There are several aspects that might influence the performance achieved by existing learning systems. It has been reported that one of these aspects is related to class imbalance in which examples in training data belonging to one class heavily outnumber the examples in the other class. In this situation, which is found in real world data describing an infrequent but important event, the learning system may have difficulties to learn the concept related to the minority class. In this work we perform a broad experimental evaluation involving ten methods, three of them proposed by the authors, to deal with the class imbalance problem in thirteen UCI data sets. Our experiments provide evidence that class imbalance does not systematically hinder the performance of learning systems. In fact, the problem seems to be related to learning with too few minority class examples in the presence of other complicating factors, such as class overlapping. Two of our proposed methods deal with these conditions directly, allying a known over-sampling method with data cleaning methods in order to produce better-defined class clusters. Our comparative experiments show that, in general, over-sampling methods provide more accurate results than under-sampling methods considering the area under the ROC curve (AUC). This result seems to contradict results previously published in the literature. Two of our proposed methods, Smote + Tomek and Smote + ENN, presented very good results for data sets with a small number of positive examples. Moreover, Random over-sampling, a very simple over-sampling method, is very competitive to more complex over-sampling methods. Since the over-sampling methods provided very good performance results, we also measured the syntactic complexity of the decision trees induced from over-sampled data. Our results show that these trees are usually more complex then the ones induced from original data. Random over-sampling usually produced the smallest increase in the mean number of induced rules and Smote + ENN the smallest increase in the mean number of conditions per rule, when compared among the investigated over-sampling methods.
Most time series data mining algorithms use similarity search as a core subroutine, and thus the time taken for similarity search is the bottleneck for virtually all time series data mining algorithms. The difficulty of scaling search to large datasets largely explains why most academic work on time series data mining has plateaued at considering a few millions of time series objects, while much of industry and science sits on billions of time series objects waiting to be explored. In this work we show that by using a combination of four novel ideas we can search and mine truly massive time series for the first time. We demonstrate the following extremely unintuitive fact; in large datasets we can exactly search under DTW much more quickly than the current state-of-the-art Euclidean distance search algorithms. We demonstrate our work on the largest set of time series experiments ever attempted. In particular, the largest dataset we consider is larger than the combined size of all of the time series datasets considered in all data mining papers ever published. We show that our ideas allow us to solve higher-level time series data mining problem such as motif discovery and clustering at scales that would otherwise be untenable. In addition to mining massive datasets, we will show that our ideas also have implications for real-time monitoring of data streams, allowing us to handle much faster arrival rates and/or use cheaper and lower powered devices than are currently possible.
Abstract. Several works point out class imbalance as an obstacle on applying machine learning algorithms to real world domains. However, in some cases, learning algorithms perform well on several imbalanced domains. Thus, it does not seem fair to directly correlate class imbalance to the loss of performance of learning algorithms. In this work, we develop a systematic study aiming to question whether class imbalances are truly to blame for the loss of performance of learning systems or whether the class imbalances are not a problem by themselves. Our experiments suggest that the problem is not directly caused by class imbalances, but is also related to the degree of overlapping among the classes.
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