Bounds on the rate of convergence of learning processes based on random sets and set‐valued probability
Why this work is in the frame
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Bibliographic record
Abstract
Purpose Bounds on the rate of convergence of learning processes based on random samples and probability are one of the essential components of statistical learning theory (SLT). The constructive distribution‐independent bounds on generalization are the cornerstone of constructing support vector machines. Random sets and set‐valued probability are important extensions of random variables and probability, respectively. The paper aims to address these issues. Design/methodology/approach In this study, the bounds on the rate of convergence of learning processes based on random sets and set‐valued probability are discussed. First, the Hoeffding inequality is enhanced based on random sets, and then making use of the key theorem the non‐constructive distribution‐dependent bounds of learning machines based on random sets in set‐valued probability space are revisited. Second, some properties of random sets and set‐valued probability are discussed. Findings In the sequel, the concepts of the annealed entropy, the growth function, and VC dimension of a set of random sets are presented. Finally, the paper establishes the VC dimension theory of SLT based on random sets and set‐valued probability, and then develops the constructive distribution‐independent bounds on the rate of uniform convergence of learning processes. It shows that such bounds are important to the analysis of the generalization abilities of learning machines. Originality/value SLT is considered at present as one of the fundamental theories about small statistical learning.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it