== Development and history == Visual Peer Review was first described in a 2017 classroom study by Friedman and Rosen, which examined how students evaluate peer-produced data visualizations using structured rubrics. Developed within the broader fields of data visualization, information visualization, and educational technology, the system emphasized clear labeling, visual integrity, and reduction of chartjunk. Students assigned rubric scores and provided written explanations, aligning the activity with established principles of peer review. Follow-up research expanded both the methodological and analytic dimensions of the framework. Friedman and colleagues applied natural language processing (NLP) to peer-review text to analyze part-of-speech patterns, sentence complexity, and comment length. These analyses offered insight into how students expressed critique and engaged with core design principles. Later studies incorporated advanced statistical modeling to evaluate system-level behavior, including peer review networks and reviewer typologies. Between 2021 and 2024, the framework underwent iterative refinement through a series of studies that explored interface design, behavioral nudges, reviewer engagement, and social network dynamics. The system was influenced by earlier work in computer-supported peer review—particularly My Reviewers, a rubric-based writing assessment platform developed by Joe Moxley at the University of South Florida. While Moxley's platform focused on text-based feedback, Visual Peer Review adapted its core structure to support critique of DataVis and visual analytics. To guide structured analysis and feedback, Friedman and Rosen also drew on the “what, why, and how” framework introduced by Liu and Stasko (2010), which emphasizes understanding a visualization's purpose, task alignment, and encoding strategy. == Framework and components == Visual Peer Review is designed to support critique, reflection, and learning in courses focusing on data visualization, visual analytics, and related fields in educational technology. The system consists of interconnected component. Core components include: Visual Artifacts: Students generate original visualizations using software such as R (e.g., ggplot2), Tableau, Python, or Adobe Illustrator. These artifacts may include statistical graphics, dashboards, or design-oriented infographics. Rubric-Based Assessment: Peer reviewers evaluate submitted visualizations using structured rubrics grounded in visualization theory and design heuristics. Rubric dimensions typically include: Use of labeling and axis scales Minimalization of chartjunk and clutter (following Tufte's principles) Optimization of the data–ink ratio Preservation of visual integrity through accurate representation (lie factor) Written Peer Comments: In addition to scoring, reviewers provide narrative feedback explaining their reasoning. These comments aim to improve design literacy, strengthen visual reasoning, and support the learning process common to peer review across educational contexts. Instructor Analytics Dashboard: Instructors access an analytics dashboard that displays peer-review activity across the course. Metrics include comment length, rubric coverage, participation patterns, and potential indicators of disengagement. These features position the framework within the domain of learning analytics, where visualized data helps instructors monitor student progress and identify support needs. == Ongoing development == Current work focuses on enhancing rubric structure, integrating principles from human–computer interaction, DataVis and expanding learning-analytics capabilities. Ongoing studies investigate how interface design, reviewer behavior, and classroom context influence the quality of feedback and overall engagement. Continuing development positions Visual Peer Review at the intersection of data visualization education, peer assessment, and educational technology.
Texture artist
A texture artist is an individual who develops textures for digital media, usually for video games, movies, web sites and television shows or things like 3D posters. These textures can be in the form of 2D or (rarely) 3D art that may be overlaid onto a polygon mesh to create a realistic 3D model. Texture artists often take advantage of web sites for the purposes of marketing their art and self-promotion of their skills with the goal of gaining employment from a professional game studio or to join a team working on a "mod" (modification) of an existing game in hopes of establishing industry or trade credentials.
