Counting extensional difference in BC-learning

机译：计算BC-Learning的延伸差异

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Let BC be the model of behaviourally correct function learning as introduced by Barzdins [4] and Case and Smith [8]. 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{sub}n to models from the literature and discuss confidence, team learning, and finitely defective hypotheses. Among other things, we prove that there is a tradeoff 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.

机译：让BC成为Barzdins [4]和案例和史密斯引入的行为纠正功能学习的模型[8]。我们介绍了BC的思想改变层次结构，计算学习者假设的延伸差异的数量。我们将生成的型号BC {Sub} N与文献中的模型进行比较，并讨论信心，团队学习和有限缺陷的假设。除此之外，我们证明了语义心灵的数量变化和假设中的异常数之间存在权衡。我们还讨论了语言学习的后果。特别是我们表明，与功能学习的情况相比，自信地从文本中获取自信地学习的课程系列在有限的工会下没有关闭。

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《International Colloquium on Grammatical Inference》|2000年||共14页
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作者
Frank Stephan; Sebastiaan A. Terwijn;
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原文格式 PDF
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中图分类 TP18-53;
关键词
Models of grammar induction; Inductive inference; Behaviourally correct learning;

机译：语法诱导模型;归纳推理;行为纠正学习;

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4. Counting extensional difference in BC-learning [C] . Frank Stephan, Sebastiaan A. Terwijn International Colloquium on Grammatical Inference . 2000

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7. Counting Extensional Differences in BC-Learning [O] . Sanjay Jain A, Frank Stephan B, Sebastiaan A. Terwijn C 2015

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Counting extensional difference in BC-learning

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