We introduce the problem of learning \emph{conditional averages} in the PAC framework. The learner receives a sample labeled by an unknown target concept from a known concept class, as in standard PAC learning. However, instead of learning the target concept itself, the goal is to predict, for each instance, the average label over its \emph{neighborhood}—an arbitrary subset of points that contains the instance. In the degenerate case where all neighborhoods are singletons, the problem reduces exactly to classic PAC learning. More generally, it extends PAC learning to a setting that captures learning tasks arising in several domains, including explainability, fairness, and recommendation systems. Our main contribution is a complete characterization of when conditional averages are learnable, together with sample complexity bounds that are tight up to logarithmic factors. The characterization hinges on the joint finiteness of two novel combinatorial parameters, which depend on both the concept class and the neighborhood system, and are closely related to the independence number of the associated neighborhood graph.

Cost-sensitive loss functions are crucial in many real-world prediction problems, where different types of errors are penalized differently; for example, in medical diagnosis, a false negative prediction can lead to worse consequences than a false positive prediction. However, traditional PAC learning theory has mostly focused on the symmetric 0-1 loss, leaving cost-sensitive losses largely unaddressed. In this work we extend the celebrated theory of boosting to incorporate both cost-sensitive and multi-objective losses. Cost-sensitive losses assign costs to the entries of a confusion matrix, and are used to control the sum of prediction errors accounting for the cost of each error type. Multi-objective losses, on the other hand, simultaneously track multiple cost-sensitive losses, and are useful when the goal is to satisfy several criteria at once (e.g., minimizing false positives while keeping false negatives below a critical threshold). We develop a comprehensive theory of cost-sensitive and multi-objective boosting, providing a taxonomy of weak learning guarantees that distinguishes which guarantees are trivial (i.e., can always be achieved), which ones are boostable (i.e., imply strong learning), and which ones are intermediate, implying non-trivial yet not arbitrarily accurate learning. For binary classification, we establish a dichotomy: a weak learning guarantee is either trivial or boostable. In the multiclass setting, we describe a more intricate landscape of intermediate weak learning guarantees. Our characterization relies on a geometric interpretation of boosting, revealing a surprising equivalence between cost-sensitive and multi-objective losses.

In the multiclass PAC setting, even when full learnability is unattainable, meaningful information can often be extracted to guide predictions. However, classical learning theory has mainly focused on the dichotomy “learnable vs. non-learnable”, leaving notions of partial learnability largely unexplored. Indeed, even for a non-learnable class, a learner may still achieve partial success-for example, by making reliable predictions whenever the true label belongs to a fixed subset of the label space, even if it fails otherwise. Similarly, the rigid nature of PAC learnability makes it impossible to distinguish between classes where one can achieve favorable trade-offs between, say, false-positive and false-negative rates, and classes where such trade-offs are fundamentally unattainable. In a nutshell, standard PAC learnability precludes a fine-grained exploration of learnability. To overcome this limitation, we develop a fine-grained theory of PAC learnability. For any hypothesis class $\mathcal{H}$, given a loss function (which quantifies the penalty for predicting $\hat{y}$ instead of the true label $y$) and a target loss threshold $z$, our theory determines whether it is possible to achieve a loss of at most $z$. In contrast, classical PAC learning considers only the special case of the zero-one loss and $z = 0$, corresponding to a near perfect classification guarantee. We give a complete characterization of all attainable guarantees, captured by a \emph{finite family} of combinatorial dimensions, which we term the \emph{$J$-cube dimensions} of $\mathcal{H}$. These dimensions are defined for every subset $J$ of at least two labels. This extends the fundamental theorem of realizable PAC learning based on the VC dimension. In fact, our results hold in a more general multi-objective setting where we fully characterize the Pareto frontier of guarantees attainable for the class $\mathcal{H}$.

We study the task of bandit learning, also known as best-arm identification, under the assumption that the true reward function f belongs to a known, but arbitrary, function class F. While many instances of this problem are well understood, we seek a general theory of bandit learnability, akin to the PAC framework for classification. Our investigation is guided by the following two fundamental questions: (1) which classes F are learnable, and (2) how they are learnable. For example, in the case of binary PAC classification, learnability is fully determined by a combinatorial dimension, namely, the VC dimension, and can be attained via a simple algorithmic principle, namely, empirical risk minimization (ERM). In contrast to classical learning-theoretic results, our findings reveal fundamental limitations of learning in structured bandits, offering insights into the boundaries of bandit learnability. First, for the question of "which", we show that the paradigm of identifying the learnable classes via a dimension-like quantity fails for bandit learning. We give a simple proof demonstrating that no combinatorial dimension can characterize bandit learnability, even in finite classes, following a standard definition of dimension introduced by Ben-David et al. (2019). For the question of "how", we prove a computational hardness result: we construct a reward function class for which at most two queries are needed to find the optimal action, yet no algorithm can do so in polynomial time unless RP=NP. We also prove that this class admits efficient algorithms for standard (albeit possibly computationally hard) algorithmic operations often considered in learning theory, such as an ERM. This implies that computational hardness is in this case inherent to the task of bandit learning. Beyond these results, we investigate additional themes such as learning under noise, trade-offs between noise models, and the relationship between query complexity and regret minimization.

