Beneficial and harmful explanatory machine learning
Given the recent successes of Deep Learning in AI there has been increased interest in the role and need for explanations in machine learned theories. A distinct notion in this context is that of Michie’s definition of ultra-strong machine learning (USML). USML is demonstrated by a measurable increa...
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| Vydáno v: | Machine learning Ročník 110; číslo 4; s. 695 - 721 |
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| Hlavní autoři: | , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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Springer US
01.04.2021
Springer Nature B.V |
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| ISSN: | 0885-6125, 1573-0565 |
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| Abstract | Given the recent successes of Deep Learning in AI there has been increased interest in the role and need for explanations in machine learned theories. A distinct notion in this context is that of Michie’s definition of ultra-strong machine learning (USML). USML is demonstrated by a measurable increase in human performance of a task following provision to the human of a symbolic machine learned theory for task performance. A recent paper demonstrates the beneficial effect of a machine learned logic theory for a classification task, yet no existing work to our knowledge has examined the potential harmfulness of machine’s involvement for human comprehension during learning. This paper investigates the explanatory effects of a machine learned theory in the context of simple two person games and proposes a framework for identifying the harmfulness of machine explanations based on the Cognitive Science literature. The approach involves a cognitive window consisting of two quantifiable bounds and it is supported by empirical evidence collected from human trials. Our quantitative and qualitative results indicate that human learning aided by a symbolic machine learned theory which satisfies a
cognitive window
has achieved significantly higher performance than human self learning. Results also demonstrate that human learning aided by a symbolic machine learned theory that fails to satisfy this window leads to significantly worse performance than unaided human learning. |
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| AbstractList | Given the recent successes of Deep Learning in AI there has been increased interest in the role and need for explanations in machine learned theories. A distinct notion in this context is that of Michie’s definition of ultra-strong machine learning (USML). USML is demonstrated by a measurable increase in human performance of a task following provision to the human of a symbolic machine learned theory for task performance. A recent paper demonstrates the beneficial effect of a machine learned logic theory for a classification task, yet no existing work to our knowledge has examined the potential harmfulness of machine’s involvement for human comprehension during learning. This paper investigates the explanatory effects of a machine learned theory in the context of simple two person games and proposes a framework for identifying the harmfulness of machine explanations based on the Cognitive Science literature. The approach involves a cognitive window consisting of two quantifiable bounds and it is supported by empirical evidence collected from human trials. Our quantitative and qualitative results indicate that human learning aided by a symbolic machine learned theory which satisfies a
cognitive window
has achieved significantly higher performance than human self learning. Results also demonstrate that human learning aided by a symbolic machine learned theory that fails to satisfy this window leads to significantly worse performance than unaided human learning. Given the recent successes of Deep Learning in AI there has been increased interest in the role and need for explanations in machine learned theories. A distinct notion in this context is that of Michie’s definition of ultra-strong machine learning (USML). USML is demonstrated by a measurable increase in human performance of a task following provision to the human of a symbolic machine learned theory for task performance. A recent paper demonstrates the beneficial effect of a machine learned logic theory for a classification task, yet no existing work to our knowledge has examined the potential harmfulness of machine’s involvement for human comprehension during learning. This paper investigates the explanatory effects of a machine learned theory in the context of simple two person games and proposes a framework for identifying the harmfulness of machine explanations based on the Cognitive Science literature. The approach involves a cognitive window consisting of two quantifiable bounds and it is supported by empirical evidence collected from human trials. Our quantitative and qualitative results indicate that human learning aided by a symbolic machine learned theory which satisfies a cognitive window has achieved significantly higher performance than human self learning. Results also demonstrate that human learning aided by a symbolic machine learned theory that fails to satisfy this window leads to significantly worse performance than unaided human learning. |
| Author | Schmid, Ute Muggleton, Stephen H. Ai, Lun Gromowski, Mark Hocquette, Céline |
| Author_xml | – sequence: 1 givenname: Lun orcidid: 0000-0003-2731-482X surname: Ai fullname: Ai, Lun email: lun.ai15@imperial.ac.uk organization: Department of Computing, Imperial College London – sequence: 2 givenname: Stephen H. surname: Muggleton fullname: Muggleton, Stephen H. organization: Department of Computing, Imperial College London – sequence: 3 givenname: Céline surname: Hocquette fullname: Hocquette, Céline organization: Department of Computing, Imperial College London – sequence: 4 givenname: Mark surname: Gromowski fullname: Gromowski, Mark organization: Cognitive Systems Group, University of Bamberg – sequence: 5 givenname: Ute surname: Schmid fullname: Schmid, Ute organization: Cognitive Systems Group, University of Bamberg |
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| Keywords | Comprehensibility Ultra-strong machine learning Explainable AI Inductive logic programming |
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| Title | Beneficial and harmful explanatory machine learning |
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