The Role of Randomness in Stability

Stability is a central property in learning and statistics promising the output of an algorithm $A$ does not change substantially when applied to similar datasets $S$ and $S'$. It is an elementary fact that any sufficiently stable algorithm (e.g.\ one returning the same result with high probability, satisfying privacy guarantees, etc.) must be randomized. This raises a natural question: can we quantify how much randomness is needed for algorithmic stability? We study the randomness complexity of two influential notions of stability in learning: replicability, which promises $A$ usually outputs the same result when run over samples from the same distribution (and shared random coins), and differential privacy, which promises the output distribution of $A$ remains similar under neighboring datasets. The randomness complexity of these notions was studied recently in (Dixon et al. ICML 2024) and (Cannone et al. ITCS 2024) for basic $d$-dimensional tasks (e.g. estimating the bias of $d$ coins), but little is known about the measures more generally or in complex settings like classification. Toward this end, we prove a `weak-to-strong' boosting theorem for stability: the randomness complexity of a task $M$ (either under replicability or DP) is tightly controlled by the best replication probability of any deterministic algorithm solving the task, a weak measure called `global stability' that is universally capped at $\frac{1}{2}$ (Chase et al. FOCS 2023). Using this, we characterize the randomness complexity of PAC Learning: a class has bounded randomness complexity iff it has finite Littlestone dimension, and moreover scales at worst logarithmically in the excess error of the learner. This resolves a question of (Chase et al. STOC 2024) who asked for such a characterization in the equivalent language of (error-dependent) `list-replicability'.

Of Dice and Games: A Theory of Generalized Boosting

Cost-sensitive loss functions are crucial in many real-world prediction problems, where different types of errors are penalized differently; for example, in medical diagnosis, a false negative prediction can lead to worse consequences than a false positive prediction. However, traditional PAC learning theory has mostly focused on the symmetric 0-1 loss, leaving cost-sensitive losses largely unaddressed. In this work, we extend the celebrated theory of boosting to incorporate both cost-sensitive and multi-objective losses. Cost-sensitive losses assign costs to the entries of a confusion matrix, and are used to control the sum of prediction errors accounting for the cost of each error type. Multi-objective losses, on the other hand, simultaneously track multiple cost-sensitive losses, and are useful when the goal is to satisfy several criteria at once (e.g., minimizing false positives while keeping false negatives below a critical threshold). We develop a comprehensive theory of cost-sensitive and multi-objective boosting, providing a taxonomy of weak learning guarantees that distinguishes which guarantees are trivial (i.e., can always be achieved), which ones are boostable (i.e., imply strong learning), and which ones are intermediate, implying non-trivial yet not arbitrarily accurate learning. For binary classification, we establish a dichotomy: a weak learning guarantee is either trivial or boostable. In the multiclass setting, we describe a more intricate landscape of intermediate weak learning guarantees. Our characterization relies on a geometric interpretation of boosting, revealing a surprising equivalence between cost-sensitive and multi-objective losses.

On the ERM Principle in Meta-Learning

Classic supervised learning involves algorithms trained on $n$ labeled examples to produce a hypothesis $h \in \mathcal{H}$ aimed at performing well on unseen examples. Meta-learning extends this by training across $n$ tasks, with $m$ examples per task, producing a hypothesis class $\mathcal{H}$ within some meta-class $\mathbb{H}$. This setting applies to many modern problems such as in-context learning, hypernetworks, and learning-to-learn. A common method for evaluating the performance of supervised learning algorithms is through their learning curve, which depicts the expected error as a function of the number of training examples. In meta-learning, the learning curve becomes a two-dimensional learning surface, which evaluates the expected error on unseen domains for varying values of $n$ (number of tasks) and $m$ (number of training examples). Our findings characterize the distribution-free learning surfaces of meta-Empirical Risk Minimizers when either $m$ or $n$ tend to infinity: we show that the number of tasks must increase inversely with the desired error. In contrast, we show that the number of examples exhibits very different behavior: it satisfies a dichotomy where every meta-class conforms to one of the following conditions: (i) either $m$ must grow inversely with the error, or (ii) a \emph{finite} number of examples per task suffices for the error to vanish as $n$ goes to infinity. This finding illustrates and characterizes cases in which a small number of examples per task is sufficient for successful learning. We further refine this for positive values of $\varepsilon$ and identify for each $\varepsilon$ how many examples per task are needed to achieve an error of $\varepsilon$ in the limit as the number of tasks $n$ goes to infinity. We achieve this by developing a necessary and sufficient condition for meta-learnability using a bounded number of examples per domain.