In the framework of online convex optimization, most iterative algorithms require the computation of projections onto convex sets, which can be computationally expensive. To tackle this problem HK12 proposed the study of projection-free methods that replace projections with less expensive computations. The most common approach is based on the Frank-Wolfe method, that uses linear optimization computation in lieu of projections. Recent work by GK22 gave sublinear adaptive regret guarantees with projection free algorithms based on the Frank Wolfe approach. In this work we give projection-free algorithms that are based on a different technique, inspired by Mhammedi22, that replaces projections by set-membership computations. We propose a simple lazy gradient-based algorithm with a Minkowski regularization that attains near-optimal adaptive regret bounds. For general convex loss functions we improve previous adaptive regret bounds from $O(T^{3/4})$ to $O(\sqrt{T})$, and further to tight interval dependent bound $\tilde{O}(\sqrt{I})$ where $I$ denotes the interval length. For strongly convex functions we obtain the first poly-logarithmic adaptive regret bounds using a projection-free algorithm.

We study the setting of multiclass boosting with a possibly large number of classes. A recent work by Brukhim, Hazan, Moran, and Schapire, 2021, proved a hardness result for a large class of natural boosting algorithms we call proper. These algorithms output predictors that correspond to a plurality-vote aggregation of weak hypotheses. In particular, they showed that proper boosting algorithms must incur a large cost that scales with the number of classes.In this work we propose an efficient improper multiclass boosting algorithm that circumvents this hardness result. A key component of our algorithm is based on the technique of list learning. In list learning, instead of predicting a single outcome for a given unseen input, the goal is to provide a short menu of predictions. The resulting boosting algorithm has sample and oracle complexity bounds that are entirely independent of the number of classes.A corollary of the above is that plurality-vote over a learnable class is also learnable. We complement this result by showing that other simple aggregations over hypotheses from a learnable class do not preserve learnability, unlike in the binary setting.

We study a generalization of boosting to the multiclass setting. We introduce a weak learning condition for multiclass classification that captures the original notion of weak learnability as being “slightly better than random guessing”. We give a simple and efficient boosting algorithm, that does not require realizability assumptions and its sample and oracle complexity bounds are independent of the number of classes. In addition, we utilize our new boosting technique in several theoretical applications within the context of List PAC Learning. First, we establish an equivalence to weak PAC learning. Furthermore, we present a new result on boosting for list learners, as well as provide a novel proof for the characterization of multiclass PAC learning and List PAC learning. Notably, our technique gives rise to simplified algorithms and analysis compared to previous works.

We study an abstract framework for interactive learning called interactive estimation in which the goal is to estimate a target from its ``similarity'' to points queried by the learner. We introduce a combinatorial measure called Dissimilarity dimension which largely captures learnability in our model. We present a simple, general, and broadly-applicable algorithm, for which we obtain both regret and PAC generalization bounds that are polynomial in the new dimension. We show that our framework subsumes and thereby unifies two classic learning models: statistical-query learning and structured bandits. We also delineate how the Dissimilarity dimension is related to well-known parameters for both frameworks, in some cases yielding significantly improved analyses.

A seminal result in learning theory characterizes the PAC learnability of binary classes through the Vapnik-Chervonenkis dimension. Extending this characterization to the general multiclass setting has been open since the pioneering works on multiclass PAC learning in the late 1980s. This work resolves this problem: we characterize multiclass PAC learnability through the DS dimension, a combinatorial dimension defined by Daniely and Shalev-Shwartz, (2014). The classical characterization of the binary case boils down to empirical risk minimization. In contrast, our characterization of the multiclass case involves a variety of algorithmic ideas; these include a natural setting we call list PAC learning. In the list learning setting, instead of predicting a single outcome for a given unseen input, the goal is to provide a short menu of predictions. Our second main result concerns the Natarajan dimension, which has been a central candidate for characterizing multiclass learnability. This dimension was introduced by Natarajan (1988) as a barrier for PAC learning. He furthered showed that it is the only barrier, provided that the number of labels is bounded. Whether the Natarajan dimension characterizes PAC learnability in general has been posed as an open question in several papers since. This work provides a negative answer: we construct a non-learnable class with Natarajan dimension 1. For the construction, we identify a fundamental connection between concept classes and topology (i.e., colorful simplicial complexes). We crucially rely on a deep and involved construction of hyperbolic pseudo-manifolds by Januszkiewicz and Światkowski. It is interesting that hyperbolicity is directly related to learning problems that are difficult to solve although no obvious barriers exist. This is another demonstration of the fruitful links machine learning has with different areas in mathematics.

