Relevant bibliographies by topics / Unlearning

Academic literature on the topic 'Unlearning'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Unlearning"

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Halberstam, Jack. "Unlearning." Profession 2012, no. 1 (December 2012): 9–16. http://dx.doi.org/10.1632/prof.2012.2012.1.9.

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Johnson, Chris. "Unlearning." BMJ 331, no. 7518 (September 22, 2005): 703.1. http://dx.doi.org/10.1136/bmj.331.7518.703.

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Newman, Mary Beth. "Unlearning." Professional Case Management 24, no. 5 (2019): 262–64. http://dx.doi.org/10.1097/ncm.0000000000000382.

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Cegarra-Navarro, Juan Gabriel, and Anthony Wensley. "Promoting intentional unlearning through an unlearning cycle." Journal of Organizational Change Management 32, no. 1 (February 11, 2019): 67–79. http://dx.doi.org/10.1108/jocm-04-2018-0107.

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Purpose Although there is widespread agreement about the importance of and need for unlearning particularly in an organizational context, concerns have been expressed by some researchers with respect to the coherence of the concept. The purpose of this paper is to complement organizational theories of unlearning with a clearer definition of intentional unlearning and develops an “unlearning cycle” comprising of the steps that influence unlearning focused on the need to update knowledge obtained in the past. Design/methodology/approach In this paper, the authors review both the current state of conceptual development and the empirical underpinning of the concept of unlearning and relate it to emerging literature on the links between levels of learning to then propose a conceptual framework which includes employees and managers as key actors in enabling intentional unlearning. Findings Unlearning critics have argued that unlearning has no explanatory value and is unnecessary because clear alternatives and less problematic concepts better frame the research gap that has been identified in the unlearning research literature. By addressing these concerns, this study proposes three key structures to facilitate intentional unlearning, namely, those represented by the unlearning cycle. Originality/value This study sheds light on the relationship across different unlearning levels. In addition, this study attempts to indicate how greater rigor may be brought to the development of research in the fields of intentional unlearning.
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Wang, Xiangyang, Ying Qi, and Yingxin Zhao. "Individual unlearning, organizational unlearning and strategic flexibility." Baltic Journal of Management 14, no. 1 (January 7, 2019): 2–18. http://dx.doi.org/10.1108/bjm-10-2017-0324.

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PurposeThe purpose of this paper is to explore the relationship between unlearning and strategic flexibility from the down-up change perspective.Design/methodology/approachDrawing on the routine-updating process, this study builds a theoretical model and examines it using survey data from 233 firms in China.FindingsUnlearning is the enabler to strategic flexibility. Specifically, individual unlearning and organizational unlearning both have positive effects on strategic flexibility. Organizational unlearning exerts a partly mediating effect on the relationship between individual unlearning and strategic flexibility.Originality/valueThe paper examines the different mechanisms of individual and organizational unlearning on strategic flexibility and suggests that unlearning is a useful method or approach for strategic flexibility. In addition, this study is useful to help managers or practitioners determine how to embrace strategic flexibility by unlearning.
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Rautenbach, Rene, Margie Sutherland, and Caren B. Scheepers. "The process by which executives unlearn their attachments in order to facilitate change." African Journal of Employee Relations (Formerly South African Journal of Labour Relations) 39, no. 2 (February 19, 2019): 145–64. http://dx.doi.org/10.25159/2520-3223/5876.

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Unlearning an attachment has become a critical change competence for executives. Although attachment behaviour in the workplace is ubiquitous, there is a scarcity of empirical research on the processes executives follow in order to release their dysfunctional attachments to systems, routines, ideas, divisions and certain members of staff. By unlearning attachments, executives can embrace new concepts, methods and processes and thereby enable their organisations to be more competitive. This qualitative research investigated executives’ experiences of unlearning an attachment, through the pre-unlearning, unlearning and post-unlearning phases. A de jure model was formulated from concepts that emerged during the literature review and this model was the basis of in-depth interviews with 10 change experts and 10 executives who had unlearned attachments. The executives and change experts shared real-life experiences during each of the unlearning phases. The findings informed a de facto model of the experiences of executives unlearning their attachments. This process model makes a theoretical contribution by depicting the major types of attachments, influences on, processes of, actions required by and outcome of the executives’ unlearning. The model should contribute to change practitioners’ facilitation of executives’ unlearning processes and executives’ insights into their own attachments.
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Becker, Karen. "Organizational unlearning: time to expand our horizons?" Learning Organization 25, no. 3 (April 9, 2018): 180–89. http://dx.doi.org/10.1108/tlo-10-2017-0095.