Probably approximately correct learning
In computational learning theory, probably approximately correct (PAC) learning is a framework for mathematical analysis of machine learning. It was proposed in 1984 by Leslie Valiant. In this framework, the learner receives samples and must select a generalization function (called the hypothesis) from a certain class of possible functions. The goal is that, with high probability (the "probably" part), the selected function will have low generalization error (the "approximately correct" part). The learner must be able to learn the concept given any arbitrary approximation ratio, probability of success, or distribution of the samples. The model was later extended to treat noise (misclassified samples). An important innovation of the PAC framework is the introduction of computational complexity theory concepts to machine learning. In particular, the learner is expected to find efficient functions (time and space requirements bounded to a polynomial of the example size), and the learner itself must implement an efficient procedure (requiring an example count bounded to a polynomial of the concept size, modified by the approximation and likelihood bounds). == Definitions and terminology == In order to give the definition for something that is PAC-learnable, we first have to introduce some terminology. For the following definitions, two examples will be used. The first is the problem of character recognition given an array of n {\displaystyle n} bits encoding a binary-valued image. The other example is the problem of finding an interval that will correctly classify points within the interval as positive and the points outside of the range as negative. Let X {\displaystyle X} be a set called the instance space or the encoding of all the samples. In the character recognition problem, the instance space is X = { 0 , 1 } n {\displaystyle X=\{0,1\}^{n}} . In the interval problem the instance space, X {\displaystyle X} , is the set of all bounded intervals in R {\displaystyle \mathbb {R} } , where R {\displaystyle \mathbb {R} } denotes the set of all real numbers. A concept is a subset c ⊂ X {\displaystyle c\subset X} . One concept is the set of all patterns of bits in X = { 0 , 1 } n {\displaystyle X=\{0,1\}^{n}} that encode a picture of the letter "P". An example concept from the second example is the set of open intervals, { ( a , b ) ∣ 0 ≤ a ≤ π / 2 , π ≤ b ≤ 13 } {\displaystyle \{(a,b)\mid 0\leq a\leq \pi /2,\pi \leq b\leq {\sqrt {13}}\}} , each of which contains only the positive points. A concept class C {\displaystyle C} is a collection of concepts over X {\displaystyle X} . This could be the set of all subsets of the array of bits that are skeletonized 4-connected (width of the font is 1). Let EX ( c , D ) {\displaystyle \operatorname {EX} (c,D)} be a procedure that draws an example, x {\displaystyle x} , using a probability distribution D {\displaystyle D} and gives the correct label c ( x ) {\displaystyle c(x)} , that is 1 if x ∈ c {\displaystyle x\in c} and 0 otherwise. Now, given 0 < ϵ , δ < 1 {\displaystyle 0<\epsilon ,\delta <1} , assume there is an algorithm A {\displaystyle A} and a polynomial p {\displaystyle p} in 1 / ϵ , 1 / δ {\displaystyle 1/\epsilon ,1/\delta } (and other relevant parameters of the class C {\displaystyle C} ) such that, given a sample of size p {\displaystyle p} drawn according to EX ( c , D ) {\displaystyle \operatorname {EX} (c,D)} , then, with probability of at least 1 − δ {\displaystyle 1-\delta } , A {\displaystyle A} outputs a hypothesis h ∈ C {\displaystyle h\in C} that has an average error less than or equal to ϵ {\displaystyle \epsilon } on X {\displaystyle X} with the same distribution D {\displaystyle D} . Further if the above statement for algorithm A {\displaystyle A} is true for every concept c ∈ C {\displaystyle c\in C} and for every distribution D {\displaystyle D} over X {\displaystyle X} , and for all 0 < ϵ , δ < 1 {\displaystyle 0<\epsilon ,\delta <1} then C {\displaystyle C} is (efficiently) PAC learnable (or distribution-free PAC learnable). We can also say that A {\displaystyle A} is a PAC learning algorithm for C {\displaystyle C} . == Equivalence == Under some regularity conditions these conditions are equivalent: The concept class C is PAC learnable. The VC dimension of C is finite. C is a uniformly Glivenko-Cantelli class. C is compressible in the sense of Littlestone and Warmuth
Training, validation, and test data sets
