MedSLT is a medium-ranged open source spoken language translator developed by the University of Geneva. It is funded by the Swiss National Science Foundation. The system has been designed for the medical domain. It currently covers the doctor-patient diagnosis dialogues for the domains of headache, chest and abdominal pain in English, French, Japanese, Spanish, Catalan and Arabic. The vocabulary used ranges from 350 to 1000 words depending on the domain and language pair. == Motivation for creating MedSLT == With more than 6000 languages worldwide, language barriers become an increasing problem for healthcare. The lack of medical interpreters can lead to disastrous consequences. These range from prolonged hospital stays to wrong diagnosis and medication. A study found that only about half of the 23 million people with limited proficiency in English in the United States had been provided with a medical interpreter. Millions of refugees and immigrants worldwide face similar problems, although not always as severe. The gap between need and availability of language services might be closed with speech translation systems. == Challenges == The biggest challenge is and was to develop an ideal system, though it is not possible to do so at this moment. This system would fit the needs of doctors and the patients alike, and would provide accurate and flexible translation. A realisation of an ideal translation tool is impossible without the use of unrestricted language and a large vocabulary. Medical professionals demand high reliability from translation. This favours rule-based architectures over data-driven. The latter are more suitable for inexperienced users. Rule-based architectures achieve higher accuracy especially if used by experts. Though it is highly desirable to build a bidirectional system supporting a two-way dialogue, which concentrates on patient-centered communication, the patients will have difficult access to the system. Most patients have no experience with such systems. Less reliable results for translation from the patient-to-doctor direction are the outcome. To overcome this the system needs to provide either easy access or an integrated help tool to guide the users through the process. Although controlled rule-based systems achieve good results, they are brittle. To receive good translations the user needs to be familiar with the system and has to know what is covered by the grammar. Covering different sub-domains (headache, chest and abdominal pain) and language pairs presents additional problems. A shared structure and grammar for all subdomains and language pairs minimises development and maintenance costs. The integration of new doctor and patient languages is also a key challenge. Adding new languages should be quick and rather simple, because he system has to be used in many countries to cover multiple language pairs. Direct translation from source to target language proves to be rather difficult. Using interlingua for unidirectional translation instead of a bidirectional approach helps to simplify the translation process. On top of this, the system has to run on different platforms, because mobility is a key issue for many attending physicians. A portable version addresses these issues, but has to deal with the heavy load of the translation process. == The MedSLT system == The system's speech recognition is based on the Nuance 8.5 platform that supports grammar-based language models. All grammars used for recognition, analysis and generation are compiled from a small set of unification grammars. These core grammars are created by the open-source Regulus Grammar Compiler and are automatically specialised using corpus-driven methods. The specialisation considers both the task (recognition, analysis and generation) and the sub-domain (headache, chest and abdominal pain). The specialisation uses the explanation-based learning algorithm to create a treebank from the training corpus. These examples are divided into sets of subtrees by using domain- and grammar-specific rules (also known as "operationality criteria" in machine translation). The subtree rules are combined into a single rule, creating a specialised unification grammar. The grammar is compiled to an executable form, for analysis and generation by a parser or generator, and for recognition of a CFG grammar. A CFG grammar is required for the Nuance engine. Compilation by Nuance-specific criteria turns the grammar into speech recognition packages. The final step uses the training corpus again for statistical tuning of the language model. MedSLT translation processes are based on a rule-based interlingua. The interlingua is treated as an actual language (it is a very simple version of English) and is specified by a Regulus grammar. This