The effect of intermediate concepts in hierarchical relational learning
Name
825553975-MIT.pdf
Description
Full printable version
Size
2.33 MB
Format
Adobe PDF
Checksum (MD5)
3d0255775d2f3030be1b4ae6799ea915
Author(s)
Nga, Hout (Hout L.)
Advisor(s)
Howard Reubenstein and Leslie Pack Kaelbling.
Date Issued
2011
Publisher
Massachusetts Institute of Technology
Abstract
The DARPA Bootstrapped Learning project uses relational learners to ladder concepts together to teach a final concept, essentially narrowing the search space at each step. However, there are many ways to structure background knowledge to teach a concept and it is uncertain how different ways of structuring knowledge affects the accuracy and performance of learning. In this paper, we examine the effect of having intermediate concepts when learning high level concepts. We used Quinlan's First Order Inductive Learner to learn target selection for a real-time strategy game and did cross-validation tests with varying levels of intermediate concept support. The results show that including intermediate concepts does not always improve performance and accuracy.
Description
Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 34-35).
Subjects
Electrical Engineering and Computer Science.
MIT Department
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
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copyright. They may be viewed from this source for any purpose, but
reproduction or distribution in any format is prohibited without written
permission. See provided URL for inquiries about permission.
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