In machine learning, a common task is the study and construction of algorithms that can learn from and make predictions on data. Such algorithms function by making data-driven predictions or decisions, through building a mathematical model from input data. These input data used to build the model are usually divided into multiple data sets. In particular, three data sets are commonly used in different stages of the creation of the model: training, validation, and testing sets. The model is initially fit on a training data set, which is a set of examples used to fit the parameters (e.g. weights of connections between neurons in artificial neural networks) of the model. The model (e.g. a naive Bayes classifier) is trained on the training data set using a supervised learning method, for example using optimization methods such as gradient descent or stochastic gradient descent. In practice, the training data set often consists of pairs of an input vector (or scalar) and the corresponding output vector (or scalar), where the answer key is commonly denoted as the target (or label). The current model is run with the training data set and produces a result, which is then compared with the target, for each input vector in the training data set. Based on the result of the comparison and the specific learning algorithm being used, the parameters of the model are adjusted. The model fitting can include both variable selection and parameter estimation. Successively, the fitted model is used to predict the responses for the observations in a second data set called the validation data set. The validation data set provides an unbiased evaluation of a model fit on the training data set while tuning the model's hyperparameters (e.g. the number of hidden units—layers and layer widths—in a neural network). Validation data sets can be used for regularization by early stopping (stopping training when the error on the validation data set increases, as this is a sign of over-fitting to the training data set). This simple procedure is complicated in practice by the fact that the validation data set's error may fluctuate during training, producing multiple local minima. This complication has led to the creation of many ad-hoc rules for deciding when over-fitting has truly begun. Finally, the test data set is a data set used to provide an unbiased evaluation of a model fit on the training data set. When the data in the test data set has never been used (for example in cross-validation), the test data set is called a holdout data set. The term "validation set" is sometimes used instead of "test set" in some literature (e.g., if the original data set was partitioned into only two subsets, the test set might be referred to as the validation set). Deciding the sizes and strategies for data set division in training, test and validation sets is very dependent on the problem and data available. == Training data set == A training data set is a data set of examples used during the learning process and is used to fit the parameters (e.g., weights) of, for example, a classifier. For classification tasks, a supervised learning algorithm looks at the training data set to determine, or learn, the optimal combinations of variables that will generate a good predictive model. The goal is to produce a trained (fitted) model that generalizes well to new, unknown data. The fitted model is evaluated using “new” examples from the held-out data sets (validation and test data sets) to estimate the model’s accuracy in classifying new data. To reduce the risk of issues such as over-fitting, the examples in the validation and test data sets should not be used to train the model. Most approaches that search through training data for empirical relationships tend to overfit the data, meaning that they can identify and exploit apparent relationships in the training data that do not hold in general. When a training set is continuously expanded with new data, then this is incremental learning. == Validation data set == A validation data set is a data set of examples used to tune the hyperparameters (i.e. the architecture) of a model. It is sometimes also called the development set or the "dev set". An example of a hyperparameter for artificial neural networks includes the number of hidden units in each layer. It, as well as the testing set (as mentioned below), should follow the same probability distribution as the training data set. In order to avoid overfitting, when any classification parameter needs to be adjusted, it is necessary to have a