grammar does not take account of complex surface syntax phenomena of real languages like movement or agreement. A set of rules is the base for translating the source language semantic representation to interlingua. Another set of rules covers the translation from interlingua to the target language. The semantic representations are converted to surface words using a target language grammar. Defining semantics for a specific domain enables the developers to specify interlingua with a small, tightly constraint semantic grammar. The translations based on interlingua match direct translations almost perfectly, because the development shifts to a decoupled monolingual architecture. A set of combined interlingua corpora, with one corpus per sub-domain, is the core of this architecture. All source language development corpora are translated to interlingua. These are sorted and grouped together with the corresponding source language examples. The interlingua forms are then translated into each target language, and the results are attached together. This organisation improves the translation process. There is no duplicated effort for multilingual regression testing, because each parsing and generation step is performed once. This allows more frequent testing. The representation language used for all forms is Almost Flat Functional semantics. AFF is derived from the Spoken Language Translator, the precursor of MEdSLT. SLT uses Quasi Logical Form, a logical based representation language. QLF is an expressive yet very complex language, causing high development and maintenance costs. A minimal solution was planned for the medical translator. Early versions of the system utilised a language using simple feature-value lists. These lists were supplemented with an optional level of nesting to represent subordinate clauses (i.e. embedded clauses). Determiners were not included, because they are hard to translate and it is difficult to reliably distinguish and recognise them. This way, translation rules became a lot simpler, because only a list of feature-value pairs had to be mapped to another list of pairs. The language turned out to be underconstrained. Adding natural sortal constraints to the grammar solved this problem, but also returned the language to a more expressive formalism. The newly created AFF combines elements of QLF and the feature-value list semantics. This version of flat semantics is enhanced with additional functional markings. This together with a relatively small vocabulary solved the ambiguity problem of the original flat representation language without creating overly complex rules. In addition, the syntactic structures are treated carefully by a compromise of linguistic and engineering traditions. The grammars are in fact retrieved from linguistically motivated resource, using corpus-based methods. They are driven by small sets of examples. This results in simpler and flatter domain-specific grammars. The semantics are less sophisticated and represent a minimal approach in the engineering tradition. Each lexical item contributes a set of feature-value pairs. This leads to simple-to-write translation rules. There are only lists of features-value pairs to map to other feature-value pairs. However, as a result the machine translation channel model becomes underspecified and is weakened, whereas the target language model is strengthened. An intelligent help module is integrated into the system to support users in utilising the full coverage of the grammars. This tool provides the user with examples as close as possible to the users original utterance. The output is based on a library. Each sub-domain and language pair has its own library. The contents are extracted from the combined interlingua corpora. The help module scans the corpus for the tagged source language form mapped with the corresponding target language form. Additionally a second statistical recogniser is used as backup. The results are used to select similar examples from the library. According to the generation preferences, one of the derived strings is picked and the target language string is realised as spoken language. Some statistical corpus based meth
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
Polynomial kernel
