statistical model
Observable Geometry of Singular Statistical Models
Singular statistical models arise whenever different parameter values induce the same distribution, leading to non-identifiability and a breakdown of classical asymptotic theory. While existing approaches analyze these phenomena in parameter space, the resulting descriptions depend heavily on parameterization and obscure the intrinsic statistical structure of the model. In this paper, we introduce an invariant framework based on \emph{observable charts}: collections of functionals of the data distribution that distinguish probability measures. These charts define local coordinate systems directly on the model space, independent of parameterization. We formalize \emph{observable completeness} as the ability of such charts to detect identifiable directions, and introduce \emph{observable order} to quantify higher-order distinguishability along analytic perturbations. Our main result establishes that, under mild regularity conditions, observable order provides a lower bound on the rate at which Kullback-Leibler divergence vanishes along analytic paths. This connects intrinsic geometric structure in model space to statistical distinguishability and recovers classical behavior in regular models while extending naturally to singular settings. We illustrate the framework in reduced-rank regression and Gaussian mixture models, where observable coordinates reveal both identifiable structure and singular degeneracies. These results suggest that observable charts provide a unified and parameterization-invariant language for studying singular models and offer a pathway toward intrinsic formulations of invariants such as learning coefficients.
Multi-step learning and underlying structure in statistical models
In multi-step learning, where a final learning task is accomplished via a sequence of intermediate learning tasks, the intuition is that successive steps or levels transform the initial data into representations more and more "suited" to the final learning task. A related principle arises in transfer-learning where Baxter (2000) proposed a theoretical framework to study how learning multiple tasks transforms the inductive bias of a learner. The most widespread multi-step learning approach is semisupervised learning with two steps: unsupervised, then supervised. Several authors (Castelli-Cover, 1996; Balcan-Blum, 2005; Niyogi, 2008; Ben-David et al, 2008; Urner et al, 2011) have analyzed SSL, with Balcan-Blum (2005) proposing a version of the PAC learning framework augmented by a "compatibility function" to link concept class and unlabeled data distribution. We propose to analyze SSL and other multi-step learning approaches, much in the spirit of Baxter's framework, by defining a learning problem generatively as a joint statistical model on X Y.
Multi-step learning and underlying structure in statistical models
In multi-step learning, where a final learning task is accomplished via a sequence of intermediate learning tasks, the intuition is that successive steps or levels transform the initial data into representations more and more ``suited to the final learning task. A related principle arises in transfer-learning where Baxter (2000) proposed a theoretical framework to study how learning multiple tasks transforms the inductive bias of a learner. The most widespread multi-step learning approach is semi-supervised learning with two steps: unsupervised, then supervised. Several authors (Castelli-Cover, 1996; Balcan-Blum, 2005; Niyogi, 2008; Ben-David et al, 2008; Urner et al, 2011) have analyzed SSL, with Balcan-Blum (2005) proposing a version of the PAC learning framework augmented by a ``compatibility function to link concept class and unlabeled data distribution. We propose to analyze SSL and other multi-step learning approaches, much in the spirit of Baxter's framework, by defining a learning problem generatively as a joint statistical model on $X \times Y$.