Baxter Eaves

Scott Cheng-Hsin Yang, Baxter Eaves, Michael Schmidt et al.

Tabular data is common yet typically incomplete, small in volume, and access-restricted due to privacy concerns. Synthetic data generation offers potential solutions. Many metrics exist for evaluating the quality of synthetic tabular data; however, we lack an objective, coherent interpretation of the many metrics. To address this issue, we propose an evaluation framework with a single, mathematical objective that posits that the synthetic data should be drawn from the same distribution as the observed data. Through various structural decomposition of the objective, this framework allows us to reason for the first time the completeness of any set of metrics, as well as unifies existing metrics, including those that stem from fidelity considerations, downstream application, and model-based approaches. Moreover, the framework motivates model-free baselines and a new spectrum of metrics. We evaluate structurally informed synthesizers and synthesizers powered by deep learning. Using our structured framework, we show that synthetic data generators that explicitly represent tabular structure outperform other methods, especially on smaller datasets.

Baxter S. Eaves, Naomi H. Feldman, Thomas L. Griffiths et al.

Infant-directed speech (IDS) has distinctive properties that differ from adult-directed speech (ADS). Why it has these properties -- and whether they are intended to facilitate language learning -- is matter of contention. We argue that much of this disagreement stems from lack of a formal, guiding theory of how phonetic categories should best be taught to infant-like learners. In the absence of such a theory, researchers have relied on intuitions about learning to guide the argument. We use a formal theory of teaching, validated through experiments in other domains, as the basis for a detailed analysis of whether IDS is well-designed for teaching phonetic categories. Using the theory, we generate ideal data for teaching phonetic categories in English. We qualitatively compare the simulated teaching data with human IDS, finding that the teaching data exhibit many features of IDS, including some that have been taken as evidence IDS is not for teaching. The simulated data reveal potential pitfalls for experimentalists exploring the role of IDS in language learning. Focusing on different formants and phoneme sets leads to different conclusions, and the benefit of the teaching data to learners is not apparent until a sufficient number of examples have been provided. Finally, we investigate transfer of IDS to learning ADS. The teaching data improves classification of ADS data, but only for the learner they were generated to teach; not universally across all classes of learner. This research offers a theoretically-grounded framework that empowers experimentalists to systematically evaluate whether IDS is for teaching.

Baxter S. Eaves, Patrick Shafto

Machines, not humans, are the world's dominant knowledge accumulators but humans remain the dominant decision makers. Interpreting and disseminating the knowledge accumulated by machines requires expertise, time, and is prone to failure. The problem of how best to convey accumulated knowledge from computers to humans is a critical bottleneck in the broader application of machine learning. We propose an approach based on human teaching where the problem is formalized as selecting a small subset of the data that will, with high probability, lead the human user to the correct inference. This approach, though successful for modeling human learning in simple laboratory experiments, has failed to achieve broader relevance due to challenges in formulating general and scalable algorithms. We propose general-purpose teaching via pseudo-marginal sampling and demonstrate the algorithm by teaching topic models. Simulation results show our sampling-based approach: effectively approximates the probability where ground-truth is possible via enumeration, results in data that are markedly different from those expected by random sampling, and speeds learning especially for small amounts of data. Application to movie synopsis data illustrates differences between teaching and random sampling for teaching distributions and specific topics, and demonstrates gains in scalability and applicability to real-world problems.

Vikash Mansinghka, Richard Tibbetts, Jay Baxter et al.

Is it possible to make statistical inference broadly accessible to non-statisticians without sacrificing mathematical rigor or inference quality? This paper describes BayesDB, a probabilistic programming platform that aims to enable users to query the probable implications of their data as directly as SQL databases enable them to query the data itself. This paper focuses on four aspects of BayesDB: (i) BQL, an SQL-like query language for Bayesian data analysis, that answers queries by averaging over an implicit space of probabilistic models; (ii) techniques for implementing BQL using a broad class of multivariate probabilistic models; (iii) a semi-parametric Bayesian model-builder that auomatically builds ensembles of factorial mixture models to serve as baselines; and (iv) MML, a "meta-modeling" language for imposing qualitative constraints on the model-builder and combining baseline models with custom algorithmic and statistical models that can be implemented in external software. BayesDB is illustrated using three applications: cleaning and exploring a public database of Earth satellites; assessing the evidence for temporal dependence between macroeconomic indicators; and analyzing a salary survey.