Teaching Learners with Restricted Mind Changes

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Teaching Learners with Restricted Mind Changes
Within learning theory teaching has been studied in various ways. In a common variant the teacher has to teach all learners that are restricted to output only consistent hypotheses. The complexity of teaching is then measured by the maximum number of mistakes a consistent learner can make until successful learning. This is equivalent to the so-called teaching dimension. However, many interesting concept classes have an exponential teaching dimension and it is only meaningful to consider the teachability of finite concept classes. A refined approach of teaching is proposed by introducing a neighborhood relation over all possible hypotheses. The learners are then restricted to choose a new hypothesis from the neighborhood of their current one. Teachers are either required to teach finitely or in the limit. Moreover, the variant that the teacher receives the current hypothesis of the learner as feedback is considered. The new models are compared to existing ones and to one another in d...
Frank J. Balbach, Thomas Zeugmann
Added 14 Mar 2010
Updated 14 Mar 2010
Type Conference
Year 2005
Where ALT
Authors Frank J. Balbach, Thomas Zeugmann
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