Bibliographic record
Abstract
The capacity to learn is a key facet of intelligent behavior, and it is no surprise that much attention has been devoted to the subject in the various disciplines that study intelligence and rationality. We will concentrate on techniques drawn primarily from two such disciplines—artificial intelligence and game theory—although those in turn borrow from a variety of disciplines, including control theory, statistics, psychology and biology, to name a few. We start with an informal discussion of the various subtle aspects of learning in multiagent systems and then discuss representative theories in this area. Why the subject of “learning” is complex The subject matter of this chapter is fraught with subtleties, and so we begin with an informal discussion of the area. We address three issues—the interaction between learning and teaching, the settings in which learning takes place and what constitutes learning in those settings, and the yardsticks by which to measure this or that theory of learning in multiagent systems. The interaction between learning and teaching Most work in artificial intelligence concerns the learning performed by an individual agent. In that setting the goal is to design an agent that learns to function successfully in an environment that is unknown and potentially also changes as the agent is learning. A broad range of techniques have been developed, and learning rules have become quite sophisticated.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| 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 | 0.001 |
| Science and technology studies | 0.001 | 0.007 |
| Scholarly communication | 0.004 | 0.005 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.022 | 0.005 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".