validation data set in addition to the training and test data sets. For example, if the most suitable classifier for the problem is sought, the training data set is used to train the different candidate classifiers, the validation data set is used to compare their performances and decide which one to take and, finally, the test data set is used to obtain the performance characteristics such as accuracy, sensitivity, specificity, F-measure, and so on. The validation data set functions as a hybrid: it is training data used for testing, but neither as part of the low-level training nor as part of the final testing. The basic process of using a validation data set for model selection (as part of training data set, validation data set, and test data set) is: Since our goal is to find the network having the best performance on new data, the simplest approach to the comparison of different networks is to evaluate the error function using data which is independent of that used for training. Various networks are trained by minimization of an appropriate error function defined with respect to a training data set. The performance of the networks is then compared by evaluating the error function using an independent validation set, and the network having the smallest error with respect to the validation set is selected. This approach is called the hold out method. Since this procedure can itself lead to some overfitting to the validation set, the performance of the selected network should be confirmed by measuring its performance on a third independent set of data called a test set. An application of this process is in early stopping, where the candidate models are successive iterations of the same network, and training stops when the error on the validation set grows, choosing the previous model (the one with minimum error). == Test data set == A test data set is a data set that is independent of the training data set, but that follows the same probability distribution as the training data set. A test set is therefore a set of examples used only to assess the performance (i.e. generalization) of a specified classifier on unseen data. To do this, the model is used to predict classifications of examples in the test set. Those predictions are compared to the examples' true classifications to assess the model's accuracy. If a model fit to the training and validation data set also fits the test data set well, minimal overfitting has taken place (see figure below). A better fitting of the training or validation data sets as opposed to the test data set usually points to overfitting. In the scenario where a data set has a low number of samples, it is usually partitioned into a training set and a validation data set, where the model is trained on the training set and refined using the validation set to improve accuracy, but this approach will lead to overfitting. The holdout method can also be employed, where the test set is used at the end, after training on the training set. Other techniques, such as cross-validation and bootstrapping, are used on small data sets. The bootstrap method generates numerous simulated data sets of the same size by randomly sampling with replacement from the original data, allowing the random data points to serve as test sets for evaluating model performance. Cross-validation splits the data set into multiple folds, with a single sub-fold used as test data; the model is trained on the remaining folds, and all folds are cross-validated (with results averaged and models consolidated) to estimate final model performance. Note that some sources advise against using a single split, as it can lead to overfitting as well as biased model performance estimates. For this reason, data sets are split into three partitions: training, validation and test data sets. The standard machine learning practice is to train on the training set and tune hyperparameters using the validation set, where the validation process selects the model with the lowest validation loss, which is then tested on the test data set (normally held out) to assess the final model. The holdout method for the test set reduces computation by avoiding using the test set after each epoch. The test data set should never be used for validating the training model or fine-tuning hyperparameters, as it provides an accurate and honest evaluation of the model's final performance on unseen dat
Vanishing gradient problem