Reducing reinforcement learning to supervised learning is a well-studied and effective approach that leverages the benefits of compact function approximation to deal with large-scale Markov decision processes. Independently, the boosting methodology (e.g. AdaBoost) has proven to be indispensable in designing efficient and accurate classification algorithms by combining rough and inaccurate rules-of-thumb.In this paper, we take a further step: we reduce reinforcement learning to a sequence of weak learning problems. Since weak learners perform only marginally better than random guesses, such subroutines constitute a weaker assumption than the availability of an accurate supervised learning oracle. We prove that the sample complexity and running time bounds of the proposed method do not explicitly depend on the number of states.While existing results on boosting operate on convex losses, the value function over policies is non-convex. We show how to use a non-convex variant of the Frank-Wolfe method for boosting, that additionally improves upon the known sample complexity and running time bounds even for reductions to supervised learning.

We consider the problem of online boosting for regression tasks, when only limited information is available to the learner. This setting is motivated by applications in reinforcement learning, in which only partial feedback is provided to the learner. We give an efficient regret minimization method that has two implications. First, we describe an online boosting algorithm with noisy multi-point bandit feedback. Next, we give a new projection-free online convex optimization algorithm with stochastic gradient access, that improves state-of-the-art guarantees in terms of efficiency. Our analysis offers a novel way of incorporating stochastic gradient estimators within Frank-Wolfe-type methods, which circumvents the instability encountered when directly applying projection-free optimization to the stochastic setting.

Boosting is an algorithmic approach which is based on the idea of combining weak and moderately inaccurate hypotheses to a strong and accurate one. In this work we study multiclass boosting with a possibly large number of classes or categories. Multiclass boosting can be formulated in various ways. Here, we focus on an especially natural formulation in which the weak hypotheses are assumed to belong to an ''easy-to-learn'' base class, and the weak learner is an agnostic PAC learner for that class with respect to the standard classification loss. This is in contrast with other, more complicated losses as have often been considered in the past. The goal of the overall boosting algorithm is then to learn a combination of weak hypotheses by repeatedly calling the weak learner.We study the resources required for boosting, especially how theydepend on the number of classes $k$, for both the booster and weak learner.We find that the boosting algorithm itself only requires $O(\log k)$samples, as we show by analyzing a variant of AdaBoost for oursetting. In stark contrast, assuming typical limits on the number of weak-learner calls,we prove that the number of samples required by a weak learner is at least polynomial in $k$, exponentially more than thenumber of samples needed by the booster.Alternatively, we prove that the weak learner's accuracy parametermust be smaller than an inverse polynomial in $k$, showing that the returned weakhypotheses must be nearly the best in their class when $k$ is large.We also prove a trade-off between number of oracle calls and theresources required of the weak learner, meaning that the fewer calls to theweak learner the more that is demanded on each call.

We study the question of how to aggregate controllers for dynamical systems in order to improve their performance. To this end, we propose a framework of boosting for online control. Our main result is an efficient boosting algorithm that combines weak controllers into a provably more accurate one. Empirical evaluation on a host of control settings supports our theoretical findings.

Boosting is a widely used machine learning approach based on the idea of aggregating weak learning rules. While in statistical learning numerous boosting methods exist both in the realizable and agnostic settings, in online learning they exist only in the realizable case. In this work we provide the first agnostic online boosting algorithm; that is, given a weak learner with only marginally-better-than-trivial regret guarantees, our algorithm boosts it to a strong learner with sublinear regret. Our algorithm is based on an abstract (and simple) reduction to online convex optimization, which efficiently converts an arbitrary online convex optimizer to an online booster. Moreover, this reduction extends to the statistical as well as the online realizable settings, thus unifying the 4 cases of statistical/online and agnostic/realizable boosting.

Many machine learning problems require the prediction of multi-dimensional labels. Such structured prediction models can benefit from modeling dependencies between labels. Recently, several deep learning approaches to structured prediction have been proposed. Here we focus on capturing cardinality constraints in such models. Namely, constraining the number of non-zero labels that the model outputs. Such constraints have proven very useful in previous structured prediction methods, but it is a challenge to introduce them into a deep learning approach. Here we show how to do this via a novel deep architecture. Our approach outperforms strong baselines, achieving state-of-the-art results on multi-label classification benchmarks.