Probably Approximately Precision and Recall Learning

Precision and Recall are foundational metrics in machine learning where both accurate predictions and comprehensive coverage are essential, such as in recommender systems and multi-label learning. In these tasks, balancing precision (the proportion of relevant items among those predicted) and recall (the proportion of relevant items successfully predicted) is crucial. A key challenge is that one-sided feedback--where only positive examples are observed during training--is inherent in many practical problems. For instance, in recommender systems like YouTube, training data only consists of videos that a user has actively selected, while unselected items remain unseen. Despite this lack of negative feedback in training, avoiding undesirable recommendations at test time is essential. We introduce a PAC learning framework where each hypothesis is represented by a graph, with edges indicating positive interactions, such as between users and items. This framework subsumes the classical binary and multi-class PAC learning models as well as multi-label learning with partial feedback, where only a single random correct label per example is observed, rather than all correct labels. Our work uncovers a rich statistical and algorithmic landscape, with nuanced boundaries on what can and cannot be learned. Notably, classical methods like Empirical Risk Minimization fail in this setting, even for simple hypothesis classes with only two hypotheses. To address these challenges, we develop novel algorithms that learn exclusively from positive data, effectively minimizing both precision and recall losses. Specifically, in the realizable setting, we design algorithms that achieve optimal sample complexity guarantees. In the agnostic case, we show that it is impossible to achieve additive error guarantees--as is standard in PAC learning--and instead obtain meaningful multiplicative approximations.

On Reductions and Representations of Learning Problems in Euclidean Spaces

Many practical prediction algorithms represent inputs in Euclidean space and replace the discrete 0/1 classification loss with a real-valued surrogate loss, effectively reducing classification tasks to stochastic optimization. In this paper, we investigate the expressivity of such reductions in terms of key resources, including dimension and the role of randomness. We establish bounds on the minimum Euclidean dimension $D$ needed to reduce a concept class with VC dimension $d$ to a Stochastic Convex Optimization (SCO) problem in $\mathbb{R}^D$, formally addressing the intuitive interpretation of the VC dimension as the number of parameters needed to learn the class. To achieve this, we develop a generalization of the Borsuk-Ulam Theorem that combines the classical topological approach with convexity considerations. Perhaps surprisingly, we show that, in some cases, the number of parameters $D$ must be exponentially larger than the VC dimension $d$, even if the reduction is only slightly non-trivial. We also present natural classification tasks that can be represented in much smaller dimensions by leveraging randomness, as seen in techniques like random initialization. This result resolves an open question posed by Kamath, Montasser, and Srebro (COLT 2020). Our findings introduce new variants of \emph{dimension complexity} (also known as \emph{sign-rank}), a well-studied parameter in learning and complexity theory. Specifically, we define an approximate version of sign-rank and another variant that captures the minimum dimension required for a reduction to SCO. We also propose several open questions and directions for future research.

Ramsey Theorems for Trees and a General 'Private Learning Implies Online Learning' Theorem

This work continues to investigate the link between differentially private (DP) and online learning. Alon, Livni, Malliaris, and Moran (2019) showed that for binary concept classes, DP learnability of a given class implies that it has a finite Littlestone dimension (equivalently, that it is online learnable). Their proof relies on a model-theoretic result by Hodges (1997), which demonstrates that any binary concept class with a large Littlestone dimension contains a large subclass of thresholds. In a follow-up work, Jung, Kim, and Tewari (2020) extended this proof to multiclass PAC learning with a bounded number of labels. Unfortunately, Hodges's result does not apply in other natural settings such as multiclass PAC learning with an unbounded label space, and PAC learning of partial concept classes. This naturally raises the question of whether DP learnability continues to imply online learnability in more general scenarios: indeed, Alon, Hanneke, Holzman, and Moran (2021) explicitly leave it as an open question in the context of partial concept classes, and the same question is open in the general multiclass setting. In this work, we give a positive answer to these questions showing that for general classification tasks, DP learnability implies online learnability. Our proof reasons directly about Littlestone trees, without relying on thresholds. We achieve this by establishing several Ramsey-type theorems for trees, which might be of independent interest.

Credit Attribution and Stable Compression

Credit attribution is crucial across various fields. In academic research, proper citation acknowledges prior work and establishes original contributions. Similarly, in generative models, such as those trained on existing artworks or music, it is important to ensure that any generated content influenced by these works appropriately credits the original creators. We study credit attribution by machine learning algorithms. We propose new definitions--relaxations of Differential Privacy--that weaken the stability guarantees for a designated subset of $k$ datapoints. These $k$ datapoints can be used non-stably with permission from their owners, potentially in exchange for compensation. Meanwhile, the remaining datapoints are guaranteed to have no significant influence on the algorithm's output. Our framework extends well-studied notions of stability, including Differential Privacy ($k = 0$), differentially private learning with public data (where the $k$ public datapoints are fixed in advance), and stable sample compression (where the $k$ datapoints are selected adaptively by the algorithm). We examine the expressive power of these stability notions within the PAC learning framework, provide a comprehensive characterization of learnability for algorithms adhering to these principles, and propose directions and questions for future research.