In machine learning, the vanishing gradient problem is the problem of greatly diverging gradient magnitudes between earlier and later layers encountered when training neural networks with backpropagation. In such methods, neural network weights are updated proportional to their partial derivative of the loss function. As the number of forward propagation steps in a network increases, for instance due to greater network depth, the gradients of earlier weights are calculated with increasingly many multiplications. These multiplications shrink the gradient magnitude. Consequently, the gradients of earlier weights will be exponentially smaller than the gradients of later weights. This difference in gradient magnitude might introduce instability in the training process, slow it, or halt it entirely. For instance, consider the hyperbolic tangent activation function. The gradients of this function are in range [0,1]. The product of repeated multiplication with such gradients decreases exponentially. The inverse problem, when weight gradients at earlier layers get exponentially larger, is called the exploding gradient problem. Backpropagation allowed researchers to train supervised deep artificial neural networks from scratch, initially with little success. Hochreiter's diplom thesis of 1991 formally identified the reason for this failure in the "vanishing gradient problem", which not only affects many-layered feedforward networks, but also recurrent networks. The latter are trained by unfolding them into very deep feedforward networks, where a new layer is created for each time-step of an input sequence processed by the network (the combination of unfolding and backpropagation is termed backpropagation through time). == Prototypical models == This section is based on the paper On the difficulty of training Recurrent Neural Networks by Pascanu, Mikolov, and Bengio. === Recurrent network model === A generic recurrent network has hidden states h 1 , h 2 , … {\displaystyle h_{1},h_{2},\dots } , inputs u 1 , u 2 , … {\displaystyle u_{1},u_{2},\dots } , and outputs x 1 , x 2 , … {\displaystyle x_{1},x_{2},\dots } . Let it be parameterized by θ {\displaystyle \theta } , so that the system evolves as ( h t , x t ) = F ( h t − 1 , u t , θ ) {\displaystyle (h_{t},x_{t})=F(h_{t-1},u_{t},\theta )} Often, the output x t {\displaystyle x_{t}} is a function of h t {\displaystyle h_{t}} , as some x t = G ( h t ) {\displaystyle x_{t}=G(h_{t})} . The vanishing gradient problem already presents itself clearly when x t = h t {\displaystyle x_{t}=h_{t}} , so we simplify our notation to the special case with: x t = F ( x t − 1 , u t , θ ) {\displaystyle x_{t}=F(x_{t-1},u_{t},\theta )} Now, take its differential: d x t = ∇ θ F ( x t − 1 , u t , θ ) d θ + ∇ x F ( x t − 1 , u t , θ ) d x t − 1 = ∇ θ F ( x t − 1 , u t , θ ) d θ + ∇ x F ( x t − 1 , u t , θ ) [ ∇ θ F ( x t − 2 , u t − 1 , θ ) d θ + ∇ x F ( x t − 2 , u t − 1 , θ ) d x t − 2 ] ⋮ = [ ∇ θ F ( x t − 1 , u t , θ ) + ∇ x F ( x t − 1 , u t , θ ) ∇ θ F ( x t − 2 , u t − 1 , θ ) + ⋯ ] d θ {\displaystyle {\begin{aligned}dx_{t}&=\nabla _{\theta }F(x_{t-1},u_{t},\theta )d\theta +\nabla _{x}F(x_{t-1},u_{t},\theta )dx_{t-1}\\&=\nabla _{\theta }F(x_{t-1},u_{t},\theta )d\theta +\nabla _{x}F(x_{t-1},u_{t},\theta )\left[\nabla _{\theta }F(x_{t-2},u_{t-1},\theta )d\theta +\nabla _{x}F(x_{t-2},u_{t-1},\theta )dx_{t-2}\right]\\&\;\;\vdots \\&=\left[\nabla _{\theta }F(x_{t-1},u_{t},\theta )+\nabla _{x}F(x_{t-1},u_{t},\theta )\nabla _{\theta }F(x_{t-2},u_{t-1},\theta )+\cdots \right]d\theta \end{aligned}}} Training the network requires us to define a loss function to be minimized. Let it be L ( x T , u 1 , … , u T ) {\displaystyle L(x_{T},u_{1},\dots ,u_{T})} , then minimizing it by gradient descent gives Δ θ = − η ⋅ [ ∇ x L ( x T ) ( ∇ θ F ( x t − 1 , u t , θ ) + ∇ x F ( x t − 1 , u t , θ ) ∇ θ F ( x t − 2 , u t − 1 , θ ) + ⋯ ) ] T {\displaystyle \Delta \theta =-\eta \cdot \left[\nabla _{x}L(x_{T})\left(\nabla _{\theta }F(x_{t-1},u_{t},\theta )+\nabla _{x}F(x_{t-1},u_{t},\theta )\nabla _{\theta }F(x_{t-2},u_{t-1},\theta )+\cdots \right)\right]^{T}} where η {\displaystyle \eta } is the learning rate. The vanishing/exploding gradient problem appears because there are repeated multiplications, of the form ∇ x F ( x t − 1 , u t , θ ) ∇ x F ( x t − 2 , u t − 1 , θ ) ∇ x F ( x t − 3 , u t − 2 , θ ) ⋯ {\displaystyle \nabla _{x}F(x_{t-1},u_{t},\theta )\nabla _{x}F(x_{t-2},u_{t-1},\theta )\nabla _{x}F(x_{t-3},u_{t-2},\theta )\cdots } ==== Example: recurrent network with sigmoid activation ==== For a concrete example, consider a typical