Classifying things is critical for our daily lives. For example, we have to detect spam mail (垃圾邮件), false political news. When we use AI, such tasks are based on “classification technology” in machine learning—having the computer learn, using the boundary separating positive and negative data. For example, “positive” data would be photos including a happy face, and “negative” data photos that include a sad face. Once a classification boundary is learned, the computer can determine whether a certain data is positive or negative.
However, the difficulty with this technology is that it requires both positive and negative data for the learning process, and negative data are not available in many cases. For instance, when a retailer (零售商) is trying to predict who will make a purchase, they can easily find data on customers who have purchased from them (positive data), but it is basically impossible to obtain data on customers who have never purchased from them (negative data), since they do not have access to their competitors’ data.
According to lead author Takashi Ishida from RIKEN AIP, “Previous classification methods could not cope with the situation where negative data were not available, but we have made it possible for computers to learn with only positive data, as long as we have a confidence score for our positive data, constructed from information such as buying intention or the active rate of app users. Using our new method, we can let computers learn a classifier only from positive data equipped with confidence.”
According to Ishida, “This discovery could expand the range of applications where classification technology can be used. Even in fields where machine learning has been actively used, our classification technology could be used in new situations where only positive data can be gathered due to data regulation or business constraints (限制). In the near future, we hope to put our technology to use in various research fields, such as natural language processing, computer vision, robotics, and bioinformatics.”
1. How can the computer distinguish the positive data from the negative data?| A．By learning the classification boundary. |
| B．By updating the data collected regularly. |
| C．By separating happy faces and sad ones. |
| D．By introducing classification technology. |
| A．To prove how important the positive data are. |
| B．To confirm that data on customers are complete. |
| C．To argue that retailers get their competitors’ data. |
| D．To explain why negative data are hard to acquire. |
| A．Analyzing buying intention. |
| B．Building a confidence score. |
| C．Assessing the active rate of app users. |
| D．Equipping the computer with confidence. |
| A．The History of Classification Technology |
| B．Smarter AI: Machine Leaning without Negative Data |
| C．Bigger Data: Computers Assisting Language Processing |
| D．The Comparison between Positive Data and Negative Data |
相似题推荐
【推荐1】“Data is the new oil.” Like the sticky black thing, all those 1s and 0s are of little use until they are processed into something more valuable. That something is you.
Five of the world’s ten most valuable companies are built on a foundation of tying data to human beings. Google and Facebook want to find out as much as possible about their users’ interests, activities, friends and family. Amazon has a detailed history of consumer behavior. Tencent and Alibaba are the digital wallets for hundreds of millions of Chinese; both know enough about consumers to provide widely used credit scores. Those with a good Zhima credit score, provided by Alibaba, enjoy discounts. Those without receive few offers. In other words, data are used to decide what sort of access people have to services.
That data are valuable is increasingly well-understood by individuals, too, especially because personal information is so often leaked (泄露) or stolen. The list of companies that have suffered some sort of data leak in 2018 alone reads like a roll call of household names: Facebook, Google, British Airways and so on. Such events have caused a switch in the public understanding of data collection. People have started to take notice of all the date they are giving away.
Yet few people have changed their online behavior or exercised what few digital rights they possess. Partly this is because managing your own data is time-consuming and complex. But it is more because of a misunderstanding of what is at risk. “Data” is an abstract concept. Far more solid is the idea of identity. It is only when “data” is understood to mean “people” that individuals will demand responsibility from those who seek to know them.
The fossils of past actions fuel future economic and social outcomes. Privacy rules and data-protection regulations are extremely important in protecting the rights of individuals. But the first step towards ensuring the fairness of the new information age is to understand that it is not data that are valuable. It is you.
1. The example of Zhima credit scores is mentioned to show ________.| A．data help companies target their services |
| B．credit scores change people’s way of life |
| C．Alibaba gains popularity among customers |
| D．people prefer to be offered discounts |
| A．they find it time-consuming and complex | B．they are not fully aware of its importance |
| C．they have no access to their personal data | D．they are afraid of taking responsibility |
| A．To defend companies’ use of data. | B．To show the economic value of data. |
| C．To call for more regulations to protect data. | D．To advocate a new way of thinking about data. |
| A．A shopping website. | B．A travel brochure. |
| C．A science and technology magazine. | D．An economy textbook. |
【推荐2】Online education has grown fast over the past ten years. The explosion of technology has made teaching outside the traditional classroom possible for teachers and has provided learners with easy access to course materials. Its attractiveness, benefits, and challenges are addressed.
In April, 2005, I was approached by a student who was interested in our doctoral program. However, the first question out of her mouth was, “Do you offer any online courses?” Later that day, as I was reading the conference program guide trying for interesting presentations, I noticed many workshops on web-based learning and online education. I later attended two of those workshops and met several professors from different universities who had either taught online courses for quite some time or who were discovering the best practice for teaching online. These experiences helped me realize at least to some extent the degree of growth in online education.