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Purpose Interest in the topic of unlearning has grown in recent years, fueled by rapid changes in the business environment and resultant organizational change. This change challenges individuals and organizations to unlearn past knowledge and practice to embrace new organizational realities. However, much of the unlearning literature focuses on either individual or organizational factors that enable or hinder unlearning. This paper aims to look beyond the organizational boundary to question whether there are tensions between professionals and the organizations in which they work that influence organizational unlearning. Design/methodology/approach This is a conceptual paper analyzing how professions are established to identify the implications for organizational unlearning. The critical elements of a profession are explored to identify the potential impact that professionals within the organization may have on organizational learning and unlearning. Findings The paper argues that to facilitate unlearning, organizations must recognize not only internal factors but also external pressures on individuals and groups. In particular, professions with a strong identity may represent a significant force that can either engender or resist attempts to learn and unlearn by the organization. Originality/value Within the existing unlearning literature, individual and organizational factors that facilitate or hinder unlearning have been widely canvased. However, little attention has been given to the factors beyond organizational boundaries that may also impact unlearning, particularly for individuals and groups with strong professional identities. This paper offers some unique insights into this potential factor for consideration by those seeking to enhance organizational unlearning.
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Tsang, Eric W. K., and Shaker A. Zahra. "Organizational unlearning." Human Relations 61, no. 10 (October 2008): 1435–62. http://dx.doi.org/10.1177/0018726708095710.

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Johannessen, Jon-Arild, and Arnulf Hauan. "Organizational Unlearning." Creativity and Innovation Management 3, no. 1 (March 1994): 43–53. http://dx.doi.org/10.1111/j.1467-8691.1994.tb00115.x.

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Yates, Darran. "Unlearning fear." Nature Reviews Neuroscience 15, no. 3 (February 5, 2014): 135. http://dx.doi.org/10.1038/nrn3695.

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Dissertations / Theses on the topic "Unlearning"

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Frazer, Edorah. "Unlearning Racism:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.

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Racism damages all of us. It degrades the lives of some, it diminishes the integrity of others, and it saps our resources and threatens our peace as a nation. Racism in the United States takes place on multiple levels: within and between individuals, in our cultural milieu, and in our social institutions. In this dissertation, I describe ways in which I have both encountered and perpetrated racism personally and professionally as an educator. I then explore ways in which racism can be unlearned by individuals and dismantled institutionally, particularly in the arena of education, so that our nation can be liberated from this most crippling disease. As a European American woman raised in affluence, my story is about unearned privilege on several levels, and my research asks the question of what I can responsibly do about that. However, my upbringing and the ongoing influences of mainstream America ask very different questions about dominant status; namely, what can one do with it? And how can one get more? This tension between power and responsibility forms the context for an examination of privilege in this scholarly personal narrative about unlearning racism.
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INOUE, ISAO. "The Unlearning of Incorrect Lexical Entries." 名古屋大学大学院国際言語文化研究科, 2001. http://hdl.handle.net/2237/7926.

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Ariel, Dana. "Sites of unlearning : encountering perforated ground." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052411/.

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This research project addresses the struggle to encounter and see others, and otherness, beyond preconceptions. Through my art practice I experiment with methods that aim to implicate the viewer in acts of ‘unlearning.’ These acts intend to provoke the desire to see beyond what has been seen and known before. I experiment with the printing processes of photographs and hybrid printmaking techniques, video, abstract concepts of drawing lines and text works in order to highlight the ambiguity in language and to create sites for ‘unlearning.’ My methodology developed from the German verb ‘verlernen,’ that translates to unlearning or forgetting in English. This verb contains within its meaning an action that is both passive and active. In my practice, it also emphasises the desire for a process that must be constantly at work. Experimenting with methods of erasure, I search landscape and language for moments of misidentification and misreading that offer generative ways to challenge the single reading of images and words. Through encountering sites in the UK, Germany, Israel and Palestine, as well as the material sites of making, I explore cultural and political narratives and my own biography. The encounters with these sites complicate the different rights and limitations applied to citizens, immigrants and refugees, and question what methods of identification are at play and whether they manifest themselves in the landscape. These encounters confront me with the ambiguity of the law and my national identity when meeting military forces and people who inhabit the landscape, as they both engage in acts of surveillance. These boundaries between different civil and national identities blur further through the collapse of dichotomies such as hospitality and hostility, poetics and violence and access and restrictions. The artworks I create allow for pauses or gaps that aim to challenge these positions and dichotomies.
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Hafner, Julee H. "A Conceptualization of Unlearning in Organizational Employees." Thesis, The Chicago School of Professional Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639829.

