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5.9 EOC
5.9.1 Summary
5.9.2 Notes
5.9.3 Exercises
6 Evaluating Classifiers
6.1 Baseline Classifiers
6.2.6 F1
6.8 EOC
6.8.1 Summary
6.8.2 Notes
6.8.3 Exercises
7 Evaluating Regressors
7.1 Baseline Regressors
7.5.3 Residuals
7.6 EOC
7.6.1 Summary
7.6.2 Notes
7.6.3 Exercises
8.5.1 Covariance
8.5.3 Performing DA
8.7.1 Digits
8.8 EOC
8.8.1 Summary
8.8.2 Notes
8.8.3 Exercises
9.6 EOC
9.6.1 Summary
9.6.2 Notes
9.6.3 Exercises
10.4 Discretization
10.6.2 Interactions
10.8 EOC
10.8.1 Summary
10.8.2 Notes
10.8.3 Exercises
11.6 EOC
11.6.1 Summary
11.6.2 Notes
11.6.3 Exercises
IV Adding Complexity
12 Combining Learners
12.1 Ensembles
12.3.1 Bootstrapping
12.4 Boosting
12.6 EOC
12.6.1 Summary
12.6.2 Notes
12.6.3 Exercises
13.4 EOC
13.4.1 Summary
13.4.2 Notes
13.4.3 Exercises
14.4 EOC
14.4.1 Summary
14.4.2 Notes
14.4.3 Exercises
15.6.1 Sampling
15.7 EOC
15.7.1 Summary
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15.7.2 Notes
15.7.3 Exercises
A mlwpy.py Listing
Preface
1.1 WELCOME
From time to time, people trot out a tired claim that
computers can “only do what they are told to do”. The
claim is taken to mean that computers can only do what
their programmers know how to do and can explain to
the computer. Yet, this claim is false. Computers can
perform tasks that their programmers cannot explain to
them. Computers can solve tasks that their programmers
do not understand. We will breakdown this paradox with
an example of a computer program that learns.
I’ll start by discussing one of the oldest —if not the oldest
known —examples of a programmed, machine learning
system. I’ve turned this into a story, but it is rooted in
historical facts. Arthur Samuel was working for IBM in
the 1950s and he had an interesting problem. He had to
test the big computing machines that were coming off
the assembly line to make sure their transistors didn’t
blow up when you turned them on and ran a program —
people don’t like smoke in their workspace. Now, Samuel
quickly got bored with running simple toy programs and,
like many computing enthusiasts, he turned his
attention towards games. He built a computer program
that let him play checkers against himself. That was fun
for awhile: he tested IBM’s computers by playing
checkers. But, as is often the case, he got bored playing
two-person games solo. His mind began to consider the
possibility of getting a good game of checkers against a
computer opponent. Problem was, he wasn’t good
enough at checkers to explain good checkers stratgies to
a computer!
Samuel came up with the idea of having the computer
learn how to play checkers. He set up scenarios where
the computer could make moves and evaluate the costs
and benefits of those moves. At first, the computer was
bad, very bad. But eventually, the program started
making progress. It was slow going. Suddenly, Samuel
had a great two-for-one idea: he decided to let one
computer play another and take himself out of the loop.
Because the computers could make moves much faster
than Samuel could enter his moves —let alone think
about them —the result was many more cycles of “make
a move and evaulate the outcome” per minute and hour
and day.
Here is the amazing part. It didn’t take very long for the
computer opponent to be able to consistently beat
Samuel. The computer became a better checkers player
than its programmer! How on earth could this happen,
if “computers can only do what they are told to do”? The
answer to this riddle comes when we very carefully
express what the computer was told to do. Samuel did
not simply tell the computer to-play-checkers. He told
the computer to-learn-to-play-checkers. Yes, we just
went all meta on you. Meta is what happens when you
take a picture of someone taking a picture of someone
(else). Meta is what happens when a sentence refers to
itself; the next sentence is an example. This sentence has
five words. When we access the meta-level we step
outside the box we were playing in and we get an entirely
new perspective on the world. Learning-to-play-
checkers, a task that develops skill at another task, is a
meta-task. It lets us move beyond a limiting
interpretation of the statement: computers can only do
what they are told. Computers do what they are told, but
they can be told to develop-a-capability. Computers can
be told to learn.
1.2.1 Features
Let’s get a bit more concrete. For example —a meta-
example, if you will —a dataset focused on human
medical records might record several values for each
patient. Some relevant values are the height, weight, sex,
age, smoking history, systolic and diasystolic —that’s the
high and low numbers —blood pressures and resting
heart rate. The different people represented in the
dataset are our examples. The biometric and
demographic characteristics are our attributes.
