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:
“Some, for renown, on scraps of learning dote,
And think they grow immortal as they quote.”
—Edward Young (1683–1765)
“Hardly any human being is capable of pursuing two professions or two arts rightly.”
—Plato (c. 427–347 B.C.)
“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)