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Previously, a worker one set of skills for an occupational lifetime. In today's environment, the need for constant skill changes have created difficulties for individuals who must unlearn, store and use knowledge in new processes to update the old. Today's workers must keep pace with changes to maintain competency. The amount of wasted time, additional energy and resources required continues to increase when actions are not updated through unlearning. Confusion regarding unlearning remains a persistent problem because a clear definition does not exist. This study: 1) investigated and collected descriptive unlearning characteristics; 2) proposed a theory to define unlearning. Study results: Ninety-three interviews with 31 participants were conducted. The participants' responses were categorized into unlearning experiences and perceptions. One Hundred-Seven participant quotations referred to Experimentation in unlearning of their Windows-based system or application. Experimentation was divided into Subcategories: 1) Unstructured Experimentation, 2) Structured Experimentation, and, 3) Resource-Based Experimentation. Employee perceptions were identified as category with subcategories of Incompetence and Competence. The third category, factors, suggests participant unlearn with, availability of support, time constraints and opportunities for experimentation. This definition was proposed: Unlearning is the process of using experimentation and available resources to promote the disuse of previous actions. Additionally, to propose a new theory of the unlearning process, the force-field theory was used as a basis for this new unlearning theory. From the study results, organizations can develop effective employees to maintain a competitive advantage.

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Grisold, Thomas, Alexander Kaiser, and Julee Hafner. "Unlearning before creating new knowledge: A cognitive process." University of Hawai'i at Manoa, 2017. http://epub.wu.ac.at/6413/1/paper0574.pdf.

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Recent research expresses serious doubts on the concept of unlearning. It is argued that knowledge cannot be discarded or eliminated in order to make space for the creation of new knowledge. Taking into account the recent scepticism, we focus on the cognitive dimension of unlearning and propose an alternative conceptualization. Considering how far unlearning can go from a psychological/cognitive scientific perspective, we propose that unlearning is about reducing the influence of old knowledge on our cognitive capacity. This study: (a) investigates the unlearning process within the cognitive domain and on an individual level and (b) proposes unlearning process triggers that detract or facilitate the knowledge change process, which could subsequently contribute to unlearning on an organizational level.
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Becker, Karen Louise. "Unlearning in the workplace : a mixed methods study." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16574/1/Karen_Louise_Becker_Thesis.pdf.

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Contemporary organisations face a raft of challenges in coping with competing demands and rapidly changing environments. With these demands and changes comes the need for those within the organisation to be adequately skilled to meet these challenges both now and into the future. There is a growing concern that the rate of change is such that learning will not be sufficient and that individuals will need to be skilled in unlearning or letting go of past practice and behaviour. This research investigated individual unlearning as it applies in the workplace, and enabled the development of a process model of unlearning that provides specific indication of factors affecting unlearning during times of change. In particular, this thesis highlights the critical importance of elements of a more personal and affective nature; often referred to as "soft" issues. Six key factors at the level of the individual were identified as impacting unlearning; positive prior outlook, individual inertia, feelings and expectations, positive experience and informal support, understanding the need for change, and assessment of the new way. Two factors emerged from the organisational level that also impact unlearning; organisational support and training and history of organisational change. Many change efforts will fail because of lack of attention to individuals, how they unlearn and the level of feelings and expectations that accompany change. This research demonstrates that organisations must provide resources and education to provide both those in supervisory roles and those impacted by change with the necessary skills to unlearn and to embrace change at an individual level.
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Becker, Karen Louise. "Unlearning in the workplace : a mixed methods study." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16574/.

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Contemporary organisations face a raft of challenges in coping with competing demands and rapidly changing environments. With these demands and changes comes the need for those within the organisation to be adequately skilled to meet these challenges both now and into the future. There is a growing concern that the rate of change is such that learning will not be sufficient and that individuals will need to be skilled in unlearning or letting go of past practice and behaviour. This research investigated individual unlearning as it applies in the workplace, and enabled the development of a process model of unlearning that provides specific indication of factors affecting unlearning during times of change. In particular, this thesis highlights the critical importance of elements of a more personal and affective nature; often referred to as "soft" issues. Six key factors at the level of the individual were identified as impacting unlearning; positive prior outlook, individual inertia, feelings and expectations, positive experience and informal support, understanding the need for change, and assessment of the new way. Two factors emerged from the organisational level that also impact unlearning; organisational support and training and history of organisational change. Many change efforts will fail because of lack of attention to individuals, how they unlearn and the level of feelings and expectations that accompany change. This research demonstrates that organisations must provide resources and education to provide both those in supervisory roles and those impacted by change with the necessary skills to unlearn and to embrace change at an individual level.
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Hussain, Syed Tajammul. "A study of unlearning IT Instruments in health organization." Thesis, Linnaeus University, School of Computer Science, Physics and Mathematics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6436.

