article

Some natural conditions on incremental learning

  • Sanjay Jain
  • Steffen Lange
  • Sandra Zilles

The present study aims at insights into the nature of incremental learning in the context of Gold’s model of identification in the limit. With a focus on natural requirements such as consistency and conservativeness, incremental learning is analysed both for learning from positive examples and for learning from positive and negative examples. The results obtained illustrate in which way different consistency and conservativeness demands can affect the capabilities of incremental learners. These results may serve as a first step towards characterising the structure of typical classes learnable incrementally and thus towards elaborating uniform incremental learning methods.

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 2006 Journal Article

Learning languages from positive data and a finite number of queries

  • Sanjay Jain
  • Efim Kinber

A computational model for learning languages in the limit from full positive data and a bounded number of queries to the teacher (oracle) is introduced and explored. Equivalence, superset, and subset queries are considered (for the latter one we consider also a variant when the learner tests every conjecture, but the number of negative answers is uniformly bounded). If the answer is negative, the teacher may provide a counterexample. We consider several types of counterexamples: arbitrary, least counterexamples, the ones whose size is bounded by the size of positive data seen so far, and no counterexamples. A number of hierarchies based on the number of queries (answers) and types of answers/counterexamples is established. Capabilities of learning with different types of queries are compared. In most cases, one or two queries of one type can sometimes do more than any bounded number of queries of another type. Still, surprisingly, a finite number of subset queries is sufficient to simulate the same number of equivalence queries when behaviourally correct learners do not receive counterexamples and may have unbounded number of errors in almost all conjectures.

I&C Journal 2006 Journal Article

Variations on U-shaped learning

  • Lorenzo Carlucci
  • Sanjay Jain
  • Efim Kinber
  • Frank Stephan

The paper deals with the following problem: is returning to wrong conjectures necessary to achieve full power of algorithmic learning? Returning to wrong conjectures complements the paradigm of U-shaped learning when a learner returns to old correct conjectures. We explore our problem for classical models of learning in the limit from positive data: explanatory learning (when a learner stabilizes in the limit on a correct grammar) and behaviourally correct learning (when a learner stabilizes in the limit on a sequence of correct grammars representing the target concept). In both cases we show that returning to wrong conjectures is necessary to achieve full learning power. In contrast, one can modify learners (without losing learning power) such that they never show inverted U-shaped learning behaviour, that is, never return to old wrong conjecture with a correct conjecture in-between. Furthermore, one can also modify a learner (without losing learning power) such that it does not return to old “overinclusive” conjectures containing non-elements of the target language. We also consider our problem in the context of vacillatory learning (when a learner stabilizes on a finite number of correct grammars) and show that each of the following four constraints is restrictive (that is, reduces learning power): the learner does not return to old wrong conjectures; the learner is not inverted U-shaped; the learner does not return to old overinclusive conjectures; the learner does not return to old overgeneralizing conjectures. We also show that learners that are consistent with the input seen so far can be made decisive: on any text, they do not return to any old conjectures—wrong or right.

I&C Journal 2004 Journal Article

Classes with easily learnable subclasses

  • Sanjay Jain
  • Wolfram Menzel
  • Frank Stephan

In this paper we study the question of whether identifiable classes have subclasses which are identifiable under a more restrictive criterion. The chosen framework is inductive inference, in particular the criterion of explanatory learning (Ex) of recursive functions as introduced by Gold [Inform. Comput. 10 (1967) 447]. Among the more restrictive criteria is finite learning where the learner outputs, on every function to be learned, exactly one hypothesis (which has to be correct). The topic of the present paper are the natural variants (a) and (b) below of the classical question whether a given learning criterion like finite learning is more restrictive than Ex-learning. (a) Does every infinite Ex-identifiable class have an infinite finitely identifiable subclass? (b) If an infinite Ex-identifiable class S has an infinite finitely identifiable subclass, does it necessarily follow that some appropriate learner Ex-identifies S as well as finitely identifies an infinite subclass of S? These questions are also treated in the context of ordinal mind change bounds.

