BibTex format
@inproceedings{Conn:2018,
author = {Conn, H and Muggleton, SH},
pages = {17--21},
title = {The effect of predicate order on curriculum learning in ILP},
year = {2018}
}
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TY - CPAPER
AB - © by the paper's authors. Development of effective methods for learning large programs is arguably one of the hardest unsolved problems within ILP. The most obvious approach involves learning a sequence of predicate definitions incrementally. This approach is known as Curriculum Learning. However, Quinlan and Cameron-Jones' paper from 1993 indicates difficulties in this approach since the predictive accuracy of ILP systems, such as FOIL, rapidly degrades given a growing set of learned background predicates, even when a reasonable ordering over the predicate sequence is chosen. Limited progress was made in this problem until the recent advent of bias-reformulation methods within Meta-Interpretive Learning. In this paper we show empirically that given a well-ordered predicate sequence, relatively large sets of dyadic predicates can be learned incrementally using a state-of-the-art Meta-Interpretive Learning system which employs a Universal Set of metarules. However, further experiments show how progressive random permutations of the sequence rapidly degrades performance in a fashion comparable to Quinlan and Cameron-Jones's results. On the basis of these results we propose the need for further identification of methods for identifying well-ordered predicate sequences to address this issue.
AU - Conn,H
AU - Muggleton,SH
EP - 21
PY - 2018///
SN - 1613-0073
SP - 17
TI - The effect of predicate order on curriculum learning in ILP
ER -