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© 2022 Lee et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.

Abstract

Each layer receives input from previous layers (the first of which represents the input data), and then transmits a transformed version of its own weighted output that serves as input into subsequent layers of the network. [...]the process of “training” a neural network is the tuning of the layers’ weights to minimize a cost or loss function that serves as a surrogate of the prediction error. In many circumstances, deep learning can learn more complex relationships and make more accurate predictions than other methods. [...]deep learning has become its own subfield of machine learning. While large amounts of high-quality data may be available in the areas of biology where data collection is thoroughly automated, such as DNA sequencing, areas of biology that rely on manual data collection may not possess enough data to train and apply deep learning models effectively. [...]to the large-scale computational demands of deep learning, traditional machine learning models can often be trained on laptops (or even on a $5 computer [31]) in seconds to minutes. [...]due to this enormous disparity in resource demand alone, traditional machine learning approaches may be desirable in various biological applications.

Details

Title
Ten quick tips for deep learning in biology
Author
Benjamin D. Lee https://orcid.org/0000-0002-7133-8397; Anthony Gitter https://orcid.org/0000-0002-5324-9833; Casey S. Greene https://orcid.org/0000-0001-8713-9213; Sebastian Raschka https://orcid.org/0000-0001-6989-4493; Finlay Maguire https://orcid.org/0000-0002-1203-9514; Alexander J. Titus https://orcid.org/0000-0002-0145-9564; Michael D. Kessler https://orcid.org/0000-0003-1258-5221; Alexandra J. Lee https://orcid.org/0000-0002-0208-3730; Marc G. Chevrette https://orcid.org/0000-0002-7209-0717; Paul Allen Stewart https://orcid.org/0000-0003-0882-308X; Thiago Britto-Borges https://orcid.org/0000-0002-6218-4429; Evan M. Cofer https://orcid.org/0000-0003-3877-0433; Kun-Hsing Yu https://orcid.org/0000-0001-9892-8218; Juan Jose Carmona https://orcid.org/0000-0002-3029-4658; Elana J. Fertig https://orcid.org/0000-0003-3204-342X; Alexandr A. Kalinin https://orcid.org/0000-0003-4563-3226; Brandon Signal https://orcid.org/0000-0002-6839-2392; Benjamin J. Lengerich https://orcid.org/0000-0001-8690-9554; Triche, Timothy J, Jr; Simina M. Boca https://orcid.org/0000-0002-1400-3398
First page
e1009803
Section
Education
Publication year
2022
Publication date
Mar 2022
Publisher
Public Library of Science
ISSN
1553734X
e-ISSN
15537358
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2651153217
Copyright
© 2022 Lee et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.