We study the fundamental problem of sequential probability assignment, also known as online learning with logarithmic loss, with respect to an arbitrary, possibly nonparametric hypothesis class. Our goal is to obtain a complexity measure for the hypothesis class that characterizes the minimax regret and to determine a general, minimax optimal algorithm. Notably, the sequential $\ell_{\infty}$ entropy, extensively studied in the literature (Rakhlin and Sridharan, 2015, Bilodeau et al., 2020, Wu et al., 2023), was shown to not characterize minimax regret in general. Inspired by the seminal work of Shtarkov (1987) and Rakhlin, Sridharan, and Tewari (2010), we introduce a novel complexity measure, the \emph{contextual Shtarkov sum}, corresponding to the Shtarkov sum after projection onto a multiary context tree, and show that the worst case log contextual Shtarkov sum equals the minimax regret. Using the contextual Shtarkov sum, we derive the minimax optimal strategy, dubbed \emph{contextual Normalized Maximum Likelihood} (cNML). Our results hold for sequential experts, beyond binary labels, which are settings rarely considered in prior work. To illustrate the utility of this characterization, we provide a short proof of a new regret upper bound in terms of sequential $\ell_{\infty}$ entropy, unifying and sharpening state-of-the-art bounds by Bilodeau et al. (2020) and Wu et al. (2023).

In deep learning theory, the covariance matrix of the representations serves as a proxy to examine the network’s trainability. Motivated by the success of Transform- ers, we study the covariance matrix of a modified Softmax-based attention model with skip connections in the proportional limit of infinite-depth-and-width. We show that at initialization the limiting distribution can be described by a stochastic differential equation (SDE) indexed by the depth-to-width ratio. To achieve a well-defined stochastic limit, the Transformer’s attention mechanism is modified by centering the Softmax output at identity, and scaling the Softmax logits by a width-dependent temperature parameter. We examine the stability of the network through the corresponding SDE, showing how the scale of both the drift and diffu- sion can be elegantly controlled with the aid of residual connections. The existence of a stable SDE implies that the covariance structure is well-behaved, even for very large depth and width, thus preventing the notorious issues of rank degeneracy in deep attention models. Finally, we show, through simulations, that the SDE provides a surprisingly good description of the corresponding finite-size model. We coin the name shaped Transformer for these architectural modifications.

Practice is essential for learning. However, for many interpersonal skills, there often are not enough opportunities and venues for novices to repeatedly practice. Role-playing simulations offer a promising framework to advance practice-based professional training for complex communication skills, in fields such as teaching. In this work, we introduce ELK (Eliciting Learner Knowledge), a role-playing simulation system that helps K-12 teachers develop effective questioning strategies to elicit learners' prior knowledge. We evaluate ELK with 75 pre-service teachers through a mixed-method study. We find that teachers demonstrate a modest increase in effective questioning strategies and develop sympathy towards students after using ELK for 3 rounds. We implement a supplementary activity in ELK in which users evaluate transcripts generated from past role-play sessions. We have tentative evidence that a combination of role-play and evaluating conversation moves may be more effective for learning. We contribute design implications of using role-play systems for communication strategy training.