The recursive teaching dimension (RTD) of a concept class $C \subseteq \{0, 1\}^n$, introduced by Zilles et al. [ZLHZ11], is a complexity parameter measured by the worst-case number of labeled examples needed to learn any target concept of $C$ in the recursive teaching model. In this paper, we study the quantitative relation between RTD and the well-known learning complexity measure VC dimension (VCD), and improve the best known upper and (worst-case) lower bounds on the recursive teaching dimension with respect to the VC dimension. Given a concept class $C \subseteq \{0, 1\}^n$ with $VCD(C) = d$, we first show that $RTD(C)$ is at most $d 2^{d+1}$. This is the first upper bound for $RTD(C)$ that depends only on $VCD(C)$, independent of the size of the concept class $|C|$ and its~domain size $n$.

Understanding minimal assumptions that enable learning and generalization is perhaps the central question of learning theory. Several celebrated results in statistical learning theory, such as the VC theorem and Littlestone's characterization of online learnability, establish conditions on the hypothesis class that allow for learning under independent data and adversarial data, respectively. Building upon recent work bridging these extremes, we study sequential decision making under distributional adversaries that can adaptively choose data-generating distributions from a fixed family $U$ and ask when such problems are learnable with sample complexity that behaves like the favorable independent case. We provide a near complete characterization of families $U$ that admit learnability in terms of a notion known as generalized smoothness i.e. a distribution family admits VC-dimension-dependent regret bounds for every finite-VC hypothesis class if and only if it is generalized smooth. Further, we give universal algorithms that achieve low regret under any generalized smooth adversary without explicit knowledge of $U$. Finally, when $U$ is known, we provide refined bounds in terms of a combinatorial parameter, the fragmentation number, that captures how many disjoint regions can carry nontrivial mass under $U$. These results provide a nearly complete understanding of learnability under distributional adversaries. In addition, building upon the surprising connection between online learning and differential privacy, we show that the generalized smoothness also characterizes private learnability under distributional constraints.

Much remains to be understood, however, in statistical learning under distribution shifts. This paper focuses on a distribution shift setting where train and test distributions can be related by classes of (data) transformation maps.

Chen et al. [2022] proves that in such a binary-classification problem, an MoE layer converges to an Proof: We will prove this by contradiction. Thus, we show that vanilla MoE does not guarantee convergence with mixture of datasets.

In this work we study the problem of actively learning binary classifiers from a given concept class, i.e., learning by utilizing unlabeled data and submitting targeted queries about their labels to a domain expert. We evaluate the quality of our solutions by considering the learning curves they induce, i.e., the rate of

Abasic question inlearning theory istoidentify iftwodistributions areidentical when we have access only to examples sampled from the distributions.