Alan Hao Yang

Alan Yang, Jie Xiong, Maxim Raginsky et al.

This paper proposes a class of neural ordinary differential equations parametrized by provably input-to-state stable continuous-time recurrent neural networks. The model dynamics are defined by construction to be input-to-state stable (ISS) with respect to an ISS-Lyapunov function that is learned jointly with the dynamics. We use the proposed method to learn cheap-to-simulate behavioral models for electronic circuits that can accurately reproduce the behavior of various digital and analog circuits when simulated by a commercial circuit simulator, even when interconnected with circuit components not encountered during training. We also demonstrate the feasibility of learning ISS-preserving perturbations to the dynamics for modeling degradation effects due to circuit aging.

AmirEmad Ghassami, Chang Liu, Alan Yang et al.

We study identifying and estimating the causal effect of a treatment variable on a long-term outcome using data from an observational and an experimental domain. The observational data are subject to unobserved confounding. Furthermore, subjects in the experiment are only followed for a short period; thus, long-term effects are unobserved, though short-term effects are available. Consequently, neither data source alone suffices for causal inference on the long-term outcome, necessitating a principled fusion of the two. We propose three approaches for data fusion for the purpose of identifying and estimating the causal effect. The first assumes equal confounding bias for short-term and long-term outcomes. The second weakens this assumption by leveraging an observed confounder for which the short-term and long-term potential outcomes share the same partial additive association with this confounder. The third approach employs proxy variables of the latent confounder of the treatment-outcome relationship, extending the proximal causal inference framework to the data fusion setting. For each approach, we develop influence function-based estimators and analyze their robustness properties. We illustrate our methods by estimating the effect of class size on 8th-grade SAT scores using data from the Project STAR experiment combined with observational data from the Early Childhood Longitudinal Study.