Semi-supervised Learning in Human Cognition
Human responses to formal semi-supervised learning problems have yielded varying conclusions about the degree of influence of the unlabeled data (for a summary see ). More natural learning problems may also be viewed as instances of semi-supervised learning. Much of human concept learning involves a small amount of direct instruction (e.g. parental labeling of objects during childhood) combined with large amounts of unlabeled experience (e.g. observation of objects without naming or counting them, or at least without feedback).
Human infants are sensitive to the structure of unlabeled natural categories such as images of dogs and cats or male and female faces. More recent work has shown that infants and children take into account not only the unlabeled examples available, but the sampling process from which labeled examples arise .
Read more about this topic: Semi-supervised Learning
Famous quotes containing the words learning, human and/or cognition:
“In the world of letters, learning and knowledge are one, and books are the source of both; whereas in science, as in life, learning and knowledge are distinct, and the study of things, and not of books, is the source of the latter.”
—Thomas Henry Huxley (1825–95)
“All things by human laws created change:
Lands to each other known, in time grow strange:
Nations in course of many years put on
A various face; but heaven wears always one.”
—Marcus Manilius (10 B.C.–A.D. 30)
“Intuitive cognition of a thing is cognition that enables us to know whether the thing exists or does not exist, in such a way that, if the thing exists, then the intellect immediately judges that it exists and evidently knows that it exists, unless the judgment happens to be impeded through the imperfection of this cognition.”
—William of Occam (c. 1285–1349)