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Nothing has been that consistent as the change is for the knowledge revolution to nourish and cultivate. Different forms of changes are occurring in organizations with the aim to improve the output performances. Health organizations have been more attached to the changes and the consequences that are brought with such changes. Such consequences are primarily connected with concepts of unlearning and learning. Any form of the change if initiated in organization asks for new routines learning, tasks conductions and the organizational cultural revolution. These new routines have been occurring at individual and organizational levels. The unlearning at any level in the organizational culture can be performed through investigating a primary connection between the organizational and individual routines. At the individual level unlearning brings a number of psychological, cognitive, social and moral hurdles. These hurdles at individual level basically help the organizational unlearning to occur. All of the routines occurring at individual level encompass the necessary information that goes from lower levels to upward, strengthening and holding the organizational memory firm.

This research was about to find how the health organizations unlearn the older practices and learn the new practices in IT change. This research had two streams i) finding whether there had been any connection between the organizational and individual unlearning in the cases of IT change, ii) For unlearning what kind of hurdles had been there at the individual level. Kalmar hospital pediatric department had been chosen for the empirical investigations. The research streams were about how and what parts which helped the researcher to go for the qualitative data gathering techniques.

The Results showed there had been a very thin connectivity between the organizational and individual unlearning. The results revealed and unfolded that many of the new learning are occurring simultaneously with discarding the older ways of practices. The impression of absorbing the change with respect to the unlearning had been varied from person to person. There had been a numbers of individual hurdles observed at individual level of unlearning. Apart from them, many individual routines (performative tasks) had the primary connectivity with the organizational routines (Ostensive routines) and shaping and reshaping of the organizational memory.

It is important to understand the unlearning notions with the type of change. In this research each of the interviewee had shared his thoughts of how the things could have been done differently by revealing the consequences with new learning. Literature suggests that for a profound and successful implementation of change more formal and informal trainings, clear strategy for shuffling the older individuals in the camp, more social and cognitive meetings and fast and quick actions in the cases of technical difficulties are to be taken.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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Kope, Jared. "Empowerment and Unlearning: A Departure Towards Inter-Cultural Understanding." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31140.

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This thesis includes two stand-alone articles with the overall purpose of critically exploring experiences related to sport-for-development from the program participants’ perspective on the one hand, and from the practitioners’ perspective on the other. After outlining the research objectives and present a review of literature, theoretical framework, epistemology, methodology, methods, and analysis, the first article focuses on the YLP participants’ experiences with a particular interest on empowerment processes. Specifically, I employed a Critical Youth Empowerment (CYE) framework in relation to youth experiences and larger community involvement with youth programming (Jennings et al., 2006). Photovoice was conducted and supplemented with eleven semi-structured interviews, one focus group and a month-long participant observation. The above-mentioned research was juxtaposed with a second article presenting an autoethnographic account of my own experiences as a practitioner and researcher. My autoethnography mixes theory, methodology, and methods throughout the narrative. My hope was to produce a theoretically rich and reflexive account of the experiences that led me to conceptualize sport-for-development differently. This self-critical piece aims at providing an opportunity for readers to reflect upon and hopefully challenge their own practices, knowledge production, and research orthodoxy.
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Dole, Shelley Louise. "Percent knowledge : effective teaching for learning, relearning and unlearning." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36602/7/36602_Digitised%20Thesis.pdf.

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Books on the topic "Unlearning"

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Welch, Liliane. Unlearning ice. Ottawa: Borealis, 2001.

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Unlearning church. Nashville, TN: Abingdon Press, 2008.

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Matsuo, Makoto. Unlearning at Work. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3799-5.

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Dunne, Éamonn. The Pedagogics of Unlearning. Earth, Milky Way: punctum books, 2016.

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Knott, Marie Luise. Unlearning with Hannah Arendt. London: Granta, 2015.

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Porter, Libby. Unlearning the colonial cultures of planning. Burlington, VT: Ashgate Pub. Co., 2010.

