An Introduction to Computational Learning Theory I: The PAC Model, Conjunctions, Rectangles and 3-CNFTextbook
Motivation
Chapter 1 of Kearns and Vazirani, An Introduction to Computational Learning Theory (MIT Press, 1994, doi:10.7551/mitpress/3897.001.0001), introduces Valiant's Probably Approximately Correct model, the framework for the whole book. A learner sees labeled examples of an unknown target concept drawn from an unknown but fixed distribution, and must output a hypothesis that, with probability at least over the sample, misclassifies a fresh example with probability at most ; the model is distribution-free, and the hypothesis is judged on the same distribution it was trained on. The chapter's three positive results are the templates for everything that follows. The rectangle game (Theorem 1.1) shows that an infinite class can be learned from a finite sample by exploiting the geometry of the error region. Conjunctions (Theorem 1.2) are learned by the elimination algorithm, whose analysis, a union bound over "bad" literals, is the prototype of every sample-size bound in the book. And 3-CNF formulae (Theorem 1.4) are learned by a change of variables that reduces them to conjunctions, which, set against the intractability of learning 3-term DNF as 3-term DNF (Theorem 1.3), is the reason the final definition of the model lets the hypothesis class differ from the concept class.
Setting
The instance space is a measurable space , a concept is a function , and the target distribution is a probability measure on . The error of a hypothesis is . A sample of examples is with the independent draws from ; a learning algorithm is a function from samples to hypotheses; it has the guarantee on a class if for every and every the probability that its hypothesis has error greater than is at most ; is PAC learnable using if for all some sample size and algorithm with hypotheses in achieve the guarantee. For a literal is a variable or its negation and a conjunction is a finite set of literals; the elimination algorithm starts from all literals and deletes every literal contradicted by a positive example. For the concepts are the closed axis-aligned rectangles and the tightest-fit algorithm returns the smallest rectangle containing the positive examples. A 3-CNF formula is a conjunction of clauses of at most three literals; the expansion records for each triple of literals the value .
Formalization targets
Goal: Theorem 1.2
Conjunctions of boolean literals are PAC learnable by the elimination algorithm: for every target conjunction, every distribution on and , the elimination hypothesis is consistent with every sample labeled by the target, and with
examples its error exceeds with probability at most ; hence conjunctions are PAC learnable using conjunctions.
Milestones
Theorem 1.1 (rectangles by the tightest fit, ) and Theorem 1.4 (3-CNF formulae by elimination over the expanded variables, the hypothesis being itself a 3-CNF formula).
Significance
Theorem 1.2 is Valiant's original result and the first instance of the two ideas that organize the subject: a hypothesis that is more specific than the target never errs on negative examples, and the error of the hypothesis decomposes as a sum over a polynomial number of "bad" events, each of which is avoided with probability exponentially close to one. Theorem 1.1 is the first learning result for an infinite concept class and the seed of the Vapnik–Chervonenkis theory of Chapter 3. Theorem 1.4 is the first reduction between learning problems and, together with Theorem 1.3, the demonstration that the choice of hypothesis representation can separate tractable from intractable. None of these theorems is machine-checked. Formalizing them fixes, for the rest of the series, the framework in which the error of a hypothesis, the law of a sample and the learnability of a class are stated, so that the Occam, VC-dimension, boosting and noise results of later chapters can be stated on the same objects.
Difficulty
The elimination analysis needs that the hypothesis contains every literal of the target, that its error is at most the sum over its literals of , and that a literal with survives independent examples with probability at most ; the probabilistic content is the independence of the coordinates of the sample law, which is a product measure, and the inequality . The rectangle analysis is the four-strip argument, which for an arbitrary distribution, possibly with atoms, requires choosing the strip with the supremum of the heights at which the strip has weight at least and using the left-continuity of the weight in the height. The 3-CNF result transports the conjunction bound along the injective expansion: the pushforward of the sample law is the sample law of the expanded distribution, and the error of the composed hypothesis equals the error over the expanded variables. The deduction of PACLearnable from the explicit bounds is a choice of sample size.
Formalization scope
The model is stated in the sample-complexity sense: algorithms are functions of the sample, and the guarantee bounds the outer measure of the failure set under the product law of the sample, which is the strong form of "with probability at least " and requires no measurability of the failure set. Running time, and hence "efficiently", is not modelled, and the hardness Theorem 1.3 is not stated; each theorem carries instead the explicit algorithm and the explicit sample bound of the book's analysis. Concepts on general instance spaces are required to be measurable in the guarantee. The cube is as functions Fin n → Bool; the expanded variables are indexed by the triples of literals, so is a Fintype.card. Rectangles are closed, possibly empty; the tightest fit of a sample without positive examples is the empty concept. Hypotheses: , ; the sample bounds are as printed, with natural logarithms.
Trivializing readings are excluded: the failure bound is uniform over all distributions and all targets in the class, consistency is asserted for every sample labeled by the target, and the learnability clause quantifies over all . Welcome contributions: the product-law bound , the union bound over literals, and the pushforward identity for the expanded sample.
Selected references
- M. J. Kearns, U. V. Vazirani, An Introduction to Computational Learning Theory, MIT Press, 1994, Chapter 1. doi:10.7551/mitpress/3897.001.0001
- L. G. Valiant, A theory of the learnable, Communications of the ACM 27(11), 1984. doi:10.1145/1968.1972
- A. Blumer, A. Ehrenfeucht, D. Haussler, M. K. Warmuth, Learnability and the Vapnik–Chervonenkis dimension, Journal of the ACM 36(4), 1989. doi:10.1145/76359.76371
- L. Pitt, L. G. Valiant, Computational limitations on learning from examples, Journal of the ACM 35(4), 1988. doi:10.1145/48014.63140