I&C Journal 2004 Journal Article

Counting extensional differences in BC-learning

  • Sanjay Jain
  • Frank Stephan
  • Sebastiaan A. Terwijn

Let BC be the model of behaviourally correct function learning as introduced by B a ̄ rzdins [Theory of Algorithms and Programs, vol. 1, Latvian State University, 1974, p. 82–88] and Case and Smith [Theoret. Comput. Sci. 25 (1983) 193–220]. We introduce a mind change hierarchy for BC, counting the number of extensional differences in the hypotheses of a learner. We compare the resulting models BC n to models from the literature and discuss confidence, team learning, and finitely defective hypotheses. Among other things, we prove that there is a trade-off between the number of semantic mind changes and the number of anomalies in the hypotheses. We also discuss consequences for language learning. In particular we show that, in contrast to the case of function learning, the family of classes that are confidently BC-learnable from text is not closed under finite unions.

I&C Journal 2004 Journal Article

Learning all subfunctions of a function

  • Sanjay Jain
  • Efim Kinber
  • Rolf Wiehagen

Sublearning, a model for learning of subconcepts of a concept, is presented. Sublearning a class of total recursive functions informally means to learn all functions from that class together with all of their subfunctions. While in language learning it is known to be impossible to learn any infinite language together with all of its sublanguages, the situation changes for sublearning of functions. Several types of sublearning are defined and compared to each other as well as to other learning types. For example, in some cases, sublearning coincides with robust learning. Furthermore, whereas in usual function learning there are classes that cannot be learned consistently, all sublearnable classes of some natural types can be learned consistently. Moreover, the power of sublearning is characterized in several terms, thereby establishing a close connection to measurable classes and variants of this notion. As a consequence, there are rich classes which do not need any self-referential coding for sublearning them.

TCS Journal 2004 Journal Article

Learning how to separate

  • Sanjay Jain
  • Frank Stephan

The main question addressed in the present work is how to find effectively a recursive function separating two sets drawn arbitrarily from a given collection of disjoint sets. In particular, it is investigated when one can find better learners which satisfy additional constraints. Such learners are the following: confident learners which converge on all data-sequences; conservative learners which abandon only definitely wrong hypotheses; set-driven learners whose hypotheses are independent of the order and the number of repetitions of the data-items supplied; learners where either the last or even all hypotheses are programs of total recursive functions. The present work gives a complete picture of the relations between these notions: the only implications are that whenever one has a learner which only outputs programs of total recursive functions as hypotheses, then one can also find learners which are conservative and set-driven. The following two major results need a nontrivial proof: (1) There is a class for which one can find, in the limit, recursive functions separating the sets in a confident and conservative way, but one cannot find even partial-recursive functions separating the sets in a set-driven way. (2) There is a class for which one can find, in the limit, recursive functions separating the sets in a confident and set-driven way, but one cannot find even partial-recursive functions separating the sets in a conservative way.

I&C Journal 2003 Journal Article

Learning by switching type of information

  • Sanjay Jain
  • Frank Stephan

The present work is dedicated to the study of modes of data-presentation in the range between text and informant within the framework of inductive inference. In this study, the learner alternatingly requests sequences of positive and negative data. We define various formalizations of valid data presentations in such a scenario. We resolve the relationships between these different formalizations, and show that one of these is equivalent to learning from informant. We also show a hierarchy formed (for each of the formalizations studied) by considering the number of switches between requests for positive and negative data.

TCS Journal 2003 Journal Article

On learning of functions refutably

  • Sanjay Jain
  • Efim Kinber
  • Rolf Wiehagen
  • Thomas Zeugmann

Learning of recursive functions refutably informally means that for every recursive function, the learning machine has either to learn this function or to refute it, that is to signal that it is not able to learn it. Three modi of making precise the notion of refuting are considered. We show that the corresponding types of learning refutably are of strictly increasing power, where already the most stringent of them turns out to be of remarkable topological and algorithmical richness. Furthermore, all these types are closed under union, though in different strengths. Also, these types are shown to be different with respect to their intrinsic complexity; two of them do not contain function classes that are “most difficult” to learn, while the third one does. Moreover, we present several characterizations for these types of learning refutably. Some of these characterizations make clear where the refuting ability of the corresponding learning machines comes from and how it can be realized, in general. For learning with anomalies refutably, we show that several results from standard learning without refutation stand refutably. From this we derive some hierarchies for refutable learning. Finally, we prove that in general one cannot trade stricter refutability constraints for more liberal learning criteria.