We can capture this data very conveniently as in Table
1.1.
Unconscious that destiny had its eye upon her, Bonnie May found
increasing comfort and contentment in her new home.
As a result of the delighted labors of Flora, her wardrobe had
become more complete than it had ever been before. She developed
such pride in the possession of many garments that Flora forgot her
own needs and gave disproportionately of her time and means to the
“outfitting” of the guest whose needs were so urgent.
As if for her special entertainment, unusual things happened.
For example, Mr. Addis called again. And a call from Mr. Addis
became, in Bonnie May’s drama-loving mind, the most delicious form
of intrigue. Mrs. Baron became indignant at the very mention of Mr.
Addis’s name. Flora became quietly wistful.
Kneeling on a low Brussels hassock at the front window of the upper
floor one night, Bonnie May saw the figure of a man extricate itself
from the passing current of humanity and make resolutely for the
Baron door.
She swiftly placed her finger on her lip and reflected. “Mr. Addis!” she
exclaimed in a whisper.
She made a supreme effort to leave the room without appearing to
have any definite purpose. Once out of sight in the hall, however,
she rushed down the stairs, just in time to open the door before the
bell was rung. She was in an elated state. She had the lower floor to
herself, save for Mrs. Shepard, who would be sure not to interrupt.
“Oh! Mr. Addis!” she whispered eagerly. She promptly ushered him
into the drawing-room and quietly closed the door with an effect of
being absent-minded, rather than designing. “Please sit down,” she
said. She had the light burning immediately.
She drew a chair forward and stood beside it a moment, and under
her inspection Mr. Addis’s cheeks took on even a deeper rosiness
and his brown eyes twinkled.
“How is—my confederate?” he asked.
She was delighted. “That’s it,” she said. “That’s what I want to be.
Your confederate. May I?”
“You may,” he said with emphasis.
She had sat down. “You know,” she confided, “I’m strong for what
you call heart interest. If you haven’t got anything but manners in
your show you soon find that people are patronizing the burlesque
houses. Don’t you think I’m right?”
Mr. Addis did not make a very pertinent response to this. “You’re a
queer little customer,” he said.
“That’s what I call favorable criticism put into plain words. I thank
you.” She added: “I want to be friends with you if you’ll let me
because I think we can’t have the right kind of heart interest around
here unless you—unless you take a more prominent part.”
Mr. Addis nodded. “That’s my idea, too. That’s why I called. If you’ll
tell Mrs. Baron I’m here, I’ll see if I can’t get her to agree with us.”
Bonnie May did not stir. “Please not just yet,” she begged. “Couldn’t
we talk things over first? If I could find out what’s wrong....” She
looked at him with pretty embarrassment.
“What, for instance, would you like to know?”
She pulled herself farther back into her chair and reflected a
moment. “Would you mind,” she asked, “telling me how you got
acquainted with Miss Flora?”
“Not at all. She’s been coming to my store—to order things—ever
since she was a little girl.”
“Oh! your store. Well, go on.”
“And occasionally I’ve dropped into the church she goes to. You
know who I am, I suppose?”
She beamed upon him. “I may not have all the details. Suppose you
make a complete confession.”
He shot a dubious glance at her; then he smiled. Bonnie May
thought his teeth were quite wonderful. “I’m the head of the Addis
Stores Company.”
Bonnie May looked slightly dismayed.
“A business man,” added Mr. Addis firmly. “I’ve admired Miss Flora a
very long time. I had chances just to be nice and polite to her. I
haven’t taken any pains to hide from her, for a year or so——”
“I understand,” Bonnie May finished for him.
“Well, then. But the trouble is that Mrs. Baron——”
“She can only see you with a pencil behind your ear,” supplemented
Bonnie May.
Mr. Addis laughed. “Now you have it!” he agreed.
Bonnie May pondered. “You know you’re not a regular-looking
Romeo,” she conceded.
“I know that very well. But at the same time——”
She gave him time to finish; then, as he seemed to lack words, she
came to his aid again: “If you undertook to pay a lady’s travelling
expenses, it would take a pretty smooth Iago to make you do
anything nasty.”
“That’s it!” agreed Mr. Addis with emphasis.
“Have you tried the—the little, unimportant things?”
“As for example?”
“Well, just as a suggestion: you know you weren’t carrying a stick
when you came in to-night.”
“Oh, that sort of thing. You see, that’s not in my line at all. I wouldn’t
know how to carry a stick, or where to put it. I don’t see any use in
’em except to beat off dogs, maybe—and all the dogs like me!”