ACTIVE LEARNING WITH RICH FEEDBACK

One of the goals of artificial intelligence is to build predictive models that can learn from examples and make predictions. Predictive models are useful in many domains and applications such as predicting fraud in credit card transactions, predicting whether a patient has heart-disease, predicting whether an email is a spam, predicting crime, recognizing images, recognizing speech, and many more. Building predictive models often requires supervision from a human expert. Since there is a human in the loop, the supervision needs to be as resource-efficient as possible to save the human’s time, cost, and effort in providing supervision. One solution to make the supervision resource-efficient is active learning, in which the active learner interacts with the human to acquire supervision, usually in the form of labels, for a few selected examples to effectively learn a function that can be used to make predictions. In this thesis, I explore more intuitive and effective use of human supervision through richer interactions between the human expert and the learner, so that the human can understand the learner’s reasoning for querying examples, and provide information beyond just the labels for examples. Traditional active learning approaches select informative examples for labeling, but the human does not get to know why those examples are useful to the learner. While interacting with the learner to annotate examples, humans can provide rich feedback, such as provide their prior knowledge and understanding of the domain, explain certain characteristics of the data, suggest important attributes of the data, give rationales for why an example belongs to a certain category, and provide explanations by pointing out features that are indicative of certain labels. The challenge, however, is that traditional supervised learning algorithms can learn from labeled examples, but they are not equipped to readily absorb the rich feedback. In this thesis, we enable the learner to explain its reasons for selecting instances and devise novel methods to incorporate rich feedback from humans into the training of predictive models. Specifically, I build and evaluate four novel active learning frameworks to enrich the interactions between the human and learner. First, I introduce an active learning framework to reveal the learner’s perception of informative instances. Specifically, we enable the learner to provide its reasons for uncertainty on examples and utilize the learner’s perception of uncertainty to select better examples for training the predictive models. Second, I introduce a framework to enrich the interaction between the human and learner for document classification task. Specifically, we ask the human to annotate documents and provide rationales for their annotation by highlighting phrases that convinced them to choose a particular label for a document. Third, I introduce a framework to enrich the interaction between the human and learner for the aviation domain, where we ask subject matter experts to examine flights and provide rationales for why certain flights have safety concerns. Fourth, I introduce a framework to enrich the interaction between the human and learner for document classification task, where we ask humans to provide explanations for classification by highlighting phrases that reinforce their belief in the document’s label and striking-out phrases that weaken their belief in the document’s label. We show that enabling richer interactions between the human and learner and incorporating rich feedback into learning lead to more effective training of predictive models and better utilization of human supervision.Ph.D. in Computer Science, July 201