My responsibilities for the term included gaining more understanding of online education. Consequently, I made several attempts to enrich my knowledge of distance learning and online teaching. I consulted with my colleagues who were teaching online courses. This helped me recognize the importance of getting materials prepared even before the start of a term. I also learned that online courses may consume more time than regular classroom teaching. And I attended several workshops regarding online education and established a network with those who were involved in online programs at other universities. I will consider these people as my consultants as I begin to design my own online course. Also, I conducted a brief survey with 15 students and two faculty members who had taken or taught an online course before to understand their experience. Eventually I completed a literature review which gave me the foundation and the background of understanding the need for online education.
1. What benefits the development of online education?| A．Teachers’ good teaching ability. | B．Lack of traditional classrooms. |
| C．Learners’ access to free courses. | D．The rapid advance of technology. |
| A．To show students’ love for the doctoral program. |
| B．To persuade learners of traditional education. |
| C．To explain the growing trend of online education. |
| D．To predict the future of the teaching career. |
| A．The appetite for knowledge. | B．The professional responsibilities. |
| C．The requirement of research. | D．The colleagues’ encouragement. |
| A．Carefree. | B．Doubtful. | C．Supportive. | D．Unwilling. |
【推荐3】Children as young as ten are becoming dependent on social media for their sense of self-worth, a major study warned.
It found many youngsters (少年) now measure their status by how much public approval they get online, often through “likes”. Some change their behavior in real life to improve their image on the web.
The report into youngsters aged from 8 to 12 was carried out by Children’s Commissioner (专员) Anne Longfield. She said social media firms were exposing children to major emotional risks, with some youngsters starting secondary school ill-equipped to cope with the tremendous pressure they faced online.
Some social apps were popular among the children even though they supposedly require users to be at least 13. The youngsters admitted planning trips around potential photo-opportunities and then messaging friends — and friends of friends — to demand “likes” for their online posts.
The report found that youngsters felt their friendships could be at risk if they did not respond to social media posts quickly, and around the clock.
Children aged 8 to 10 were “starting to feel happy” when others liked their posts. However, those in the 10 to 12 age group were “concerned with how many people like their posts”, suggesting a “need” for social recognition that gets stronger the older they become.
Miss Longfield warned that a generation of children risked growing up “worried about their appearance and image as a result of the unrealistic lifestyles they follow on platforms, and increasingly anxious about switching off due to the constant demands of social media”.
She said: “Children are using social media with family and friends and to play games when they are in primary school. But what starts as fun usage of apps turns into tremendous pressure in real social media interaction at secondary school.”
As their world expanded, she said, children compared themselves to others online in a way that was “hugely damaging in terms of their self-identity, in terms of their confidence, but also in terms of their ability to develop themselves”.
Miss Longfield added: “Then there is this push to connect — if you go offline, will you miss something, will you miss out, will you show that you don’t care about those people you are following, all of those come together in a huge way at once.”
“For children it is very, very difficult to cope with emotionally.” The Children’s Commissioner for England’s study — Life in Likes — found that children as young as 8 were using social media platforms largely for play.
However, the research — involving eight groups of 32 children aged 8 to 12 — suggested that as they headed toward their teens, they became increasingly anxious online.
By the time they started secondary school — at age 11 — children were already far more aware of their image online and felt under huge pressure to ensure their posts were popular, the report found.
However, they still did not know how to cope with mean-spirited jokes, or the sense of incompetence they might feel if they compared themselves to celebrities (名人) or more brilliant friends online. The report said they also faced pressure to respond to messages at all hours of the day — especially at secondary school when more youngsters have mobile phones.
The Children’s Commissioner said schools and parents must now do more to prepare children for the emotional minefield (雷区) they faced online. And she said social media companies must also “take more responsibility”.
They should either monitor their websites better so that children do not sign up too early, or they should adjust their websites to the needs of younger users.
Javed Khan, of children’s charity Barnardo’s, said: “It’s vital that new compulsory age-appropriate relationship and sex education lessons in England should help equip children to deal with the growing demands of social media.
“It’s also hugely important for parents to know which apps their children are using.”
1. Why did some secondary school students feel too much pressure?| A．They were not provided with adequate equipment. |
| B．They were not well prepared for emotional risks. |
| C．They were required to give quick responses. |
| D．They were prevented from using mobile phones. |
| A．they didn’t adequately check their users’ registration |
| B．they organized photo trips to attract more youngsters |
| C．they encouraged youngsters to post more photos |
| D．they didn’t stop youngsters from staying up late |
| A．less friendliness to each other |
| B．lower self-identity and confidence |
| C．an increase in online cheating |
| D．a stronger desire to stay online |
| A．circulate their posts quickly |
| B．know the qualities of their posts |
| C．use mobile phones for play |
| D．get more public approval |
| A．The influence of social media on children. |
| B．The importance of social media to children. |
| C．The problem in building a healthy relationship. |
| D．The measure to reduce risks from social media. |