I&C Journal 2003 Journal Article

On the intrinsic complexity of learning recursive functions

  • Sanjay Jain
  • Efim Kinber
  • Christophe Papazian
  • Carl Smith
  • Rolf Wiehagen

The intrinsic complexity of learning compares the difficulty of learning classes of objects by using some reducibility notion. For several types of learning recursive functions, both natural complete classes are exhibited and necessary and sufficient conditions for completeness are derived. Informally, a class is complete iff both its topological structure is highly complex while its algorithmic structure is easy. Some self-describing classes turn out to be complete. Furthermore, the structure of the intrinsic complexity is shown to be much richer than the structure of the mind change complexity, though in general, intrinsic complexity and mind change complexity can behave “orthogonally”.

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.

TCS Journal 2002 Journal Article

Mind change complexity of learning logic programs

  • Sanjay Jain
  • Arun Sharma

The present paper motivates the study of mind change complexity for learning minimal models of length-bounded logic programs. It establishes ordinal mind change complexity bounds for learnability of these classes both from positive facts and from positive and negative facts. Building on Angluin's notion of finite thickness and Wright's work on finite elasticity, Shinohara defined the property of bounded finite thickness to give a sufficient condition for learnability of indexed families of computable languages from positive data. This paper shows that an effective version of Shinohara's notion of bounded finite thickness gives sufficient conditions for learnability with ordinal mind change bound, both in the context of learnability from positive data and for learnability from complete (both positive and negative) data. Let ω be a notation for the first limit ordinal. Then, it is shown that if a language defining framework yields a uniformly decidable family of languages and has effective bounded finite thickness, then for each natural number m>0, the class of languages defined by formal systems of length ⩽m: • is identifiable in the limit from positive data with a mind change bound of ω m; • is identifiable in the limit from both positive and negative data with an ordinal mind change bound of ω×m. The above sufficient conditions are employed to give an ordinal mind change bound for learnability of minimal models of various classes of length-bounded Prolog programs, including Shapiro's linear programs, Arimura and Shinohara's depth-bounded linearly covering programs, and Krishna Rao's depth-bounded linearly moded programs. It is also noted that the bound for learning from positive data is tight for the example classes considered.

TCS Journal 2001 Journal Article

Branch and bound on the network model

  • Sanjay Jain

Karp and Zhang developed a general randomized parallel algorithm for solving branch and bound problems. They showed that with high probability their algorithm attained optimal speedup within a constant factor (for p⩽n/(logn)c, where p is the number of processors, n is the “size” of the problem, and c is a constant). Ranade later simplified the analysis and obtained a better processor bound. Karp and Zhang's algorithm works on models of computation where communication cost is constant. The present paper considers the Branch and Bound problem on networks where the communication cost is high. Suppose sending a message in a p processor network takes G= O(logp) time and node expansion (defined below) takes unit time (other operations being free). Then a simple randomized algorithm is presented which is, asymptotically, nearly optimal for p= O(2 log cn), where c is any constant <1/3 and n is the number of nodes in the input tree with cost no greater than the cost of the optimal leaf in the tree.

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!

I&C Journal 2001 Journal Article

On a Generalized Notion of Mistake Bounds

  • Sanjay Jain
  • Arun Sharma

This paper proposes the use of constructive ordinals as mistake bounds in the on-line learning model. This approach elegantly generalizes the applicability of the on-line mistake bound model to learnability analysis of very expressive concept classes like pattern languages, unions of pattern languages, elementary formal systems, and minimal models of logic programs. The main result in the paper shows that the topological property of effective finite bounded thickness is a sufficient condition for on-line learnability with a certain ordinal mistake bound. An interesting characterization of the on-line learning model is shown in terms of the identification in the limit framework. It is established that the classes of languages learnable in the on-line model with a mistake bound of α are exactly the same as the classes of languages learnable in the limit from both positive and negative data by a Popperian, consistent learner with a mind change bound of α. This result nicely builds a bridge between the two models.

