Shaul Markovitch and Paul Scott. The Role of Forgetting in Learning. In Proceedings of The Fifth International Conference on Machine Learning, 459-465 Ann Arbor, MI, 1988.Morgan Kaufmann
This paper is a discussion of the relationship between learning and forgetting. An analysis of the economics of learning is carried out and it is argued that knowledge can sometimes have a negative value. A series of experiments involving a program which learns to traverse state spaces is described. It is shown that most of the knowledge acquired is of negative value even though it is correct and was acquired solving similar problems. It is shown that the value of the knowledge depends on what else is known and that random forgetting can sometimes lead to substantial improvements in performance. It is concluded that research into knowledge acquisition should take seriously the possibility that knowledge may sometimes be harmful. The view is taken that learning and forgetting are complementary processes which construct and maintain useful representations of experience.
@inproceedings{Markovitch:1988:RFL, Author = {Shaul Markovitch and Paul Scott}, Title = {The Role of Forgetting in Learning}, Year = {1988}, Booktitle = {Proceedings of The Fifth International Conference on Machine Learning}, Pages = {459--465}, Address = {Ann Arbor, MI}, Url = {http://www.cs.technion.ac.il/~shaulm/papers/pdf/Markovitch-Scott-icml1988.pdf}, Keywords = {Forgetting, Utility Problem, Macro Learning}, Secondary-keywords = {Redundant Knowledge, Explanation-Based Learning, Information Filtering, Deductive Learning}, Abstract = { This paper is a discussion of the relationship between learning and forgetting. An analysis of the economics of learning is carried out and it is argued that knowledge can sometimes have a negative value. A series of experiments involving a program which learns to traverse state spaces is described. It is shown that most of the knowledge acquired is of negative value even though it is correct and was acquired solving similar problems. It is shown that the value of the knowledge depends on what else is known and that random forgetting can sometimes lead to substantial improvements in performance. It is concluded that research into knowledge acquisition should take seriously the possibility that knowledge may sometimes be harmful. The view is taken that learning and forgetting are complementary processes which construct and maintain useful representations of experience. } }