As deep neural networks are highly expressive, it is important to find solutions with small generalization gap (the difference between the performance on the training data and unseen data). Focusing on the stochastic nature of training, we first present a theoretical analysis in which the bound of generalization gap depends on what we call inconsistency and instability of model outputs, which can be estimated on unlabeled data. Our empirical study based on this analysis shows that instability and inconsistency are strongly predictive of generalization gap in various settings. In particular, our finding indicates that inconsistency is a more reliable indicator of generalization gap than the sharpness of the loss landscape. Furthermore, we show that algorithmic reduction of inconsistency leads to superior performance. The results also provide a theoretical basis for existing methods such as co-distillation and ensemble.

Comprehending characters' personalities is a crucial aspect of story reading. As readers engage with a story, their understanding of a character evolves based on new events and information; and multiple fine-grained aspects of personalities can be perceived. This leads to a natural problem of situated and fine-grained personality understanding. The problem has not been studied in the NLP field, primarily due to the lack of appropriate datasets mimicking the process of book reading. We present the first labeled dataset PersoNet for this problem. Our novel annotation strategy involves annotating user notes from online reading apps as a proxy for the original books. Experiments and human studies indicate that our dataset construction is both efficient and accurate; and our task heavily relies on long-term context to achieve accurate predictions for both machines and humans. The dataset is available at https://github.com/Gorov/personet_acl23.

Both humans and large language models are able to learn language without explicit structural supervision. What inductive biases make this learning possible? We address this fundamental cognitive question by leveraging transformer language models: we inject inductive bias into language models by pretraining on formally-structured data, and then evaluate the biased learners' ability to learn typologically-diverse natural languages. Our experimental setup creates a testbed for hypotheses about inductive bias in human language learning. We investigate the effect of injecting models with three types of inductive bias: 1) recursive, hierarchical processing, 2) crossing token-token relationships that can't be modeled by context-free grammars, and 3) a Zipfian power-law vocabulary distribution. We show that non-context-free relationships form the best inductive biases. Our study leverages the capabilities of transformer models to run controlled language learning experiments that are not possible to run on humans, and surfaces hypotheses about the structures that facilitate language learning in both humans and machines.

The problem of designing learners that provide guarantees that their predictions are provably correct is of increasing importance in machine learning. However, learning theoretic guarantees have only been considered in very specific settings. In this work, we consider the design and analysis of reliable learners in challenging test-time environments as encountered in modern machine learning problems: namely `adversarial' test-time attacks (in several variations) and `natural' distribution shifts. In this work, we provide a reliable learner with provably optimal guarantees in such settings. We discuss computationally feasible implementations of the learner and further show that our algorithm achieves strong positive performance guarantees on several natural examples: for example, linear separators under log-concave distributions or smooth boundary classifiers under smooth probability distributions.

Text classification is essential for organizing unstructured text. Traditional methods rely on human annotations or, more recently, a set of class seed words for supervision, which can be costly, particularly for specialized or emerging domains. To address this, using class surface names alone as extremely weak supervision has been proposed. However, existing approaches treat different levels of text granularity (documents, sentences, or words) independently, disregarding inter-granularity class disagreements and the context identifiable exclusively through joint extraction. In order to tackle these issues, we introduce MEGClass, an extremely weakly-supervised text classification method that leverages Mutually-Enhancing Text Granularities. MEGClass utilizes coarse- and fine-grained context signals obtained by jointly considering a document's most class-indicative words and sentences. This approach enables the learning of a contextualized document representation that captures the most discriminative class indicators. By preserving the heterogeneity of potential classes, MEGClass can select the most informative class-indicative documents as iterative feedback to enhance the initial word-based class representations and ultimately fine-tune a pre-trained text classifier. Extensive experiments on seven benchmark datasets demonstrate that MEGClass outperforms other weakly and extremely weakly supervised methods.