TCS Journal 2001 Journal Article

On the learnability of recursively enumerable languages from good examples

  • Sanjay Jain
  • Steffen Lange
  • Jochen Nessel

The present paper investigates identification of indexed families L of recursively enumerable languages from good examples. We distinguish class-preserving learning from good examples (the good examples have to be generated with respect to a hypothesis space having the same range as L ) and class-comprising learning from good examples (the good examples have to be selected with respect to a hypothesis space comprising the range of L ). A learner is required to learn a target language on every finite superset of the good examples for it. If the learner's first and only conjecture is correct then the underlying learning model is referred to as finite identification from good examples and if the learner makes a finite number of incorrect conjectures before always outputting a correct one, the model is referred to as limit identification from good examples. In the context of class-preserving learning, it is shown that the learning power of finite and limit identification from good text examples coincide. When class comprising learning from good text examples is concerned, limit identification is strictly more powerful than finite learning. Furthermore, if learning from good informant examples is considered, limit identification is superior to finite identification in the class preserving as well as in the class-comprising case. Finally, we relate the models of learning from good examples to one another as well as to the standard learning models in the context of Gold-style language learning.

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

Learning languages and functions by erasing

  • Sanjay Jain
  • Efim Kinber
  • Steffen Lange
  • Rolf Wiehagen
  • Thomas Zeugmann

Learning by erasing means the process of eliminating potential hypotheses from further consideration thereby converging to the least hypothesis never eliminated. This hypothesis must be a solution to the actual learning problem. The capabilities of learning by erasing are investigated in relation to two factors: the choice of the overall hypothesis space itself and what sets of hypotheses must or may be erased. These learning capabilities are studied for two fundamental kinds of objects to be learned, namely languages and functions. For learning languages by erasing, the case of learning indexed families is investigated. A complete picture of all separations and coincidences of the considered models is derived. Learning by erasing is compared with standard models of language learning such as learning in the limit, finite learning and conservative learning. The exact location of these types within the hierarchy of the models of learning by erasing is established. Necessary and sufficient conditions for language learning by erasing are presented. For learning functions by erasing, mainly the case of learning minimal programs is studied. Various relationships and differences between the considered types of function learning by erasing and also to standard function learning are exhibited. In particular, these types are explored in Kolmogorov numberings that can be viewed as natural Gödel numberings of the partial recursive functions. Necessary and sufficient conditions for function learning by erasing are derived.

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.

TCS Journal 1999 Journal Article

Ordinal mind change complexity of language identification

  • Andris Ambainis
  • Sanjay Jain
  • Arun Sharma

The approach of ordinal mind change complexity, introduced by Freivalds and Smith, uses (notations for) constructive ordinals to bound the number of mind changes made by a learning machine. This approach provides a measure of the extent to which a learning machine has to keep revising its estimate of the number of mind changes it will make before converging to a correct hypothesis for languages in the class being learned. Recently, this notion, which also yields a measure for the difficulty of learning a class of languages, has been used to analyze the learnability of rich concept classes. The present paper further investigates the utility of ordinal mind change complexity. It is shown that for identification from both positive and negative data and n ⩾ 1, the ordinal mind change complexity of the class of languages formed by unions of up to n + 1 pattern languages is only ω ×0 notn(n) (where notn(n) is a notation for n, ω is a notation for the least limit ordinal and ×0 represents ordinal multiplication). This result nicely extends an observation of Lange and Zeugmann that pattern languages can be identified from both positive and negative data with 0 mind changes. Existence of an ordinal mind change bound for a class of learnable languages can be seen as an indication of its learning “tractability”. Conditions are investigated under which a class has an ordinal mind change bound for identification from positive data. It is shown that an indexed family of languages has an ordinal mind change bound if it has finite elasticity and can be identified by a conservative machine. It is also shown that the requirement of conservative identification can be sacrificed for the purely topological requirement of M-finite thickness. Interaction between identification by monotonic strategies and existence of ordinal mind change bound is also investigated.

I&C Journal 1999 Journal Article

Robust Behaviorally Correct Learning

  • Sanjay Jain

Intuitively, a class of functions is robustly learnable if not only the class itself, but also all of the transformations of the class under natural transformations (such as via general recursive operators) are learnable. Fulk showed the existence of a nontrivial class which is robustly learnable under the criterion Ex. However, several of the hierarchies (such as the anomaly hierarchies for Ex and Bc) do not stand robustly. Fulk left open the question about whether Bc and Ex can be robustly separated. In this paper we resolve this question positively.

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).