In machine learning, the polynomial kernel is a kernel function commonly used with support vector machines (SVMs) and other kernelized models, that represents the similarity of vectors (training samples) in a feature space over polynomials of the original variables, allowing learning of non-linear models. Intuitively, the polynomial kernel looks not only at the given features of input samples to determine their similarity, but also combinations of these. In the context of regression analysis, such combinations are known as interaction features. The (implicit) feature space of a polynomial kernel is equivalent to that of polynomial regression, but without the combinatorial blowup in the number of parameters to be learned. When the input features are binary-valued (booleans), then the features correspond to logical conjunctions of input features. == Definition == For degree-d polynomials, the polynomial kernel is defined as K ( x , y ) = ( x T y + c ) d {\displaystyle K(\mathbf {x} ,\mathbf {y} )=(\mathbf {x} ^{\mathsf {T}}\mathbf {y} +c)^{d}} where x and y are vectors of size n in the input space, i.e. vectors of features computed from training or test samples and c ≥ 0 is a free parameter trading off the influence of higher-order versus lower-order terms in the polynomial. When c = 0, the kernel is called homogeneous. (A further generalized polykernel divides xTy by a user-specified scalar parameter a.) As a kernel, K corresponds to an inner product in a feature space based on some mapping φ: K ( x , y ) = ⟨ φ ( x ) , φ ( y ) ⟩ {\displaystyle K(\mathbf {x} ,\mathbf {y} )=\langle \varphi (\mathbf {x} ),\varphi (\mathbf {y} )\rangle } The nature of φ can be seen from an example. Let d = 2, so we get the special case of the quadratic kernel. After using the multinomial theorem (twice—the outermost application is the binomial theorem) and regrouping, K ( x , y ) = ( ∑ i = 1 n x i y i + c ) 2 = ∑ i = 1 n ( x i 2 ) ( y i 2 ) + ∑ i = 2 n ∑ j = 1 i − 1 ( 2 x i x j ) ( 2 y i y j ) + ∑ i = 1 n ( 2 c x i ) ( 2 c y i ) + c 2 {\displaystyle K(\mathbf {x} ,\mathbf {y} )=\left(\sum _{i=1}^{n}x_{i}y_{i}+c\right)^{2}=\sum _{i=1}^{n}\left(x_{i}^{2}\right)\left(y_{i}^{2}\right)+\sum _{i=2}^{n}\sum _{j=1}^{i-1}\left({\sqrt {2}}x_{i}x_{j}\right)\left({\sqrt {2}}y_{i}y_{j}\right)+\sum _{i=1}^{n}\left({\sqrt {2c}}x_{i}\right)\left({\sqrt {2c}}y_{i}\right)+c^{2}} From this it follows that the feature map is given by: φ ( x ) = ( x n 2 , … , x 1 2 , 2 x n x n − 1 , … , 2 x n x 1 , 2 x n − 1 x n − 2 , … , 2 x n − 1 x 1 , … , 2 x 2 x 1 , 2 c x n , … , 2 c x 1 , c ) {\displaystyle \varphi (x)=\left(x_{n}^{2},\ldots ,x_{1}^{2},{\sqrt {2}}x_{n}x_{n-1},\ldots ,{\sqrt {2}}x_{n}x_{1},{\sqrt {2}}x_{n-1}x_{n-2},\ldots ,{\sqrt {2}}x_{n-1}x_{1},\ldots ,{\sqrt {2}}x_{2}x_{1},{\sqrt {2c}}x_{n},\ldots ,{\sqrt {2c}}x_{1},c\right)} generalizing for ( x T y + c ) d {\displaystyle \left(\mathbf {x} ^{T}\mathbf {y} +c\right)^{d}} , where x ∈ R n {\displaystyle \mathbf {x} \in \mathbb {R} ^{n}} , y ∈ R n {\displaystyle \mathbf {y} \in \mathbb {R} ^{n}} and applying the multinomial theorem: ( x T y + c ) d = ∑ j 1 + j 2 + ⋯ + j n + 1 = d d ! j 1 ! ⋯ j n ! j n + 1 ! x 1 j 1 ⋯ x n j n c j n + 1 d ! j 1 ! ⋯ j n ! j n + 1 ! y 1 j 1 ⋯ y n j n c j n + 1 = φ ( x ) T φ ( y ) {\displaystyle {\begin{alignedat}{2}\left(\mathbf {x} ^{T}\mathbf {y} +c\right)^{d}&=\sum _{j_{1}+j_{2}+\dots +j_{n+1}=d}{\frac {\sqrt {d!}}{\sqrt {j_{1}!\cdots j_{n}!j_{n+1}!}}}x_{1}^{j_{1}}\cdots x_{n}^{j_{n}}{\sqrt {c}}^{j_{n+1}}{\frac {\sqrt {d!}}{\sqrt {j_{1}!\cdots j_{n}!j_{n+1}!}}}y_{1}^{j_{1}}\cdots y_{n}^{j_{n}}{\sqrt {c}}^{j_{n+1}}\\&=\varphi (\mathbf {x} )^{T}\varphi (\mathbf {y} )\end{alignedat}}} The last summation has l d = ( n + d d ) {\displaystyle l_{d}={\tbinom {n+d}{d}}} elements, so that: φ ( x ) = ( a 1 , … , a l , … , a l d ) {\displaystyle \varphi (\mathbf {x} )=\left(a_{1},\dots ,a_{l},\dots ,a_{l_{d}}\right)} where l = ( j 1 , j 2 , . . . , j n , j n + 1 ) {\displaystyle l=(j_{1},j_{2},...,j_{n},j_{n+1})} and a l = d ! j 1 ! ⋯ j n ! j n + 1 ! x 1 j 1 ⋯ x n j n c j n + 1 | j 1 + j 2 + ⋯ + j n + j n + 1 = d {\displaystyle a_{l}={\frac {\sqrt {d!}}{\sqrt {j_{1}!\cdots j_{n}!j_{n+1}!}}}x_{1}^{j_{1}}\cdots x_{n}^{j_{n}}{\sqrt {c}}^{j_{n+1}}\quad |\quad j_{1}+j_{2}+\dots +j_{n}+j_{n+1}=d} == Practical use == Although the RBF kernel is more popular in SVM classification than the polynomial kernel, the latter is quite popular in natural language processing (NLP). The most common degree is d = 2 (quadratic), since larger degrees tend to overfit on NLP problems. Various ways of computing the polynomial kernel (both exact and approximate) have been devised as alternatives to the usual non-linear SVM training algorithms, including: full expansion of the kernel prior to training/testing with a linear SVM, i.e. full computation of the mapping φ as in polynomial regression; basket mining (using a variant of the apriori algorithm) for the most commonly occurring feature conjunctions in a training set to produce an approximate expansion; inverted indexing of support vectors. One problem with the polynomial kernel is that it may suffer from numerical instability: when xTy + c < 1, K(x, y) = (xTy + c)d tends to zero with increasing d, whereas when xTy + c > 1, K(x, y) tends to infinity.
