Margin-based learning, exemplified by linear and kernel methods, is one of the few classical settings where generalization guarantees are independent of the number of parameters. This makes it a central case study in modern highly over-parameterized learning. We ask what minimal mathematical structure underlies this phenomenon. We begin with a simple margin-based problem in arbitrary metric spaces: concepts are defined by a center point and classify points according to whether their distance lies below $r$ or above $R$. We show that whenever $R>3r$, this class is learnable in \emph{any} metric space. Thus, sufficiently large margins make learnability rely only on the triangle inequality, without any linear or analytic structure being necessary. Our first main result extends this phenomenon to concepts defined by bounded linear combinations of distance functions, and reveals a sharp threshold: there exists a universal constant such that whenever the margin is larger than this constant, the class is learnable in every metric space, while below it there exist metric spaces where it is not learnable at all. We then ask whether margin-based learnability can always be explained via an embedding into a linear space – that is, reduced to linear classification in some Banach space through a kernel-type construction. We answer this negatively by demonstrating a margin learnable class that cannot be embedded into any Banach space in which linear classification with margins is learnable.

We introduce and study the \emph{spherical dimension}, a natural topological relaxation of the VC dimension that unifies several results in learning theory where topology plays a key role in the proofs. The spherical dimension is defined by extending the set of realizable datasets (used to define the VC dimension) to the continuous space of realizable distributions. In this space, a shattered set of size d (in the VC sense) is completed into a continuous object, specifically a d-dimensional sphere of realizable distributions. The spherical dimension is then defined as the dimension of the largest sphere in this space. Thus, the spherical dimension is at least the VC dimension. The spherical dimension serves as a common foundation for leveraging the Borsuk-Ulam theorem and related topological tools. We demonstrate the utility of the spherical dimension in diverse applications, including disambiguations of partial concept classes, reductions from classification to stochastic convex optimization, stability and replicability, and sample compression schemes. Perhaps surprisingly, we show that the open question posed by Alon, Hanneke, Holzman, and Moran (FOCS 2021) of whether there exist non-trivial disambiguations for halfspaces with margin is equivalent to the basic open question of whether the VC and spherical dimensions are finite together.

We study the problem of learning in the presence of an adversary that can corrupt an $\eta$ fraction of the training examples with the goal of causing failure on a specific test point. In the realizable setting, prior work established that the optimal error under such instance-targeted poisoning attacks scales as $\Theta(d\eta)$, where $d$ is the VC dimension of the hypothesis class [Hanneke, Karbasi, Mahmoody, Mehalel, and Moran (NeurIPS 2022)]. In this work, we resolve the corresponding question in the agnostic setting. We show that the optimal excess error is $\widetilde\Theta(\sqrt{d\eta})$, answering one of the main open problems left by Hanneke et al. To achieve this rate, it is necessary to use randomized learners: Hanneke et al.\ showed that deterministic learners can be forced to suffer error close to $1$ even under small amounts of poisoning. Perhaps surprisingly, our upper bound remains valid even when the learner’s random bits are fully visible to the adversary. In the other direction, our lower bound is stronger than standard PAC-style bounds: instead of tailoring a hard distribution separately for each sample size, we exhibit a single fixed distribution under which the adversary can enforce an excess error of $\Omega(\sqrt{d\eta})$ infinitely often.

List learning is a variant of supervised classification where the learner outputs multiple plausible labels for each instance rather than just one. We investigate classical principles related to generalization within the context of list learning. Our primary goal is to determine whether classical principles in the PAC setting retain their applicability in the domain of list PAC learning. We focus on uniform convergence (which is the basis of Empirical Risk Minimization) and on sample compression (which is a powerful manifestation of Occam’s Razor). In classical PAC learning, both uniform convergence and sample compression satisfy a form of ‘completeness’: whenever a class is learnable, it can also be learned by a learning rule that adheres to these principles. We ask whether the same completeness holds true in the list learning setting. We show that uniform convergence remains equivalent to learnability in the list PAC learning setting. In contrast, our findings reveal surprising results regarding sample compression: we prove that when the label space is $Y=\{0,1,2\}$, then there are 2-list-learnable classes that cannot be compressed. This refutes the list version of the sample compression conjecture by Littlestone and Warmuth in 1986. We prove an even stronger impossibility result, showing that there are $2$-list-learnable classes that cannot be compressed even when the reconstructed function can work with lists of arbitrarily large size. We prove a similar result for (1-list) PAC learnable classes when the label space is unbounded.

In computer science, the term ’direct sum’ refers to fundamental questions about the scaling of computational or information complexity with respect to multiple task instances. Consider an algorithmic task \({T} \){and} a computational resource \({C} \). For instance, \({T} \){might} be the task of computing a polynomial, with \({C} \){representing} the number of arithmetic operations required, or \({T} \){could} be a learning task with its sample complexity as \({C} \). The direct sum inquiry focuses on the cost of solving \({k} \){separate} instances of \({T} \), particularly how this aggregate cost compares to the resources needed for a single instance. Typically, the cost for multiple instances is at most \({k} \){times} the cost of one, since each can be handled independently. However, there are intriguing scenarios where the total cost for \({k} \){instances} is less than this linear relationship. Such questions naturally extend to the machine-learning setting in which one may be interested in solving several learning problems at once. This notion of direct sums of learning problems gives rise to various natural questions and interesting problems