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Unlearning the colonial cultures of planning. Farnham, England: Ashgate Pub. Co., 2010.

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Jones, Alan R. Learning, Unlearning and Re-learning Curves. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series:: Routledge, 2018. http://dx.doi.org/10.4324/9781315160092.

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Unlearning Singlish: 400 Singlish-isms to avoid. [Singapore: Andrew Melcher Pte. Ltd., 2003.

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Laufer, Alexander. Shared voyage: Learning and unlearning from remarkable projects. Washington, DC: National Aeronautics and Space Administration, NASA History Division, Office of External Relations, 2005.

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Book chapters on the topic "Unlearning"

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Zhao, Weili, and Karin Murris. "Unlearning." In A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, 138–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003041153-69.

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Taylor, Peter, and Barry O’Reilly. "Unlearning." In Make Your Business Agile, 72–80. Title: Make your business agile : a roadmap for transforming your management and adapting to the 'new normal' / Peter Taylor. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003031826-11.

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Baliga, Ganesh, John Case, Wolfgang Merkle, and Frank Stephan. "Unlearning Helps." In Automata, Languages and Programming, 844–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45022-x_71.

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Wimbauer, Stefan, and J. Leo Hemmen. "Hebbian unlearning." In Analysis of Dynamical and Cognitive Systems, 121–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-58843-4_16.

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Rodríguez Castro, Laura. "Sentipensando and Unlearning." In Decolonial Feminisms, Power and Place, 59–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59440-4_3.

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Phelan, Anne M. "Unlearning With Hannah." In Reconceptualizing Study in Educational Discourse and Practice, 23–39. New York : Routledge, 2017. | Series: Studies in cirriculum theory series: Routledge, 2017. http://dx.doi.org/10.4324/9781315652214-3.

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Juliani, A. J. "The Unlearning Cycle." In Intentional Innovation, 11–21. New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315637266-2.

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Höckert, Emily. "Unlearning through Hospitality." In Disruptive Tourism and its Untidy Guests, 96–121. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137399502_5.

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Butler, Udi Mandel, and Kelly Teamey. "Conclusion: Unlearning Participation." In Children and Young People’s Participation and Its Transformative Potential, 208–26. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137316547_12.

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Matsuo, Makoto. "Individual Unlearning Processes." In Unlearning at Work, 79–86. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3799-5_6.

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Conference papers on the topic "Unlearning"

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Bourtoule, Lucas, Varun Chandrasekaran, Christopher A. Choquette-Choo, Hengrui Jia, Adelin Travers, Baiwu Zhang, David Lie, and Nicolas Papernot. "Machine Unlearning." In 2021 IEEE Symposium on Security and Privacy (SP). IEEE, 2021. http://dx.doi.org/10.1109/sp40001.2021.00019.

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Chen, Min, Zhikun Zhang, Tianhao Wang, Michael Backes, Mathias Humbert, and Yang Zhang. "Graph Unlearning." In CCS '22: 2022 ACM SIGSAC Conference on Computer and Communications Security. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3548606.3559352.

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Hafner, Julee. "Unlearning in crisis: Forces of change in unlearning." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2022. http://dx.doi.org/10.24251/hicss.2022.658.

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Delgado, Ivan. "Unlearning Architecture(s)." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.31.

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Much of an architect´s training occurs by a process of elimination. We must unlearn many things to learn the new ones; in our particular Costa Rican educational context learning to produce correct architecture seems to start with the assumption that most of what we see in our cities is wrong. But when it comes to construction we move between two traditions: the academic one and the informal one. These traditions seem to dismiss each other, an architect would consider the products of informality ingenuous, a person operating within the informal tradition in need of the materialization of the preconceived idea of a house would normally consider an architecta luxury. According to the National Architectural College 23% of overall construction lacked permits in 2014, a percentage slightly higher than the previous year, this nevertheless renders only partial understanding the phenomenon. Which of the two traditions accounts for the majority of what is built in this country? What significant informal knowledge percolates to the present after a much longer presence than formal education and how is it transmitted? What role does representation play in the informal tradition ? are instructions drawn or narrated ?… How do architects unlearn what they do not understand in full? A house designed by the author in the rural North of Costa Rica functions as a catalyst for further investigation on how the upbringing of an architect collides with more traditional ways of building. In a village where, no other architect has practiced before the author discovers several categories of construction, from the temporary huts vendors use to sell fruits and milking parlors, to houses that have been built following traditional “recipes”. The house learns lessons of practicality from these structures and is informed by their aesthetics. It also employs the old“vara” (0.84 m) as the unit of measurement in an attempt to make itself communicable to local builders. In practice, due to the lack of skill for reading formal construction drawings, the instructions to build the house end up being narrated rather than read. This paper will study informal construction in Costa Rica which is symptomatic of Latin America in general particularly in rurality where it occurs the most. It will collect information from specific cases on how decisions where made and how they were transmitted, and will look for ways to hierarchize them in order to identify which are part of a basic set of instructions (or recipe, meaning there can be small creative variations of the ingredients) and which take place as more significant deviations from those instructions. It will also propose ways to convey the graphic implications of this information that is compatible with the inflections that occur in the orality of these particular context, and finally it will put forward a discussion on ways for an architect to learn from and operate within it, anticipating that our built environment takes shape as a trade-off between both traditions.
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Jiang, Yiwen, Shenglong Liu, Tao Zhao, Wei Li, and Xianzhou Gao. "Machine unlearning survey." In 5th International Conference on Mechatronics and Computer Technology Engineering (MCTE 2022), edited by Dalin Zhang. SPIE, 2022. http://dx.doi.org/10.1117/12.2660330.