Fast Rates for Bandit PAC Multiclass Classification

We study multiclass PAC learning with bandit feedback, where inputs are classified into one of $K$ possible labels and feedback is limited to whether or not the predicted labels are correct. Our main contribution is in designing a novel learning algorithm for the agnostic $(\varepsilon,\delta)$-PAC version of the problem, with sample complexity of $O\big( (\operatorname{poly}(K) + 1 / \varepsilon^2) \log (|H| / \delta) \big)$ for any finite hypothesis class $H$. In terms of the leading dependence on $\varepsilon$, this improves upon existing bounds for the problem, that are of the form $O(K/\varepsilon^2)$. We also provide an extension of this result to general classes and establish similar sample complexity bounds in which $\log |H|$ is replaced by the Natarajan dimension. This matches the optimal rate in the full-information version of the problem and resolves an open question studied by Daniely, Sabato, Ben-David, and Shalev-Shwartz (2011) who demonstrated that the multiplicative price of bandit feedback in realizable PAC learning is $\Theta(K)$. We complement this by revealing a stark contrast with the agnostic case, where the price of bandit feedback is only $O(1)$ as $\varepsilon \to 0$. Our algorithm utilizes a stochastic optimization technique to minimize a log-barrier potential based on Frank-Wolfe updates for computing a low-variance exploration distribution over the hypotheses, and is made computationally efficient provided access to an ERM oracle over $H$.

A Theory of Interpretable Approximations

Can a deep neural network be approximated by a small decision tree based on simple features? This question and its variants are behind the growing demand for machine learning models that are *interpretable* by humans. In this work we study such questions by introducing *interpretable approximations*, a notion that captures the idea of approximating a target concept $c$ by a small aggregation of concepts from some base class $\mathcal{H}$. In particular, we consider the approximation of a binary concept $c$ by decision trees based on a simple class $\mathcal{H}$ (e.g., of bounded VC dimension), and use the tree depth as a measure of complexity. Our primary contribution is the following remarkable trichotomy. For any given pair of $\mathcal{H}$ and $c$, exactly one of these cases holds: (i) $c$ cannot be approximated by $\mathcal{H}$ with arbitrary accuracy; (ii) $c$ can be approximated by $\mathcal{H}$ with arbitrary accuracy, but there exists no universal rate that bounds the complexity of the approximations as a function of the accuracy; or (iii) there exists a constant $\kappa$ that depends only on $\mathcal{H}$ and $c$ such that, for *any* data distribution and *any* desired accuracy level, $c$ can be approximated by $\mathcal{H}$ with a complexity not exceeding $\kappa$. This taxonomy stands in stark contrast to the landscape of supervised classification, which offers a complex array of distribution-free and universally learnable scenarios. We show that, in the case of interpretable approximations, even a slightly nontrivial a-priori guarantee on the complexity of approximations implies approximations with constant (distribution-free and accuracy-free) complexity. We extend our trichotomy to classes $\mathcal{H}$ of unbounded VC dimension and give characterizations of interpretability based on the algebra generated by $\mathcal{H}$.

Dual VC Dimension Obstructs Sample Compression by Embeddings

This work studies embedding of arbitrary VC classes in well-behaved VC classes, focusing particularly on extremal classes. Our main result expresses an impossibility: such embeddings necessarily require a significant increase in dimension. In particular, we prove that for every $d$ there is a class with VC dimension $d$ that cannot be embedded in any extremal class of VC dimension smaller than exponential in $d$. In addition to its independent interest, this result has an important implication in learning theory, as it reveals a fundamental limitation of one of the most extensively studied approaches to tackling the long-standing sample compression conjecture. Concretely, the approach proposed by Floyd and Warmuth entails embedding any given VC class into an extremal class of a comparable dimension, and then applying an optimal sample compression scheme for extremal classes. However, our results imply that this strategy would in some cases result in a sample compression scheme at least exponentially larger than what is predicted by the sample compression conjecture. The above implications follow from a general result we prove: any extremal class with VC dimension $d$ has dual VC dimension at most $2d+1$. This bound is exponentially smaller than the classical bound $2^{d+1}-1$ of Assouad, which applies to general concept classes (and is known to be unimprovable for some classes). We in fact prove a stronger result, establishing that $2d+1$ upper bounds the dual Radon number of extremal classes. This theorem represents an abstraction of the classical Radon theorem for convex sets, extending its applicability to a wider combinatorial framework, without relying on the specifics of Euclidean convexity. The proof utilizes the topological method and is primarily based on variants of the Topological Radon Theorem.