recurrent network defined by x t = F ( x t − 1 , u t , θ ) = W rec σ ( x t − 1 ) + W in u t + b {\displaystyle x_{t}=F(x_{t-1},u_{t},\theta )=W_{\text{rec}}\sigma (x_{t-1})+W_{\text{in}}u_{t}+b} where θ = ( W rec , W in ) {\displaystyle \theta =(W_{\text{rec}},W_{\text{in}})} is the network parameter, σ {\displaystyle \sigma } is the sigmoid activation function, applied to each vector coordinate separately, and b {\displaystyle b} is the bias vector. Then, ∇ x F ( x t − 1 , u t , θ ) = W rec diag ( σ ′ ( x t − 1 ) ) {\displaystyle \nabla _{x}F(x_{t-1},u_{t},\theta )=W_{\text{rec}}\operatorname {diag} (\sigma '(x_{t-1}))} , and so ∇ x F ( x t − 1 , u t , θ ) ∇ x F ( x t − 2 , u t − 1 , θ ) ⋯ ∇ x F ( x t − k , u t − k + 1 , θ ) = W rec diag ( σ ′ ( x t − 1 ) ) W rec diag ( σ ′ ( x t − 2 ) ) ⋯ W rec diag ( σ ′ ( x t − k ) ) {\displaystyle {\begin{aligned}&\nabla _{x}F(x_{t-1},u_{t},\theta )\nabla _{x}F(x_{t-2},u_{t-1},\theta )\cdots \nabla _{x}F(x_{t-k},u_{t-k+1},\theta )\\&=W_{\text{rec}}\operatorname {diag} (\sigma '(x_{t-1}))W_{\text{rec}}\operatorname {diag} (\sigma '(x_{t-2}))\cdots W_{\text{rec}}\operatorname {diag} (\sigma '(x_{t-k}))\end{aligned}}} Since | σ ′ | ≤ 1 {\displaystyle \left|\sigma '\right|\leq 1} , the operator norm of the above multiplication is bounded above by ‖ W rec ‖ k {\displaystyle \left\|W_{\text{rec}}\right\|^{k}} . So if the spectral radius of W rec {\displaystyle W_{\text{rec}}} is γ < 1 {\displaystyle \gamma <1} , then at large k {\displaystyle k} , the above multiplication has operator norm bounded above by γ k → 0 {\displaystyle \gamma ^{k}\to 0} . This is the prototypical vanishing gradient problem. The effect of a vanishing gradient is that the network cannot learn long-range effects. Recall Equation (loss differential): ∇ θ L = ∇ x L ( x T , u 1 , … , u T ) [ ∇ θ F ( x t − 1 , u t , θ ) + ∇ x F ( x t − 1 , u t , θ ) ∇ θ F ( x t − 2 , u t − 1 , θ ) + ⋯ ] {\displaystyle \nabla _{\theta }L=\nabla _{x}L(x_{T},u_{1},\dots ,u_{T})\left[\nabla _{\theta }F(x_{t-1},u_{t},\theta )+\nabla _{x}F(x_{t-1},u_{t},\theta )\nabla _{\theta }F(x_{t-2},u_{t-1},\theta )+\cdots \right]} The components of ∇ θ F ( x , u , θ ) {\displaystyle \nabla _{\theta }F(x,u,\theta )} are just components of σ ( x ) {\displaystyle \sigma (x)} and u {\displaystyle u} , so if u t , u t − 1 , … {\displaystyle u_{t},u_{t-1},\dots } are bounded, then ‖ ∇ θ F ( x t − k − 1 , u t − k , θ ) ‖ {\displaystyle \left\|\nabla _{\theta }F(x_{t-k-1},u_{t-k},\theta )\right\|} is also bounded by some M > 0 {\displaystyle M>0} , and so the terms in ∇ θ L {\displaystyle \nabla _{\theta }L} decay as M γ k {\displaystyle M\gamma ^{k}} . This means that, effectively, ∇ θ L {\displaystyle \nabla _{\theta }L} is affected only by the first O ( γ − 1 ) {\displaystyle O(\gamma ^{-1})} terms in the sum. If γ ≥ 1 {\displaystyle \gamma \geq 1} , the above analysis does not quite work. For the prototypical exploding gradient problem, the next model is clearer. === Dynamical systems model === Following (Doya, 1993), consider this one-neuron recurrent network with sigmoid activation: x t + 1 = ( 1 − ε ) x t + ε σ ( w x t + b ) + ε w ′ u t {\displaystyle x_{t+1}=(1-\varepsilon )x_{t}+\varepsilon \sigma (wx_{t}+b)+\varepsilon w'u_{t}} At the small ε {\displaystyle \varepsilon } limit, the dynamics of the network becomes d x d t = − x ( t ) + σ ( w x ( t ) + b ) + w ′ u ( t ) {\displaystyle {\frac {dx}{dt}}=-x(t)+\sigma (wx(t)+b)+w'u(t)} Consider first the autonomous case, with u = 0 {\displaystyle u=0} . Set w = 5.0 {\displaystyle w=5.0} , and vary b {\displaystyle b} in [ − 3 , − 2 ] {\displaystyle [-3,-2]} . As b {\displaystyle b} decreases, the system has 1 stable point, then has 2 stable points and 1 unstable point, and finally has 1 stable point again. Explicitly, the stable points are ( x , b ) = ( x , ln ( x 1 − x ) − 5 x ) {\displaystyle (x,b)=\left(x,\ln \left({\frac {x}{1-x}}\right)-5x\right)} . Now consider Δ x ( T ) Δ x ( 0 ) {\displaystyle {\frac {\Delta x(T)}{\Delta x(0)}}} and Δ x ( T ) Δ b {\displaystyle {\frac {\Delta x(T)}{\Delta b}}} , where T {\displaystyle T} is large enough that the system has settled into one of the stable points. If ( x ( 0 ) , b ) {\displaystyle (x(0),b)} puts the system very close to an unstable point, then a tiny variation in x ( 0 ) {\displaystyle x(0)} or b {\displaystyle b} wo
Text-to-image personalization
