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Using cross validation to select the best model from a library is standard practice in machine learning. Similarly, meta learning is a widely used technique where models previously developed are combined (mainly linearly) with the expectation of improving performance with respect to individual models. In this article we consider the Conditional Super Learner (CSL), an algorithm that selects the best model candidate from a library of models conditional on the covariates. The CSL expands the idea of using cross validation to select the best model and merges it with meta learning. We propose an optimization algorithm that finds a local minimum to the problem posed and proves that it converges at a rate faster than $O_p(n^{-1/4})$ O p (n - 1 / 4) . We offer empirical evidence that: (1) CSL is an excellent candidate to substitute stacking and (2) CLS is suitable for the analysis of Hierarchical problems. Additionally, implications for global interpretability are emphasized. [ABSTRACT FROM AUTHOR]

The field of meta-learning, or learning-to-learn, has seen a dramatic rise in interest in recent years. Contrary to conventional approaches to AI where tasks are solved from scratch using a fixed learning algorithm, meta-learning aims to improve the learning algorithm itself, given the experience of multiple learning episodes. This paradigm provides an opportunity to tackle many conventional challenges of deep learning, including data and computation bottlenecks, as well as generalization. This survey describes the contemporary meta-learning landscape. We first discuss definitions of meta-learning and position it with respect to related fields, such as transfer learning and hyperparameter optimization. We then propose a new taxonomy that provides a more comprehensive breakdown of the space of meta-learning methods today. We survey promising applications and successes of meta-learning such as few-shot learning and reinforcement learning. Finally, we discuss outstanding challenges and promising areas for future research. [ABSTRACT FROM AUTHOR]

While most existing multilabel ranking methods assume the availability of a single objective label ranking for each instance in the training set, this paper deals with a more common case where only subjective inconsistent rankings from multiple rankers are associated with each instance. Two ranking methods are proposed from the perspective of instances and rankers, respectively. The first method, Instance-oriented Preference Distribution Learning (IPDL), is to learn a latent preference distribution for each instance. IPDL generates a common preference distribution that is most compatible to all the personal rankings, and then learns a mapping from the instances to the preference distributions. The second method, Ranker-oriented Preference Distribution Learning (RPDL), is proposed by leveraging interpersonal inconsistency among rankers, to learn a unified model from personal preference distribution models of all rankers. These two methods are applied to natural scene images dataset and 3D facial expression dataset BU_3DFE. Experimental results show that IPDL and RPDL can effectively incorporate the information given by the inconsistent rankers, and perform remarkably better than the compared state-of-the-art multilabel ranking algorithms. [ABSTRACT FROM AUTHOR]

Curriculum learning (CL) is a training strategy that trains a machine learning model from easier data to harder data, which imitates the meaningful learning order in human curricula. As an easy-to-use plug-in, the CL strategy has demonstrated its power in improving the generalization capacity and convergence rate of various models in a wide range of scenarios such as computer vision and natural language processing etc. In this survey article, we comprehensively review CL from various aspects including motivations, definitions, theories, and applications. We discuss works on curriculum learning within a general CL framework, elaborating on how to design a manually predefined curriculum or an automatic curriculum. In particular, we summarize existing CL designs based on the general framework of Difficulty Measurer $+$ + Training Scheduler and further categorize the methodologies for automatic CL into four groups, i.e., Self-paced Learning, Transfer Teacher, RL Teacher, and Other Automatic CL. We also analyze principles to select different CL designs that may benefit practical applications. Finally, we present our insights on the relationships connecting CL and other machine learning concepts including transfer learning, meta-learning, continual learning and active learning, etc., then point out challenges in CL as well as potential future research directions deserving further investigations. [ABSTRACT FROM AUTHOR]

We consider two desired properties of learning algorithms: sparsity and algorithmic stability. Both properties are believed to lead to good generalization ability. We show that these two properties are fundamentally at odds with each other: A sparse algorithm cannot be stable and vice versa. Thus, one has to trade off sparsity and stability in designing a learning algorithm. In particular, our general result implies that ℓ₁-regularized regression (Lasso) cannot be stable, while ℓ₂-regularized regression is known to have strong stability properties and is therefore not sparse. [ABSTRACT FROM AUTHOR]