Cross-domain sentiment classification aims to tag sentiments for a target domain by labeled data from a source domain. Due to the difference between domains, the accuracy of a trained classifier may be very low. In this paper, we propose a boosting-based learning framework named TR-TrAdaBoost for cross-domain sentiment classification. We firstly explore the topic distribution of documents, and then combine it with the unigram TrAdaBoost. The topic distribution captures the domain information of documents, which is valuable for cross-domain sentiment classification. Experimental results indicate that TR-TrAdaBoost represents documents well and boost the performance and robustness of TrAdaBoost.

Dataset shift from the training data in a source domain to the data in a target domain poses a great challenge for many statistical learning methods. Most algorithms can be viewed as exploiting only the first-order statistics, namely, the empirical mean discrepancy to evaluate the distribution gap. Intuitively, considering only the empirical mean may not be statistically efficient. In this paper, we propose a non-parametric distance metric with a good property which jointly considers the empirical mean (Location) and sample covariance (Scatter) difference. More specifically, we propose an improved symmetric Stein's loss function which combines the mean and covariance discrepancy into a unified Bregman matrix divergence of which Jensen-Shannon divergence between normal distributions is a particular case. Our target is to find a good feature representation which can reduce the distribution gap between different domains, at the same time, ensure that the new derived representation can encode most discriminative components with respect to the label information. We have conducted extensive experiments on several document classification datasets to demonstrate the effectiveness of our proposed method.

Automated analysis and assessment of students' programs, typically implemented in automated program assessment systems (APASs), are very helpful to both students and instructors in modern day computer programming classes. The mainstream of APASs employs a black-box testing approach which compares students' program outputs with instructor-prepared outputs. A common weakness of existing APASs is their inflexibility and limited capability to deal with admissible output variants, that is, outputs produced by acceptable correct programs that differ from the instructor's. This paper proposes a more robust framework for automatically modelling and analysing student program output variations based on a novel hierarchical program output structure called HiPOS. Our framework assesses student programs by means of a set of matching rules tagged to the HiPOS, which produces a better verdict of correctness. We also demonstrate the capability of our framework by means of a pilot case study using real student programs.