Semi-Supervised Learning via Regularized Boosting Working on Multiple Semi-Supervised Assumptions

被引:110
作者
Chen, Ke [1 ]
Wang, Shihai [1 ]
机构
[1] Univ Manchester, Sch Comp Sci, Manchester M13 9PL, Lancs, England
关键词
Semi-supervised learning; boosting framework; smoothness assumption; cluster assumption; manifold assumption; regularization;
D O I
10.1109/TPAMI.2010.92
中图分类号
TP18 [人工智能理论];
学科分类号
081104 ; 0812 ; 0835 ; 1405 ;
摘要
Semi-supervised learning concerns the problem of learning in the presence of labeled and unlabeled data. Several boosting algorithms have been extended to semi-supervised learning with various strategies. To our knowledge, however, none of them takes all three semi-supervised assumptions, i.e., smoothness, cluster, and manifold assumptions, together into account during boosting learning. In this paper, we propose a novel cost functional consisting of the margin cost on labeled data and the regularization penalty on unlabeled data based on three fundamental semi-supervised assumptions. Thus, minimizing our proposed cost functional with a greedy yet stagewise functional optimization procedure leads to a generic boosting framework for semi-supervised learning. Extensive experiments demonstrate that our algorithm yields favorite results for benchmark and real-world classification tasks in comparison to state-of-the-art semi-supervised learning algorithms, including newly developed boosting algorithms. Finally, we discuss relevant issues and relate our algorithm to the previous work.
引用
收藏
页码:129 / 143
页数:15
相关论文
共 43 条
[1]  
[Anonymous], 2006, Semi-supervised learning
[2]  
[Anonymous], 2002, P 8 ACM SIGKDD INT C
[3]  
[Anonymous], 2006, BOOK REV IEEE T NEUR
[4]  
[Anonymous], P IEEE INT C COMP VI
[5]  
[Anonymous], 2004, ADV NEURAL INFORM PR
[6]  
[Anonymous], 2000, ADV LARGE MARGIN CLA
[7]  
[Anonymous], 2000, Pattern Classification
[8]  
[Anonymous], 2005, ICML
[9]  
Belkin M, 2006, J MACH LEARN RES, V7, P2399
[10]  
Blum A., 1998, Proceedings of the Eleventh Annual Conference on Computational Learning Theory, P92, DOI 10.1145/279943.279962