Exploratory blockmodeling
Exploratory blockmodeling is an (inductive) approach (or a group of approaches) in blockmodeling regarding the specification of an ideal blockmodel. This approach, also known as hypotheses-generating, is the simplest approach, as it "merely involves the definition of the block types permitted as well as of the number of clusters." With this approach, researcher usually defines the best possible blockmodel, which then represent the base for the analysis of the whole network. This approach is usually based on: previous analyses and theoretical considerations, using stricker blockmodel and block types, where the structural equivalence is stricker than the regular equivalence and using smaller number of classes. The opposite approach is called a confirmatory blockmodeling.
Local tangent space alignment
Local tangent space alignment (LTSA) is a method for manifold learning, which can efficiently learn a nonlinear embedding into low-dimensional coordinates from high-dimensional data, and can also reconstruct high-dimensional coordinates from embedding coordinates. It is based on the intuition that when a manifold is correctly unfolded, all of the tangent hyperplanes to the manifold will become aligned. It begins by computing the k-nearest neighbors of every point. It computes the tangent space at every point by computing the d-first principal components in each local neighborhood. It then optimizes to find an embedding that aligns the tangent spaces, but it ignores the label information conveyed by data samples, and thus can not be used for classification directly.
Case-based reasoning
Case-based reasoning (CBR), broadly construed, is the process of solving new problems based on the solutions of similar past problems. In everyday life, an auto mechanic who fixes an engine by recalling another car that exhibited similar symptoms is using case-based reasoning. A lawyer who advocates a particular outcome in a trial based on legal precedents or a judge who creates case law is using case-based reasoning. So, too, an engineer copying working elements of nature (practicing biomimicry) is treating nature as a database of solutions to problems. Case-based reasoning is a prominent type of analogy solution making. It has been argued that case-based reasoning is not only a powerful method for computer reasoning, but also a pervasive behavior in everyday human problem solving; or, more radically, that all reasoning is based on past cases personally experienced. This view is related to prototype theory, which is most deeply explored in cognitive science. == Process == Case-based reasoning has been formalized for purposes of computer reasoning as a four-step process: Retrieve: Given a target problem, retrieve cases relevant to solving it from memory. A case consists of a problem, its solution, and, typically, annotations about how the solution was derived. For example, suppose Fred wants to prepare blueberry pancakes. Being a novice cook, the most relevant experience he can recall is one in which he successfully made plain pancakes. The procedure he followed for making the plain pancakes, together with justifications for decisions made along the way, constitutes Fred's retrieved case. Reuse: Map the solution from the previous case to the target problem. This may involve adapting the solution as needed to fit the new situation. In the pancake example, Fred must adapt his retrieved solution to include the addition of blueberries. Revise: Having mapped the previous solution to the target situation, test the new solution in the real world (or a simulation) and, if necessary, revise. Suppose Fred adapted his pancake solution by adding blueberries to the batter. After mixing, he discovers that the batter has turned blue – an undesired effect. This suggests the following revision: delay the addition of blueberries until after the batter has been ladled into the pan. Retain: After the solution has been successfully adapted to the target problem, store the resulting experience as a new case in memory. Fred, accordingly, records his new-found procedure for making blueberry pancakes, thereby enriching his set of stored experiences, and better preparing him for future pancake-making demands. == Comparison to other methods == At first glance, CBR may seem similar to the rule induction algorithms of machine learning. Like a rule-induction algorithm, CBR starts with a set of cases or training examples; it forms generalizations of these examples, albeit implicit ones, by identifying commonalities between a retrieved case and the target problem. If for instance a procedure for plain pancakes is mapped to blueberry pancakes, a decision is made to use the same basic batter and frying method, thus implicitly generalizing the set of situations under which the batter and frying method can be used. The key difference, however, between the implicit generalization in CBR and the generalization in rule induction lies in when the generalization is made. A rule-induction algorithm draws its generalizations from a set of training examples before the target problem is even known; that is, it performs eager generalization. For instance, if a rule-induction algorithm