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<strong>Technion</strong> - Computer Science Department - Ph.D. Thesis PHD-2008-12 - 2008<br />

Contents<br />

Abstract 1<br />

1 Introduction 5<br />

1.1 Proposed Solution . . . . . . . . . . . . . . . . . . . . . . . . . . 8<br />

1.2 Major Contributions . . . . . . . . . . . . . . . . . . . . . . . . . 10<br />

1.3 Thesis Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11<br />

2 Resource-bounded Learning and Classification 13<br />

3 Contract Anytime Learning of Accurate Trees 19<br />

3.1 Top-down Induction of Decision Trees . . . . . . . . . . . . . . . 19<br />

3.2 Limitation of Greedy Learners . . . . . . . . . . . . . . . . . . . 20<br />

3.3 Tree-size as a Preference Bias . . . . . . . . . . . . . . . . . . . . 22<br />

3.4 Fixed-depth Lookahead . . . . . . . . . . . . . . . . . . . . . . . 24<br />

3.5 A Contract Algorithm <strong>for</strong> Learning Decision trees . . . . . . . . . 25<br />

3.5.1 Evaluating Continuous Attributes by Sampling . . . . . . 30<br />

3.5.2 Multiway Vs. Binary Splits . . . . . . . . . . . . . . . . . 32<br />

3.5.3 Pruning the LSID3 Trees . . . . . . . . . . . . . . . . . . 32<br />

3.5.4 Mapping Contract Time to Sample Size . . . . . . . . . . 33<br />

3.6 Interruptible Induction of Decision Trees . . . . . . . . . . . . . . 34<br />

3.6.1 Interruptible Learning by Sequencing . . . . . . . . . . . . 35<br />

3.6.2 Iterative Improvement of Decision Trees . . . . . . . . . . 36<br />

3.6.3 Incremental Learning: When New Examples Arrive . . . . 42<br />

3.7 Empirical Evaluation . . . . . . . . . . . . . . . . . . . . . . . . 45<br />

3.7.1 Experimental Methodology . . . . . . . . . . . . . . . . . 45<br />

3.7.2 Fixed Time Comparison . . . . . . . . . . . . . . . . . . . 46<br />

3.7.3 Anytime Behavior of the Contract Algorithms . . . . . . . 54<br />

3.7.4 Anytime behavior of IIDT . . . . . . . . . . . . . . . . . . 59<br />

3.7.5 IIDT as Incremental Learner . . . . . . . . . . . . . . . . 62<br />

3.7.6 Comparison with Modern Decision Tree Learners . . . . . 63

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