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Yan, Haonan, Xiaoguang Li, Ziyao Guo, Hui Li, Fenghua Li, and Xiaodong Lin. "ARCANE: An Efficient Architecture for Exact Machine Unlearning." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/556.

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Recently users’ right-to-be-forgotten is stipulated by many laws and regulations. However, only removing the data from the dataset is not enough, as machine learning models would memorize the training data once the data is involved in model training, increasing the risk of exposing users’ privacy. To solve this problem, currently, the straightforward method, naive retraining, is to discard these data and retrain the model from scratch, which is reliable but brings much computational and time overhead. In this paper, we propose an exact unlearning architecture called ARCANE. Based on ensemble learning, we transform the naive retraining into multiple one-class classification tasks to reduce retraining cost while ensuring model performance, especially in the case of a large number of unlearning requests not considered by previous works. Then we further introduce data preprocessing methods to reduce the retraining overhead and speed up the unlearning, which includes representative data selection for redundancy removal, training state saving to reuse previous calculation results, and sorting to cope with unlearning requests of different distributions. We extensively evaluate ARCANE on three typical datasets with three common model architectures. Experiment results show the effectiveness and superiority of ARCANE over both the naive retraining and the state-of-the-art method in terms of model performance and unlearning speed.
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Hafner, Julee H. "Computer System Unlearning in Individuals." In 2015 48th Hawaii International Conference on System Sciences (HICSS). IEEE, 2015. http://dx.doi.org/10.1109/hicss.2015.463.

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Du, Min, Zhi Chen, Chang Liu, Rajvardhan Oak, and Dawn Song. "Lifelong Anomaly Detection Through Unlearning." In CCS '19: 2019 ACM SIGSAC Conference on Computer and Communications Security. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3319535.3363226.

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Liu, Yang, Mingyuan Fan, Cen Chen, Ximeng Liu, Zhuo Ma, Li Wang, and Jianfeng Ma. "Backdoor Defense with Machine Unlearning." In IEEE INFOCOM 2022 - IEEE Conference on Computer Communications. IEEE, 2022. http://dx.doi.org/10.1109/infocom48880.2022.9796974.

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Zhang, Peng-Fei, Guangdong Bai, Zi Huang, and Xin-Shun Xu. "Machine Unlearning for Image Retrieval." In MM '22: The 30th ACM International Conference on Multimedia. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3503161.3548378.

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Reports on the topic "Unlearning"

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Gonçalves, Duarte, Jonathan Libgober, and Jack Willis. Learning versus Unlearning: An Experiment on Retractions. Cambridge, MA: National Bureau of Economic Research, November 2021. http://dx.doi.org/10.3386/w29512.

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Pathak, Aditya Ranjan, and Anandita Pathak. Learning Culture, Unlearning Stereotypes: Ending Discrimination Torwards India’s Northeast. Critical Asian Studies, June 2021. http://dx.doi.org/10.52698/ggpu8908.

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Bunde, Tobias, Sophie Eisentraut, Natalie Knapp, Randolf Carr, Julia Hammelehle, Isabell Kump, and Luca Miehe. Munich Security Report 2022: Breaking the Tide – Unlearning Helplessness. Edited by Amadée Mudie-Mantz. Munich Security Conference, February 2022. http://dx.doi.org/10.47342/qawu4724.

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