I&C Journal 1997 Journal Article

Elementary Formal Systems, Intrinsic Complexity, and Procrastination

  • Sanjay Jain
  • Arun Sharma

Recently, rich subclasses of elementary formal systems (EFS) have been shown to be identifiable in the limit from only positive data. Examples of these classes are Angluin's pattern languages, unions of pattern languages by Wright and Shinohara, and classes of languages definable by length-bounded elementary formal systems studied by Shinohara. The present paper employs two distinct bodies of abstract studies in the inductive inference literature to analyze the learnability of these concrete classes. The first approach uses constructive ordinals to bound the number of mind changes. ωdenotes the first limit ordinal. An ordinal mind change bound ofωmeans that identification can be carried out by a learner that after examining some element(s) of the language announces an upper bound on the number of mind changes it will make before converging; a bound ofω·2 means that the learner reserves the right to revise this upper bound once; a bound ofω·3 means the learner reserves the right to revise this upper bound twice, and so on. A bound ofω 2means that identification can be carried out by a learner that announces an upper bound on the number of times it may revise its conjectured upper bound on the number of mind changes. It is shown in the present paper that the ordinal mind change complexity for identification of languages formed by unions of up to n pattern languages isωn. It is also shown that this bound is essential. Similar results are also shown to hold for classes definable by length-bounded elementary formal systems with up to n clauses. The second approach employs reductions to study the intrinsic complexity of learnable classes. It is shown that the class of languages formed by taking unions of up ton+1 pattern languages is a strictly more difficult learning problem than the class of languages formed by the union of up tonpattern languages. It is also shown that a similar hierarchy holds for the bound on the number of clauses in the case of languages definable by length-bounded EFS. In addition to building bridges between three distinct areas of inductive inference, viz. , learnability of EFS subclasses, ordinal mind change complexity, and intrinsic complexity, this paper also presents results that relate topological properties of learnable classes to that of intrinsic complexity and ordinal mind change complexity. For example, it is shown that a class that is complete according to the reductions for intrinsic complexity has infinite elasticity. Since EFS languages and their learnability results have counterparts in traditional logic programming, the present paper demonstrates the possibility of using abstract results of inductive inference to gain insights into inductive logic programming.

TCS Journal 1997 Journal Article

Kolmogorov numberings and minimal identification

  • Rusins Freivalds
  • Sanjay Jain

Identification of programs for computable functions from their graphs by algorithmic devices is a well studied problem in learning theory. Freivalds and Chen consider identification of ‘minimal’ and ‘nearly minimal’ programs for functions from their graphs. To address certain problems in minimal identification for Gödel numberings, Freivalds later considered minimal identification in Kolmogorov numberings. Kolmogorov numberings are in some sense optimal numberings and have some nice properties. We prove certain separation results for minimal identification in every Kolmogorov numbering. In addition we also compare minimal identification in Gödel numberings versus minimal identification in Kolmogorov numberings.

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

Computational Limits on Team Identification of Languages

  • Sanjay Jain
  • Arun Sharma

A team of learning machines is a multiset of learning machines. A team is said to successfully identify a concept just in case each member of some nonempty subset, of predetermined size, of the team identifies the concept. Team identification of programs for computable functions from their graphs has been investigated by Smith. Pitt showed that this notion is essentially equivalent to function identification by a single probabilistic machine. The present paper introduces, motivates, and studies the more difficult subject of team identification of grammars for languages from positive data. It is shown that an analog of Pitt's result about equivalence of team function identification and probabilistic function identification does not hold for language identification, and the results in the present paper reveal a very complex structure for team language identification. It is also shown that for certain cases probabilistic language identification is strictly more powerful than team language identification. Proofs of many results in the present paper involve very sophisticated diagonalization arguments. Two very general tools are presented that yield proofs of new results from simple arithmetic manipulation of the parameters of known ones.

TCS Journal 1996 Journal Article

Learning in the presence of inaccurate information

  • Mark Fulk
  • Sanjay Jain

The present paper considers the effects of introducing inaccuracies in a learner's environment in Gold's learning model of identification in the limit. Three kinds of inaccuracies are considered: presence of spurious data is modeled as learning from a noisy environment, missing data is modeled as learning from incomplete environment, and the presence of a mixture of both spurious and missing data is modeled as learning from imperfect environment. Two learning domains are considered, namely, identification of programs from graphs of computable functions and identification of grammars from positive data about recursively enumerable languages. Many hierarchies and tradeoffs resulting from the interplay between the number of errors allowed in the final hypotheses, the number of inaccuracies in the data, the types of inaccuracies, and the type of success criteria are derived. An interesting result is that in the context of function learning, incomplete data is strictly worse for learning than noisy data.

