Multiclass Transductive Online Learning

We consider the problem of multiclass transductive online learning when the number of labels can be unbounded. Previous works by Ben-David et al. [1997] and Hanneke et al. [2023b] only consider the case of binary and finite label spaces, respectively. The latter work determined that their techniques fail to extend to the case of unbounded label spaces, and they pose the question of characterizing the optimal mistake bound for unbounded label spaces. We answer this question by showing that a new dimension, termed the Level-constrained Littlestone dimension, characterizes online learnability in this setting. Along the way, we show that the trichotomy of possible minimax rates of the expected number of mistakes established by Hanneke et al. [2023b] for finite label spaces in the realizable setting continues to hold even when the label space is unbounded. In particular, if the learner plays for $T \in \mathbb{N}$ rounds, its minimax expected number of mistakes can only grow like $\Theta(T)$, $\Theta(\log T)$, or $\Theta(1)$. To prove this result, we give another combinatorial dimension, termed the Level-constrained Branching dimension, and show that its finiteness characterizes constant minimax expected mistake-bounds. The trichotomy is then determined by a combination of the Level-constrained Littlestone and Branching dimensions. Quantitatively, our upper bounds improve upon existing multiclass upper bounds in Hanneke et al. [2023b] by removing the dependence on the label set size. In doing so, we explicitly construct learning algorithms that can handle extremely large or unbounded label spaces. A key and novel component of our algorithm is a new notion of shattering that exploits the sequential nature of transductive online learning. Finally, we complete our results by proving expected regret bounds in the agnostic setting, extending the result of Hanneke et al. [2023b].

On the Benefits of Active Data Collection in Operator Learning

We investigate active data collection strategies for operator learning when the target operator is linear and the input functions are drawn from a mean-zero stochastic process with continuous covariance kernels. With an active data collection strategy, we establish an error convergence rate in terms of the decay rate of the eigenvalues of the covariance kernel. Thus, with sufficiently rapid eigenvalue decay of the covariance kernels, arbitrarily fast error convergence rates can be achieved. This contrasts with the passive (i.i.d.) data collection strategies, where the convergence rate is never faster than $\sim n^{-1}$. In fact, for our setting, we establish a \emph{non-vanishing} lower bound for any passive data collection strategy, regardless of the eigenvalues decay rate of the covariance kernel. Overall, our results show the benefit of active over passive data collection strategies in operator learning.

Error Bounds for Learning Fourier Linear Operators

We investigate the problem of learning operators between function spaces, focusing on the linear layer of the Fourier Neural Operator. First, we identify three main errors that occur during the learning process: statistical error due to finite sample size, truncation error from finite rank approximation of the operator, and discretization error from handling functional data on a finite grid of domain points. Finally, we analyze a Discrete Fourier Transform (DFT) based least squares estimator, establishing both upper and lower bounds on the aforementioned errors.

Smoothed Online Classification can be Harder than Batch Classification

We study online classification under smoothed adversaries. In this setting, at each time point, the adversary draws an example from a distribution that has a bounded density with respect to a fixed base measure, which is known apriori to the learner. For binary classification and scalar-valued regression, previous works \citep{haghtalab2020smoothed, block2022smoothed} have shown that smoothed online learning is as easy as learning in the iid batch setting under PAC model. However, we show that smoothed online classification can be harder than the iid batch classification when the label space is unbounded. In particular, we construct a hypothesis class that is learnable in the iid batch setting under the PAC model but is not learnable under the smoothed online model. Finally, we identify a condition that ensures that the PAC learnability of a hypothesis class is sufficient for its smoothed online learnability.

The Complexity of Sequential Prediction in Dynamical Systems

We study the problem of learning to predict the next state of a dynamical system when the underlying evolution function is unknown. Unlike previous work, we place no parametric assumptions on the dynamical system, and study the problem from a learning theory perspective. We define new combinatorial measures and dimensions and show that they quantify the optimal mistake and regret bounds in the realizable and agnostic setting respectively.

Revisiting the Learnability of Apple Tasting

In online binary classification under \textit{apple tasting} feedback, the learner only observes the true label if it predicts "1". First studied by \cite{helmbold2000apple}, we revisit this classical partial-feedback setting and study online learnability from a combinatorial perspective. We show that the Littlestone dimension continues to prove a tight quantitative characterization of apple tasting in the agnostic setting, closing an open question posed by \cite{helmbold2000apple}. In addition, we give a new combinatorial parameter, called the Effective width, that tightly quantifies the minimax expected mistakes in the realizable setting. As a corollary, we use the Effective width to establish a \textit{trichotomy} of the minimax expected number of mistakes in the realizable setting. In particular, we show that in the realizable setting, the expected number of mistakes for any learner under apple tasting feedback can only be $\Theta(1), \Theta(\sqrt{T})$, or $\Theta(T)$.

Online Infinite-Dimensional Regression: Learning Linear Operators

We consider the problem of learning linear operators under squared loss between two infinite-dimensional Hilbert spaces in the online setting. We show that the class of linear operators with uniformly bounded $p$-Schatten norm is online learnable for any $p \in [1, \infty)$. On the other hand, we prove an impossibility result by showing that the class of uniformly bounded linear operators with respect to the operator norm is \textit{not} online learnable. Moreover, we show a separation between online uniform convergence and online learnability by identifying a class of bounded linear operators that is online learnable but uniform convergence does not hold. Finally, we prove that the impossibility result and the separation between uniform convergence and learnability also hold in the agnostic PAC setting.

Multiclass Online Learnability under Bandit Feedback

We study online multiclass classification under bandit feedback. We extend the results of (daniely2013price) by showing that the finiteness of the Bandit Littlestone dimension is necessary and sufficient for bandit online multiclass learnability even when the label space is unbounded. Our result complements the recent work by (hanneke2023multiclass) who show that the Littlestone dimension characterizes online multiclass learnability in the full-information setting when the label space is unbounded.

A Combinatorial Characterization of Online Learning Games with Bounded Losses

We study the online learnability of hypothesis classes with respect to arbitrary, but bounded, loss functions. We give a new scale-sensitive combinatorial dimension, named the sequential Minimax dimension, and show that it gives a tight quantitative characterization of online learnability. As applications, we give the first quantitative characterization of online learnability for two natural learning settings: vector-valued regression and multilabel classification.

Online Learning with Set-Valued Feedback

We study a variant of online multiclass classification where the learner predicts a single label but receives a \textit{set of labels} as feedback. In this model, the learner is penalized for not outputting a label contained in the revealed set. We show that unlike online multiclass learning with single-label feedback, deterministic and randomized online learnability are \textit{not equivalent} even in the realizable setting with set-valued feedback. Accordingly, we give two new combinatorial dimensions, named the Set Littlestone and Measure Shattering dimension, that tightly characterize deterministic and randomized online learnability respectively in the realizable setting. In addition, we show that the Measure Shattering dimension tightly characterizes online learnability in the agnostic setting. Finally, we show that practical learning settings like online multilabel ranking, online multilabel classification, and online interval learning are specific instances of our general framework.