最优学习的悖论:一个信息缺口的视角

Y. Ben-Haim, S. Cogan
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引用次数: 0

摘要

工程设计和技术风险评估都需要学习或发现新的知识。最佳学习是一种获得新知识的过程,同时最小化某些特定的努力(例如,时间或金钱的花费)。悖论是一种看似自相矛盾的陈述,与常识相反,或者完全错误,但可能是真的。最优学习的悖论是,如果学习过程依赖于学习本身想要获得的知识,那么在设计过程时,就不能优先优化学习过程。这被称为反射性学习过程。许多学习过程可以先验地优化。然而,对反身性学习过程的先验优化(通常)是不可能的。大多数(但不是全部)反射性学习过程如果不反复执行可能非常昂贵的过程,就无法优化。我们讨论了反身性学习的普遍性,并提出了悖论的例子。我们还描述了那些可以优化反射学习过程的情况。我们根据信息差距决策理论中对不确定性的鲁棒性概念,讨论对悖论(当它成立时)的响应。我们解释说,最大化鲁棒性是互补的,但不同于最小化学习过程的努力措施。
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Paradox of Optimal Learning: An Info-Gap Perspective
Engineering design and technological risk assessment both entail learning or discovering new knowledge. Optimal learning is a procedure whereby new knowledge is obtained while minimizing some specific measure of effort (e.g., time or money expended). A paradox is a statement that appears self-contradictory, contrary to common sense, or simply wrong, and yet might be true. The paradox of optimal learning is the assertion that a learning procedure cannot be optimized a priori—when designing the procedure—if the procedure depends on knowledge that the learning itself is intended to obtain. This is called a reflexive learning procedure. Many learning procedures can be optimized a priori. However, a priori optimization of a reflexive learning procedure is (usually) not possible. Most (but not all) reflexive learning procedures cannot be optimized without repeatedly implementing the procedure which may be very expensive. We discuss the prevalence of reflexive learning and present examples of the paradox. We also characterize those situations in which a reflexive learning procedure can be optimized. We discuss a response to the paradox (when it holds) based on the concept of robustness to uncertainty as developed in info-gap decision theory. We explain that maximizing the robustness is complementary to—but distinct from—minimizing a measure of effort of the learning procedure.
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来源期刊
CiteScore
5.20
自引率
13.60%
发文量
34
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