Imitation Learning (IL) is a promising paradigm for teaching robots to perform novel tasks using demonstrations. Most existing approaches for IL utilize neural networks (NN), however, these methods suffer from several well-known limitations: they 1) require large amounts of training data, 2) are hard to interpret, and 3) are hard to repair and adapt. There is an emerging interest in programmatic imitation learning (PIL), which offers significant promise in addressing the above limitations. In PIL, the learned policy is represented in a programming language, making it amenable to interpretation and repair. However, state-of-the-art PIL algorithms assume access to action labels and struggle to learn from noisy real-world demonstrations. In this paper, we propose PLUNDER, a novel PIL algorithm that integrates a probabilistic program synthesizer in an iterative Expectation-Maximization (EM) framework to address these shortcomings. Unlike existing PIL approaches, PLUNDER synthesizes probabilistic programmatic policies that are particularly well-suited for modeling the uncertainties inherent in real-world demonstrations. Our approach leverages an EM loop to simultaneously infer the missing action labels and the most likely probabilistic policy. We benchmark PLUNDER against several established IL techniques, and demonstrate its superiority across five challenging imitation learning tasks under noise. PLUNDER policies achieve 95% accuracy in matching the given demonstrations, outperforming the next best baseline by 19%. Additionally, policies generated by PLUNDER successfully complete the tasks 17% more frequently than the nearest baseline.

Small data learning problems are characterized by a significant discrepancy between the limited amount of response variable observations and the large feature space dimension. In this setting, the common learning tools struggle to identify the features important for the classification task from those that bear no relevant information, and cannot derive an appropriate learning rule which allows to discriminate between different classes. As a potential solution to this problem, here we exploit the idea of reducing and rotating the feature space in a lower-dimensional gauge and propose the Gauge-Optimal Approximate Learning (GOAL) algorithm, which provides an analytically tractable joint solution to the dimension reduction, feature segmentation and classification problems for small data learning problems. We prove that the optimal solution of the GOAL algorithm consists in piecewise-linear functions in the Euclidean space, and that it can be approximated through a monotonically convergent algorithm which presents -- under the assumption of a discrete segmentation of the feature space -- a closed-form solution for each optimization substep and an overall linear iteration cost scaling. The GOAL algorithm has been compared to other state-of-the-art machine learning (ML) tools on both synthetic data and challenging real-world applications from climate science and bioinformatics (i.e., prediction of the El Nino Southern Oscillation and inference of epigenetically-induced gene-activity networks from limited experimental data). The experimental results show that the proposed algorithm outperforms the reported best competitors for these problems both in learning performance and computational cost.

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 $\Theta(T)$.

In this work, we aim to characterize the statistical complexity of realizable regression both in the PAC learning setting and the online learning setting. Previous work had established the sufficiency of finiteness of the fat shattering dimension for PAC learnability and the necessity of finiteness of the scaled Natarajan dimension, but little progress had been made towards a more complete characterization since the work of Simon (SICOMP '97). To this end, we first introduce a minimax instance optimal learner for realizable regression and propose a novel dimension that both qualitatively and quantitatively characterizes which classes of real-valued predictors are learnable. We then identify a combinatorial dimension related to the Graph dimension that characterizes ERM learnability in the realizable setting. Finally, we establish a necessary condition for learnability based on a combinatorial dimension related to the DS dimension, and conjecture that it may also be sufficient in this context. Additionally, in the context of online learning we provide a dimension that characterizes the minimax instance optimal cumulative loss up to a constant factor and design an optimal online learner for realizable regression, thus resolving an open question raised by Daskalakis and Golowich in STOC '22.

Machine learning models are famously vulnerable to adversarial attacks: small ad-hoc perturbations of the data that can catastrophically alter the model predictions. While a large literature has studied the case of test-time attacks on pre-trained models, the important case of attacks in an online learning setting has received little attention so far. In this work, we use a control-theoretical perspective to study the scenario where an attacker may perturb data labels to manipulate the learning dynamics of an online learner. We perform a theoretical analysis of the problem in a teacher-student setup, considering different attack strategies, and obtaining analytical results for the steady state of simple linear learners. These results enable us to prove that a discontinuous transition in the learner's accuracy occurs when the attack strength exceeds a critical threshold. We then study empirically attacks on learners with complex architectures using real data, confirming the insights of our theoretical analysis. Our findings show that greedy attacks can be extremely efficient, especially when data stream in small batches.