ACHILLES BEROS' MATHEMATICS WEBPAGE

TEACHING

RESEARCH

I am a teaching assistant for discussion sections 301, 302, 307 and 308 of math 319 for Professor Eyderman. The course grade will be based on two midterms, a final exam and weekly take-home quizzes. The quizzes will be assigned in section and due during the next meeting.

 
-Contact Info-

520 Van Vleck
aberos@math.wisc.edu
Office Hours:
Monday 10:50-11:50am
Wednesday 10:50-11:50am
Friday 10:20-11:20am

 
-Section Times-

Section 301:   Tuesday 8:50-9:40am B325 Van Vleck
Section 302:   Thursday 8:50-9:40am B325 Van Vleck
Section 307:   Tuesday 7:45-8:35am B131 Van Vleck
Section 308:   Thursday 7:45-8:35am B131 Van Vleck

 
-Links-


 
-Homework-

Homework will be assigned in section and emailed to the classlist.
My field of research is algorithmic learning theory, which lies at the intersection of computability theory and computer science. I am pursuing my Ph.D. under the supervision of Steffen Lempp. I spent the Spring 2012 term at the University of California - Berkeley working with Leo Harrington. In my field, research examines effective models of learning and what information can be absorbed assuming various criteria for successful learning.

An excellent resource for information on learning theory is the webpage of Frank Stephan at the National University of Singapore. If you are interested in learning theory, feel free to write to me. I am always interested in hearing questions and ideas.

 
-Publications-

Anomalous Vacillatory Learning
(Accepted for publication in the Journal of Symbolic Logic)
Achilles Beros

In 1986, Osherson, Stob and Weinstein asked whether two variants of anomalous vacillatory learning, TxtFex** and TxtFext**, could be distinguished. These learning criteria place bounds neither on the number of hypotheses between which the learner is allowed to vacillate nor on the number of errors permitted, merely that both are finite. The criteria differ in that the more restrictive one, TxtFext**-learning, requires that all hypotheses output infinitely often must describe the same finite variant of the correct set, while TxtFex** permits the learner to vacillate between finitely many different finite variants of the correct set. In this paper we show that TxtFex** ≠ TxtFext**, thereby answering the question posed by Osherson, et al. We prove this in a strong way by exhibiting a family in TxtFex*2\TxtFext**.
 


 
Learning Theory in the Arithmetic Hierarchy
(Submitted for publication)
Achilles Beros

We consider the arithmetic complexity of index sets of uniformly computably enumerable families learnable under different learning criteria. We determine the exact complexity for the standard notions of finite learning, learning in the limit, behaviourally correct learning and anomalous learning in the limit. In proving the Σ05-completeness result for behaviourally correct learning we prove a result of independent interest; if a u.c.e. family is not learnable, for any computable learner there is a Δ02 enumeration witnessing failure.
 


 
-Talks-

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