were given recipes for plain pancakes, Dutch apple pancakes, and banana pancakes as its training examples, it would have to derive, at training time, a set of general rules for making all types of pancakes. It would not be until testing time that it would be given, say, the task of cooking blueberry pancakes. The difficulty for the rule-induction algorithm is in anticipating the different directions in which it should attempt to generalize its training examples. This is in contrast to CBR, which delays (implicit) generalization of its cases until testing time – a strategy of lazy generalization. In the pancake example, CBR has already been given the target problem of cooking blueberry pancakes; thus it can generalize its cases exactly as needed to cover this situation. CBR therefore tends to be a good approach for rich, complex domains in which there are myriad ways to generalize a case. In law, there is often explicit delegation of CBR to courts, recognizing the limits of rule based reasons: limiting delay, limited knowledge of future context, limit of negotiated agreement, etc. While CBR in law and cognitively inspired CBR have long been associated, the former is more clearly an interpolation of rule based reasoning, and judgment, while the latter is more closely tied to recall and process adaptation. The difference is clear in their attitude toward error and appellate review. Another name for case-based reasoning in problem solving is symptomatic strategies. It does require à priori domain knowledge that is gleaned from past experience which established connections between symptoms and causes. This knowledge is referred to as shallow, compiled, evidential, history-based as well as case-based knowledge. This is the strategy most associated with diagnosis by experts. Diagnosis of a problem transpires as a rapid recognition process in which symptoms evoke appropriate situation categories. An expert knows the cause by virtue of having previously encountered similar cases. Case-based reasoning is the most powerful strategy, and that used most commonly. However, the strategy won't work independently with truly novel problems, or where deeper understanding of whatever is taking place is sought. An alternative approach to problem solving is the topographic strategy which falls into the category of deep reasoning. With deep reasoning, in-depth knowledge of a system is used. Topography in this context means a description or an analysis of a structured entity, showing the relations among its elements. Also known as reasoning from first principles, deep reasoning is applied to novel faults when experience-based approaches aren't viable. The topographic strategy is therefore linked to à priori domain knowledge that is developed from a more a fundamental understanding of a system, possibly using first-principles knowledge. Such knowledge is referred to as deep, causal or model-based knowledge. Hoc and Carlier noted that symptomatic approaches may need to be supported by topographic approaches because symptoms can be defined in diverse terms. The converse is also true – shallow reasoning can be used abductively to generate causal hypotheses, and deductively to evaluate those hypotheses, in a topographical search. == Criticism == Critics of CBR argue that it is an approach that accepts anecdotal evidence as its main operating principle. Without statistically relevant data for backing and implicit generalization, there is no guarantee that the generalization is correct. However, all inductive reasoning where data is too scarce for statistical relevance is inherently based on anecdotal evidence. == History == CBR traces its roots to the work of Roger Schank and his students at Yale University in the early 1980s. Schank's model of dynamic memory was the basis for the earliest CBR systems: Janet Kolodner's CYRUS and Michael Lebowitz's IPP. Other schools of CBR and closely allied fields emerged in the 1980s, which directed at topics such as legal reasoning, memory-based reasoning (a way of reasoning from examples on massively parallel machines), and combinations of CBR with other reasoning methods. In the 1990s, interest in CBR grew internationally, as evidenced by the establishment of an International Conference on Case-Based Reasoning in 1995, as well as European, German, British, Italian, and other CBR workshops. CBR technology has resulted in the deployment of a number of successful systems, the earliest being Lockheed's CLAVIER, a system for laying out composite parts to be baked in an industrial convection oven. CBR has been used extensively in applications such as the Compaq SMART system and has found a major application area in the health sciences, as well as in structural safety management. There is recent work that develops CBR within a statistical framework and formalizes case-based inference as a specific type of probabilistic inference. Thus, it becomes possible to produce case-based predictions equipped with a certain level of confidence. One description of the difference between CBR and induction from instances is that statistical inference aims to find what tends to make cases similar while CBR aims to encode what suffices to claim similarly.
