Online probabilistic theory revision from examples : a proPPR approach

Detalhes bibliográficos
Ano de defesa: 2018
Autor(a) principal: Guimarães, Victor Augusto Lopes
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: eng
Instituição de defesa: Universidade Federal do Rio de Janeiro
Brasil
Instituto Alberto Luiz Coimbra de Pós-Graduação e Pesquisa de Engenharia
Programa de Pós-Graduação em Engenharia de Sistemas e Computação
UFRJ
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/11422/13080
Resumo: Handling relational data streams has become a crucial task, given the availability of pervasive sensors and Internet-produced content, such as social networks and knowledge graphs. In a relational environment, this is a particularly challenging task, since one cannot assure that the streams of examples are independent along the iterations. Thus, most relational machine learning methods are still designed to learn only from closed batches of data, not considering the models acquired in previous iterations of incoming examples. In this work, we propose OSLR, an online relational learning algorithm that can handle continuous, open-ended streams of relational examples as they arrive. We employ techniques from theory revision to take advantage of the already acquired knowledge as a starting point, find where it should be modified to cope with the new examples, and automatically update it. We rely on the Hoeding’s bound statistical theory to decide if the model must in fact be updated accordingly to the new examples. Our system is built upon ProPPR statistical relational language to describe the induced models, aiming at contemplating the uncertainty inherent to real data. Experimental results in entity co-reference and social networks datasets show the potential of the proposed approach compared to other relational learners