computational learning theory

Like students facing hard exam questions, large language models sometimes guess when uncertain, producing plausible yet incorrect statements instead of admitting uncertainty. Such "hallucinations" persist even in state-of-the-art systems and undermine trust. We argue that language models hallucinate because the training and evaluation procedures reward guessing over acknowledging uncertainty, and we analyze the statistical causes of hallucinations in the modern training pipeline. Hallucinations need not be mysterious -- they originate simply as errors in binary classification. If incorrect statements cannot be distinguished from facts, then hallucinations in pretrained language models will arise through natural statistical pressures. We then argue that hallucinations persist due to the way most evaluations are graded -- language models are optimized to be good test-takers, and guessing when uncertain improves test performance. This "epidemic" of penalizing uncertain responses can only be addressed through a socio-technical mitigation: modifying the scoring of existing benchmarks that are misaligned but dominate leaderboards, rather than introducing additional hallucination evaluations. This change may steer the field toward more trustworthy AI systems.

In an online convex optimization problem a decision-maker makes a sequence of decisions, i.e., chooses a sequence of points in Euclidean space, from a fixed feasible set. After each point is chosen, it encounters a sequence of (possibly unrelated) convex cost functions. Zinkevich (ICML 2003) introduced this framework, which models many natural repeated decision-making problems and generalizes many existing problems such as Prediction from Expert Advice and Cover's Universal Portfolios. Zinkevich showed that a simple online gradient descent algorithm achieves additive regret O(√T), for an arbitrary sequence of T convex cost functions (of bounded gradients), with respect to the best single decision in hindsight. In this paper, we give algorithms that achieve regret O(log(T)) for an arbitrary sequence of strictly convex functions (with bounded first and second derivatives). This mirrors what has been done for the special cases of prediction from expert advice by Kivinen and Warmuth (EuroCOLT 1999), and Universal Portfolios by Cover (Math. Finance 1:1–19, 1991). We propose several algorithms achieving logarithmic regret, which besides being more general are also much more efficient to implement. The main new ideas give rise to an efficient algorithm based on the Newton method for optimization, a new tool in the field. Our analysis shows a surprising connection between the natural follow-the-leader approach and the Newton method. We also analyze other algorithms, which tie together several different previous approaches including follow-the-leader, exponential weighting, Cover's algorithm and gradient descent.

A major problem in machine learning is that of inductive bias: how to choose a learner's hypothesis space so that it is large enough to contain a solution to the problem being learnt, yet small enough to ensure reliable generalization from reasonably-sized training sets. Typically such bias is supplied by hand through the skill and insights of experts. In this paper a model for automatically learning bias is investigated. The central assumption of the model is that the learner is embedded within an environment of related learning tasks. Within such an environment the learner can sample from multiple tasks, and hence it can search for a hypothesis space that contains good solutions to many of the problems in the environment. Under certain restrictions on the set of all hypothesis spaces available to the learner, we show that a hypothesis space that performs well on a sufficiently large number of training tasks will also perform well when learning novel tasks in the same environment. Explicit bounds are also derived demonstrating that learning multiple tasks within an environment of related tasks can potentially give much better generalization than learning a single task.

Boosting is a general method for improving the accuracy of any given learning algorithm. This short paper introduces the boosting algorithm AdaBoost, and explains the underlying theory of boosting, including an explanation of why boosting often does not suffer from overfitting. Some examples of recent applications of boosting are also described.

On-line learning in domains where the target concept depends on some hidden context poses serious problems. A changing context can induce changes in the target concepts, producing what is known as concept drift. We describe a family of learning algorithms that flexibly react to concept drift and can take advantage of situations where contexts reappear. The general approach underlying all these algorithms consists of (1) keeping only a window of currently trusted examples and hypotheses; (2) storing concept descriptions and re-using them when a previous context re-appears; and (3) controlling both of these functions by a heuristic that constantly monitors the system's behavior. The paper reports on experiments that test the systems' performance under various conditions such as different levels of noise and different extent and rate of concept drift.

Learning problems form an important category of computational tasks that generalizes many of the computations researchers apply to large real-life data sets. We ask: what concept classes can be learned privately, namely, by an algorithm whose output does not depend too heavily on any one input or specific training example? More precisely, we investigate learning algorithms that satisfy differential privacy, a notion that provides strong confidentiality guarantees in contexts where aggregate information is released about a database containing sensitive information about individuals. We demonstrate that, ignoring computational constraints, it is possible to privately agnostically learn any concept class using a sample size approximately logarithmic in the cardinality of the concept class. Therefore, almost anything learnable is learnable privately: specifically, if a concept class is learnable by a (non-private) algorithm with polynomial sample complexity and output size, then it can be learned privately using a polynomial number of samples. We also present a computationally efficient private PAC learner for the class of parity functions. Local (or randomized response) algorithms are a practical class of private algorithms that have received extensive investigation. We provide a precise characterization of local private learning algorithms. We show that a concept class is learnable by a local algorithm if and only if it is learnable in the statistical query (SQ) model. Finally, we present a separation between the power of interactive and noninteractive local learning algorithms.

Convex programming involves a convex set F ⊆ ℝⁿ and a convex function c : F → ℝ. The goal of convex programming is to find a point in F which minimizes c. In this paper, we introduce online convex programming. In online convex programming, the convex set is known in advance, but in each step of some repeated optimization problem, one must select a point in F before seeing the cost function for that step. This can be used to model factory production, farm production, and many other industrial optimization problems where one is unaware of the value of the items produced until they have already been constructed. We introduce an algorithm for this domain, apply it to repeated games, and show that it is really a generalization of infinitesimal gradient ascent, and the results here imply that generalized infinitesimal gradient ascent (GIGA) is universally consistent.