Compressive Independent Component Analysis: Theory and Algorithms
Compressive learning forms the exciting intersection between compressed sensing and statistical learning where one exploits forms of sparsity and structure to reduce the memory and/or computational complexity of the learning task. In this paper, we look at the independent component analysis (ICA) mo...
Gespeichert in:
Hauptverfasser: | , |
---|---|
Format: | Artikel |
Sprache: | eng |
Schlagworte: | |
Online-Zugang: | Volltext bestellen |
Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
Zusammenfassung: | Compressive learning forms the exciting intersection between compressed
sensing and statistical learning where one exploits forms of sparsity and
structure to reduce the memory and/or computational complexity of the learning
task. In this paper, we look at the independent component analysis (ICA) model
through the compressive learning lens. In particular, we show that solutions to
the cumulant based ICA model have particular structure that induces a low
dimensional model set that resides in the cumulant tensor space. By showing a
restricted isometry property holds for random cumulants e.g. Gaussian
ensembles, we prove the existence of a compressive ICA scheme. Thereafter, we
propose two algorithms of the form of an iterative projection gradient (IPG)
and an alternating steepest descent (ASD) algorithm for compressive ICA, where
the order of compression asserted from the restricted isometry property is
realised through empirical results. We provide analysis of the CICA algorithms
including the effects of finite samples. The effects of compression are
characterised by a trade-off between the sketch size and the statistical
efficiency of the ICA estimates. By considering synthetic and real datasets, we
show the substantial memory gains achieved over well-known ICA algorithms by
using one of the proposed CICA algorithms. Finally, we conclude the paper with
open problems including interesting challenges from the emerging field of
compressive learning. |
---|---|
DOI: | 10.48550/arxiv.2110.08045 |