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Mingzhe Yang

Mingzhe Yang contributes to research discovery and scholarly infrastructure.

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Published work

2 published item(s)

preprint2026arXiv

Partial Effective Information Decomposition for Synergistic Causality

Causality is a central topic in scientific inquiry, yet for complex systems, the identification and analysis of synergistic causation remain a challenging and fundamental problem. In the context of causal relations among multivariate variables, a decomposition framework grounded in interventionist causation is still lacking. To address this gap, this paper proposes Partial Effective Information Decomposition (PEID), a framework that decomposes the influence of multiple source variables on a target variable under maximum-entropy interventions into unique and synergistic information, thereby providing a unified and computable characterization of synergistic causal relations. Theoretically, in the three-variable case, the proposed framework is compatible with the major axioms of Partial Information Decomposition (PID). Empirically, under maximum-entropy interventions, correlations among input variables are removed, causing redundancy to vanish and thereby enabling PEID to compute synergistic relations. Furthermore, based on this framework, it is possible to define causal graphs containing hyperedges as well as downward causation, thus offering a unified toolkit for analyzing cross-scale and multivariate causal mechanisms in complex systems. Finally, applying the framework to a machine-learning-based air quality forecasting task on KnowAir-V2, we demonstrate that PEID can extract interpretable inter-station causal structures from a learned dynamical model. These results suggest that PEID provides a general interventionist information-theoretic tool for analyzing multivariate and synergistic causal mechanisms in complex systems.

preprint2020arXiv

Iterative Machine Teaching without Teachers

Iterative machine teaching is a method for selecting an optimal teaching example that enables a student to efficiently learn a target concept at each iteration. Existing studies on iterative machine teaching are based on supervised machine learning and assume that there are teachers who know the true answers of all teaching examples. In this study, we consider an unsupervised case where such teachers do not exist; that is, we cannot access the true answer of any teaching example. Students are given a teaching example at each iteration, but there is no guarantee if the corresponding label is correct. Recent studies on crowdsourcing have developed methods for estimating the true answers from crowdsourcing responses. In this study, we apply these to iterative machine teaching for estimating the true labels of teaching examples along with student models that are used for teaching. Our method supports the collaborative learning of students without teachers. The experimental results show that the teaching performance of our method is particularly effective for low-level students in particular.