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:
“Isn’t it odd that networks accept billions of dollars from advertisers to teach people to use products and then proclaim that children aren’t learning about violence from their steady diet of it on television!”
—Toni Liebman (20th century)
“There is a pride, a self-love, in human minds that will seldom be kept so low as to make men and women humbler than they ought to be.”
—Samuel Richardson (1689–1761)
“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)