Text-to-Image personalization is a task in deep learning for computer graphics that augments pre-trained text-to-image generative models. In this task, a generative model that was trained on large-scale data (usually a foundation model), is adapted such that it can generate images of novel, user-provided concepts. These concepts are typically unseen during training, and may represent specific objects (such as the user's pet) or more abstract categories (new artistic style or object relations). Text-to-Image personalization methods typically bind the novel (personal) concept to new words in the vocabulary of the model. These words can then be used in future prompts to invoke the concept for subject-driven generation, inpainting, style transfer and even to correct biases in the model. To do so, models either optimize word-embeddings, fine-tune the generative model itself, or employ a mixture of both approaches. == Technology == Text-to-Image personalization was first proposed during August 2022 by two concurrent works, Textual Inversion and DreamBooth. In both cases, a user provides a few images (typically 3–5) of a concept, like their own dog, together with a coarse descriptor of the concept class (like the word "dog"). The model then learns to represent the subject through a reconstruction based objective, where prompts referring to the subject are expected to reconstruct images from the training set. In Textual Inversion, the personalized concepts are introduced into the text-to-image model by adding new words to the vocabulary of the model. Typical text-to-image models represent words (and sometimes parts-of-words) as tokens, or indices in a predefined dictionary. During generation, an input prompt is converted into such tokens, each of which is converted into a ‘word-embedding’: a continuous vector representation which is learned for each token as part of the model's training. Textual Inversion proposes to optimize a new word-embedding vector for representing the novel concept. This new embedding vector can then be assigned to a user-chosen string, and invoked whenever the user's prompt contains this string. In DreamBooth, rather than optimizing a new word vector, the full generative model itself is fine-tuned. The user first selects an existing token, typically one which rarely appears in prompts. The subject itself is then represented by a string containing this token, followed by a coarse descriptor of the subject's class. A prompt describing the subject will then take the form: "A photo of
Shattered set
A class of sets is said to shatter another set if it is possible to "pick out" any element of that set using intersection. The concept of shattered sets plays an important role in Vapnik–Chervonenkis theory, also known as VC-theory. Shattering and VC-theory are used in the study of empirical processes as well as in statistical computational learning theory. == Definition == Suppose A is a set and C is a class of sets. The class C shatters the set A if for each subset a of A, there is some element c of C such that a = c ∩ A . {\displaystyle a=c\cap A.} Equivalently, C shatters A when their intersection is equal to A's power set: P(A) = { c ∩ A | c ∈ C }. We employ the letter C to refer to a "class" or "collection" of sets, as in a Vapnik–Chervonenkis class (VC-class). The set A is often assumed to be finite because, in empirical processes, we are interested in the shattering of finite sets of data points. == Example == We will show that the class of all discs in the plane (two-dimensional space) does not shatter every set of four points on the unit circle, yet the class of all convex sets in the plane does shatter every finite set of points on the unit circle. Let A be a set of four points on the unit circle and let C be the class of all discs. To test where C shatters A, we attempt to draw a disc around every subset of points in A. First, we draw a disc around the subsets of each isolated point. Next, we try to draw a disc around every subset of point pairs. This turns out to be doable for adjacent points, but impossible for points on opposite sides of the circle. Any attempt to include those points on the opposite side will necessarily include other points not in that pair. Hence, any pair of opposite points cannot be isolated out of A using intersections with class C and so C does not shatter A. As visualized below: Because there is some subset which can not be isolated by any disc in C, we conclude then that A is not shattered by C. And, with a bit of thought, we can prove that no set of four points is shattered by this C. However, if we redefine C to be the class of all elliptical