We study the problem of multiclass learning with bandit feedback in both the i.i.d.

This paper presents a comprehensive theoretical analysis of the learnability of neuro-symbolic (NeSy) tasks within hybrid systems. We characterize the learnability of NeSy tasks by their derived constraint satisfaction problems (DCSPs), demonstrating that a task is learnable if and only if its corresponding DCSP admits a unique solution. Under mild assumptions, we establish the sample complexity for learnable tasks and show that, for general tasks, the asymptotic expected concept error is controlled by the degree of disagreement among DCSP solutions. Our findings unify the characterization of learnability and the phenomenon of reasoning shortcuts, providing theoretical guarantees and actionable guidance for the principled design of NeSy systems.

Reinforcement learning is a widely adopted component of large language model post-training, especially for reasoning-style tasks such as maths questions. However, as we show, most existing methods will provably fail to learn from questions that are too hard, where the model always fails, or too easy, where the model always succeeds. Much human effort is therefore spent producing datasets of questions of a suitable difficulty for state-of-the-art models. Given this, we consider how to algorithmically identify questions that allow for maximally efficient training. We introduce a method, LILO (Learnability Improves LLMs Optimally), that prioritises training on questions with high variance of success, known as learnability, and we provide theory which shows that LILO enables the expected improvement of the model to be large. We run a wide range of experiments over multiple base models, algorithms and reasoning datasets to demonstrate that LILO consistently reaches a higher final test accuracy, and can do so in 3 fewer training steps. We explore how questions with high learnability can be efficiently identified, and discuss how learnability can be scaled to produce LLM agents that autonomously and open-endedly expand the frontier of human knowledge.

Machine learning is now ubiquitous in societal decision-making, for example in evaluating job candidates or loan applications, and it is increasingly important to take into account how classified agents will react to the learning algorithms. The majority of recent literature on strategic classification has focused on reducing and countering deceptive behaviors by the classified agents, but recent work of Attias et al. identifies surprising properties of learnability when the agents genuinely improve in order to attain the desirable classification, such as smaller generalization error than standard PAC-learning. In this paper we characterize so-called learnability with improvements across multiple new axes. We introduce an asymmetric variant of minimally consistent concept classes and use it to provide an exact characterization of proper learning with improvements in the realizable setting. While prior work studies learnability only under general, arbitrary agent improvement regions, we give positive results for more natural Euclidean ball improvement sets. In particular, we characterize improper learning under a generative assumption on the data distribution. We further show how to learn in more challenging settings, achieving lower generalization error under well-studied bounded noise models and obtaining mistake bounds in realizable and agnostic online learning. We resolve open questions posed by Attias et al. for both proper and improper learning.

This paper presents a comprehensive theoretical analysis of the learnability of neuro-symbolic (NeSy) tasks within hybrid systems. We characterize the learnability of NeSy tasks by their derived constraint satisfaction problems (DCSPs), demonstrating that a task is learnable if and only if its corresponding DCSP admits a unique solution. Under mild assumptions, we establish the sample complexity for learnable tasks and show that, for general tasks, the asymptotic expected concept error is controlled by the degree of disagreement among DCSP solutions. Our findings unify the characterization of learnability and the phenomenon of reasoning shortcuts, providing theoretical guarantees and actionable guidance for the principled design of NeSy systems.

Reinforcement learning is widely adopted in post-training large language models, especially for reasoning-style tasks such as maths questions. However, as we show, most existing methods will provably fail to learn from questions that are too hard, where the model always fails, or too easy, where the model always succeeds. Much human effort is therefore spent continually producing datasets of questions of a suitable difficulty for state-of-the-art models. Given this, we consider how to algorithmically identify questions that allow for maximally efficient training. We introduce a method, LILO (Learnability Improves LLMs Optimally), that prioritises training on questions with high variance of success, known as learnability, and we provide theory proving LILO maximises the expected improvement of the model. We run a wide range of experiments over multiple base models, algorithms and reasoning datasets to demonstrate that LILO consistently improves final test accuracy and can yield a 3x reduction in the number of training steps required to reach it. We explore how questions with high learnability can be efficiently identified, and discuss how learnability can be scaled to produce LLM agents that autonomously and open-endedly expand the frontier of human knowledge.

Valiant's 1984 paper is widely credited with introducing the PAC learning model, but it, in fact, introduced a different model: unlike PAC learning, the learner receives only positives, may issue membership queries, and must output a hypothesis with no false positives. Prior work characterized variants, including the case without queries. We revisit Valiant's original model and ask: *Which classes are learnable in it?* For every finite domain, including Valiant's Boolean-hypercube setting, we show that a class is learnable if and only if every realizable positive sample can be certified by a poly-size adaptive query-compression scheme. This is a new variant of sample compression where the learner certifies samples via a short interaction with the membership oracle. Our characterization shows that learnability in Valiant's model is strictly sandwiched between learnability in the PAC model and the variant of Valiant's model without membership queries. This is one of the rare cases where introducing membership queries changes the set of learnable classes, and not just the sample or computational complexity. Next, we study the natural extension of the model to arbitrary domains. While we do not obtain an exact characterization, our techniques readily generalize and show that the same strict sandwiching persists. Finally, we show that $d$-dimensional halfspaces, which are not learnable without queries, are learnable with queries: we give a $\mathrm{poly}(d) \tilde{O}(1/ε)$ sample and $\mathrm{poly}(d) \mathrm{polylog}(1/ε)$ query algorithm, and prove that at least $Ω(d)$ samples or queries are necessary. To our knowledge, this is the first algorithm for halfspaces in Valiant's model. Together, these results uncover a surprisingly rich theory behind Valiant's original notion of learnability and introduce ideas that may be of independent interest in learning theory.

We consider a weakly supervised learning scenario where the supervision signal is generated by a transition function σ of labels associated with multiple input instances. We formulate this problem as multi-instance Partial Label Learning (multi-instance PLL). Our problem is an extension to the standard PLL problem and is met in different fields, including latent structural learning and neuro-symbolic integration. Despite the existence of many learning techniques, limited theoretical analysis has been dedicated to this problem. In this paper, we provide the first theoretical study of multi-instance PLL with possibly an unknown transition σ.

In many real-world settings exact perturbation sets to be used by an adversary are not plausibly available to a learner. While prior literature has studied both scenarios with completely known and completely unknown perturbation sets, we propose an in-between setting of learning with respect to a class of perturbation sets. We show that in this setting we can improve on previous results with completely unknown perturbation sets, while still addressing the concerns of not having perfect knowledge of these sets in real life. In particular, we give the first positive results for the learnability of infinite Littlestone classes when having access to a perfect-attack oracle. We also consider a setting of learning with abstention, where predictions are considered robustness violations, only when the wrong label prediction is made within the perturbation set. We show there are classes for which perturbation-set unaware learning without query access is possible, but abstention is required.