KMi Seminars
Learning Conditional Random Fields from Unaligned Data for Natural Language Understanding
This event took place on Friday 28 October 2011 at 11:30

 
Dr. Deyu Zhou School of Computer Science and Engineering, Southeast University, China

One of the key tasks in natural language understanding is semantic parsing which maps natural language sentences to complete formal meaning representations. Rule-based approaches are typically domain-specific and often fragile. Statistical approaches are able to accommodate the variations found in real data and hence can in principle be more robust. However, statistical approaches need fully annotated data for training the models. A learning approach to train conditional random fields from unaligned data for natural language understanding is proposed and discussed. The learning approach resembles the expectation maximization algorithm. It has two advantages, one is that only abstract annotations are needed instead of fully word-level annotations, and the other is that the proposed learning framework can be easily extended for training other discriminative models, such as support vector machines, from abstract annotations. The proposed approach has been tested on the DARPA Communicator Data. Experimental results show that it outperforms the hidden vector state (HVS) model, a modified hidden Markov model also trained on abstract annotations.

 
KMi Seminars Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.