discs, we find that we can still isolate all the subsets from above, as well as the points that were formerly problematic. Thus, this specific set of 4 points is shattered by the class of elliptical discs. Visualized below: With a bit of thought, we could generalize that any set of finite points on a unit circle could be shattered by the class of all convex sets (visualize connecting the dots). == Shatter coefficient == To quantify the richness of a collection C of sets, we use the concept of shattering coefficients (also known as the growth function). For a collection C of sets s ⊂ Ω {\displaystyle s\subset \Omega } , Ω {\displaystyle \Omega } being any space, often a sample space, we define the nth shattering coefficient of C as S C ( n ) = max ∀ x 1 , x 2 , … , x n ∈ Ω card { { x 1 , x 2 , … , x n } ∩ s , s ∈ C } {\displaystyle S_{C}(n)=\max _{\forall x_{1},x_{2},\dots ,x_{n}\in \Omega }\operatorname {card} \{\,\{\,x_{1},x_{2},\dots ,x_{n}\}\cap s,s\in C\}} where card {\displaystyle \operatorname {card} } denotes the cardinality of the set and x 1 , x 2 , … , x n ∈ Ω {\displaystyle x_{1},x_{2},\dots ,x_{n}\in \Omega } is any set of n points,. S C ( n ) {\displaystyle S_{C}(n)} is the largest number of subsets of any set A of n points that can be formed by intersecting A with the sets in collection C. For example, if set A contains 3 points, its power set, P ( A ) {\displaystyle P(A)} , contains 2 3 = 8 {\displaystyle 2^{3}=8} elements. If C shatters A, its shattering coefficient(3) would be 8 and S C ( 2 ) {\displaystyle S_{C}(2)} would be 2 2 = 4 {\displaystyle 2^{2}=4} . However, if one of those sets in P ( A ) {\displaystyle P(A)} cannot be obtained through intersections in c, then S C ( 3 ) {\displaystyle S_{C}(3)} would only be 7. If none of those sets can be obtained, S C ( 3 ) {\displaystyle S_{C}(3)} would be 0. Additionally, if S C ( 2 ) = 3 {\displaystyle S_{C}(2)=3} , for example, then there is an element in the set of all 2-point sets from A that cannot be obtained from intersections with C. It follows from this that S C ( 3 ) {\displaystyle S_{C}(3)} would also be less than 8 (i.e. C would not shatter A) because we have already located a "missing" set in the smaller power set of 2-point sets. This example illustrates some properties of S C ( n ) {\displaystyle S_{C}(n)} : S C ( n ) ≤ 2 n {\displaystyle S_{C}(n)\leq 2^{n}} for all n because { s ∩ A | s ∈ C } ⊆ P ( A ) {\displaystyle \{s\cap A|s\in C\}\subseteq P(A)} for any A ⊆ Ω {\displaystyle A\subseteq \Omega } . If S C ( n ) = 2 n {\displaystyle S_{C}(n)=2^{n}} , that means there is a set of cardinality n, which can be shattered by C. If S C ( N ) < 2 N {\displaystyle S_{C}(N)<2^{N}} for some N > 1 {\displaystyle N>1} then S C ( n ) < 2 n {\displaystyle S_{C}(n)<2^{n}} for all n ≥ N {\displaystyle n\geq N} . The third property means that if C cannot shatter any set of cardinality N then it can not shatter sets of larger cardinalities. == Vapnik–Chervonenkis class == If A cannot be shattered by C, there will be a smallest value of n that makes the shatter coefficient(n) less than 2 n {\displaystyle 2^{n}} because as n gets larger, there are more sets that could be missed. Alternatively, there is also a largest value of n for which the S C ( n ) {\displaystyle S_{C}(n)} is still 2 n {\displaystyle 2^{n}} , because as n gets smaller, there are fewer sets that could be omitted. The extreme of this is S C ( 0 ) {\displaystyle S_{C}(0)} (the shattering coefficient of the empty set), which must always be 2 0 = 1 {\displaystyle 2^{0}=1} . These statements lends themselves to defining the VC dimension of a class C as: V C ( C ) = min n { n : S C ( n ) < 2 n } {\displaystyle VC(C)={\underset {n}{\min }}\{n:S_{C}(n)<2^{n}\}\,} or, alternatively, as V C 0 ( C ) = max n { n : S C ( n ) = 2 n } . {\displaystyle VC_{0}(C)={\underset {n}{\max }}\{n:S_{C}(n)=2^{n}\}.\,} Note that V C ( C ) = V C 0 ( C ) + 1. {\displaystyle VC(C)=VC_{0}(C)+1.} . The VC dimension is usually defined as V C 0 {\displaystyle VC_{0}} , the largest cardinality of points chosen that will still shatter A (i.e. n such that S C ( n ) = 2 n {\displaystyle S_{C}(n)=2^{n}} ). Altneratively, if for any n there is a set of cardinality n which can be shattered by C, then S C ( n ) = 2 n {\displaystyle S_{C}(n)=2^{n}} for all n and the VC dimension of this class C is infinite. A class with finite VC dimension is called a Vapnik–Chervonenkis class or VC class. A class C is uniformly Glivenko–Cantelli if and only if it is a VC class.