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 1995 Journal Article

On aggregating teams of learning machines

  • Sanjay Jain
  • Arun Sharma

A team of learning machines is a multiset of learning machines. A team is said to be successful just in case each member of some nonempty subset of the team is successful. The ratio of the number of machines required to be successful to the size of the team is referred to as the success ratio of the team. The present paper investigates for which success ratios can a team be replaced by a single machine without any loss in learning power. The answer depends on the concepts being learned and the criteria of success employed. For a given criterion of success, the minimum cut-off ratio where a team can be replaced by a single machine is referred to as the aggregation ratio of the criterion. The main results in the present paper concern aggregation ratios for vacillatory identification of languages from texts. According to this criterion of success, a learning machine is successful just in case it eventually vacillates between a finite set of grammars instead of converging to a single grammar. For a positive integer n, a machine is said to TxtFex n -identify a language L just in case the machine converges to up to n grammars for L on any text for L. For such identification criteria, the aggregation ratio is derived for the case n = 2. It is shown that the collection of languages that can be TxtFex 2-identified by teams with success ratio greater than 5 6 are the same as those collections of languages that can be TxtFex 2-identified by a single machine. It is also established that 5 6 is indeed the cut-off point by showing that there are collections of languages that can be TxtFex 2-identified by a team employing six machines, at least five of which are required to be successful, but cannot be TxtFex 2-identified by any single machine. Additionally, aggregation ratios are also derived for finite identification of languages from positive data and for numerous criteria involving language learning from both positive and negative data.

TCS Journal 1994 Journal Article

Program size restrictions in computational learning

  • Sanjay Jain
  • Arun Sharma

A model for a subject S learning its environment E could be described thus: S, placed in E, receives data about E, and simultaneously conjectures a sequence of hypotheses. S is said to learn E just in case the sequence of hypotheses conjectured by S stabilizes to a final hypothesis which correctly represents E. Computational learning theory provides a framework for studying problems of this nature when the subject is a machine. A natural abstraction for the notion of hypothesis is a computer program. The present paper, in the above framework of learning, presents arguments for the final hypothesis to be succinct, and introduces a plethora of formulations of such succinctness. A revelation of this study is that some of the “natural” notions of succinctness may be uninteresting because learning capability of machines under these seemingly natural constraints is dependent on the choice of programming system used to interpret hypotheses.

I&C Journal 1991 Journal Article

Learning in the presence of partial explanations

  • Sanjay Jain
  • Arun Sharma

The effect of a partial explanation as additional information in the learning process is investigated. A scientist performs experiments to gather experimental data about some phenomenon, and then tries to construct an explanation (or theory) for the phenomenon. A plausible model for the practice of science is an inductive inference machine (scientist) learning a program (explanation) from a graph (set of experiments) of a recursive function (phenomenon). It is argued that this model of science is not an adequate one, as scientists, in addition to performing experiments, make use of some approximate partial explanation based on the “state of the art” knowledge about that phenomenon. An attempt has been made to model this partial explanation as additional information in the scientific process. It is shown that the inference capability of machines is improved in the presence of such a partial explanation. The quality of this additional information is modeled using certain “density” notions. It is shown that additional information about a “better” quality partial explanation enhances the inference capability of learning machines as scientists more than a “not so good” partial explanation. Similar enhancements to inference of approximations, a more sophisticated model of science, are demonstrated. Inadequacies in Gold's paradigm of language learning are investigated. It is argued that Gold's model fails to incorporate certain additional information that children get from their environment. Children are sometimes told about some grammatical rule that enumerates elements of the language. It is argued that these rules are a kind of additional information. They enable children to see in advance elements that are yet to appear in their environments. Also, children are being given some information about what is not in the language. Sometimes, they are rebuked for making incorrect utterances, or are told of a rule that enumerates certain non-elements of the language. An attempt has been made to extend Gold's model to incorporate both the above types of additional information. It is shown that either type of additional information enhances the learning capability of formal language learning devices.

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