List of datasets for machine-learning research
These datasets are used in machine learning (ML) research and have been cited in peer-reviewed academic journals. Datasets are an integral part of the field of machine learning. Major advances in this field can result from advances in learning algorithms (such as deep learning), computer hardware, and, less intuitively, the availability of high-quality training datasets. High-quality labeled training datasets for supervised and semi-supervised machine-learning algorithms are usually difficult and expensive to produce because of the large amount of time needed to label the data. Although they do not need to be labeled, high-quality unlabeled datasets for unsupervised learning can also be difficult and costly to produce. Many organizations, including governments, publish and share their datasets, often using common metadata formats (such as Croissant). The datasets are classified, based on the licenses, into two groups: open data and non-open data. The datasets from various governmental-bodies are presented in List of open government data sites. The datasets are ported on open data portals. They are made available for searching, depositing and accessing through interfaces like Open API. The datasets are made available as various sorted types and subtypes. == List of sorting used for datasets == The data portal is classified based on its type of license. The open source license based data portals are known as open data portals which are used by many government organizations and academic institutions. == List of open data portals == == List of portals suitable for multiple types of applications == The data portal sometimes lists a wide variety of subtypes of datasets pertaining to many machine learning applications. == List of portals suitable for a specific subtype of applications == The data portals which are suitable for a specific subtype of machine learning application are listed in the subsequent sections. == Image data == == Text data == These datasets consist primarily of text for tasks such as natural language processing, sentiment analysis, translation, and cluster analysis. === Reviews === === News articles === === Messages === === Twitter and tweets === === Dialogues === === Legal === === Other text === == Sound data == These datasets consist of sounds and sound features used for tasks such as speech recognition and speech synthesis. === Speech === === Music === === Other sounds === == Signal data == Datasets containing electric signal information requiring some sort of signal processing for further analysis. === Electrical === === Motion-tracking === === Other signals === == Chemical data == Datasets from physical systems. === Chemical Reactions with transition states (TS) === === OpenReACT-CHON-EFH === OpenReACT-CHON-EFH (Open Reaction Dataset of Atomic ConfiguraTions comprising C, H, O and N with Energies, Forces and Hessians) is a 2025 open-access benchmark for machine-learning interatomic potentials. RTP set – 35,087 stationary-point geometries (reactant, transition state and product) drawn from 11,961 elementary reactions, each labeled with density-functional energies, atomic forces and full Hessian matrices at the ωB97X-D/6-31G(d) level. IRC set – 34,248 structures along 600 minimum-energy reaction paths, used to test extrapolation beyond trained stationary points. NMS set – 62,527 off-equilibrium geometries generated by normal-mode sampling to probe model robustness under thermal perturbations. The collection underpins the study Does Hessian Data Improve the Performance of Machine Learning Potentials? and was used to train and benchmark the machine-learning interatomic potentials reported therein. The dataset itself is distributed under a CC licence via Figshare. == Physical data == Datasets from physical systems. === High-energy physics === === Systems === === Astronomy === === Earth science === === Other physical === == Biological data == Datasets from biological systems. === Human === === Animal === === Fungi === === Plant === === Microbe === === Drug discovery === == Anomaly data == == Question answering data == This section includes datasets that deals with structured data. == Dialog or instruction prompted data == This section includes datasets that contains multi-turn text with at least two actors, a "user" and an "agent". The user makes requests for the agent, which performs the request. == Cybersecurity == == Climate and sustainability == == Code data == == Multivariate data == === Financial === === Weather === === Census === === Transit === === Internet === === Games === === Other multivariate === == Curated repositories of datasets == As datasets come in myriad formats and can sometimes be difficult to use, there has been considerable work put into curating and standardizing the format of datasets to make them easier to use for machine learning research. OpenML: Web platform with Python, R, Java, and other APIs for downloading hundreds of machine learning datasets, evaluating algorithms on datasets, and benchmarking algorithm performance against dozens of other algorithms. PMLB: A large, curated repository of benchmark datasets for evaluating supervised machine learning algorithms. Provides classification and regression datasets in a standardized format that are accessible through a Python API. Metatext NLP: https://metatext.io/datasets web repository maintained by community, containing nearly 1000 benchmark datasets, and counting. Provides many tasks from classification to QA, and various languages from English, Portuguese to Arabic. Appen: Off The Shelf and Open Source Datasets hosted and maintained by the company. These biological, image, physical, question answering, signal, sound, text, and video resources number over 250 and can be applied to over 25 different use cases.