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Farnam Mansouri

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5 papers

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NeurIPS Conference 2025 Conference Paper

Formal Models of Active Learning from Contrastive Examples

Farnam Mansouri
Hans Simon
Adish Singla
Yuxin Chen
Sandra Zilles

Machine learning can greatly benefit from providing learning algorithms with pairs of contrastive training examples---typically pairs of instances that differ only slightly, yet have different class labels. Intuitively, the difference in the instances helps explain the difference in the class labels. This paper proposes a theoretical framework in which the effect of various types of contrastive examples on active learners is studied formally. The focus is on the sample complexity of learning concept classes and how it is influenced by the choice of contrastive examples. We illustrate our results with geometric concept classes and classes of Boolean functions. Interestingly, we reveal a connection between learning from contrastive examples and the classical model of self-directed learning.

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NeurIPS Conference 2025 Conference Paper

Learning from positive and unlabeled examples -Finite size sample bounds

Farnam Mansouri
Shai Ben-David

PU (Positive Unlabeled) learning is a variant of supervised classification learning in which the only labels revealed to the learner are of positively labeled instances. PU learning arises in many real-world applications. Most existing work relies on the simplifying assumption that the positively labeled training data is drawn from the restriction of the data generating distribution to positively labeled instances and/or that the proportion of positively labeled points (a. k. a. the class prior) is known apriori to the learner. This paper provides a theoretical analysis of the statistical complexity of PU learning under a wider range of setups. Unlike most prior work, our study does not assume that the class prior is known to the learner. We prove upper and lower bounds on the required sample sizes (of both the positively labeled and the unlabeled samples).

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NeurIPS Conference 2022 Conference Paper

On Batch Teaching with Sample Complexity Bounded by VCD

Farnam Mansouri
Hans Simon
Adish Singla
Sandra Zilles

In machine teaching, a concept is represented by (and inferred from) a small number of labeled examples. Various teaching models in the literature cast the interaction between teacher and learner in a way to obtain a small complexity (in terms of the number of examples required for teaching a concept) while obeying certain constraints that are meant to prevent unfair collusion between teacher and learner. In recent years, one major research goal has been to show interesting relationships between teaching complexity and the VC-dimension (VCD). So far, the only interesting relationship known from batch teaching settings is an upper bound quadratic in the VCD, on a parameter called recursive teaching dimension. The only known upper bound on teaching complexity that is linear in VCD was obtained in a model of teaching with sequences rather than batches. This paper is the first to provide an upper bound of VCD on a batch teaching complexity parameter. This parameter, called STDmin, is introduced here as a model of teaching that intuitively incorporates a notion of ``importance'' of an example for a concept. In designing the STDmin teaching model, we argue that the standard notion of collusion-freeness from the literature may be inadequate for certain applications; we hence propose three desirable properties of teaching complexity and demonstrate that they are satisfied by STDmin.

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IJCAI Conference 2020 Conference Paper

Understanding the Power and Limitations of Teaching with Imperfect Knowledge

Rati Devidze
Farnam Mansouri
Luis Haug
Yuxin Chen
Adish Singla

Machine teaching studies the interaction between a teacher and a student/learner where the teacher selects training examples for the learner to learn a specific task. The typical assumption is that the teacher has perfect knowledge of the task---this knowledge comprises knowing the desired learning target, having the exact task representation used by the learner, and knowing the parameters capturing the learning dynamics of the learner. Inspired by real-world applications of machine teaching in education, we consider the setting where teacher's knowledge is limited and noisy, and the key research question we study is the following: When does a teacher succeed or fail in effectively teaching a learner using its imperfect knowledge? We answer this question by showing connections to how imperfect knowledge affects the teacher's solution of the corresponding machine teaching problem when constructing optimal teaching sets. Our results have important implications for designing robust teaching algorithms for real-world applications.

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NeurIPS Conference 2019 Conference Paper

Preference-Based Batch and Sequential Teaching: Towards a Unified View of Models

Farnam Mansouri
Yuxin Chen
Ara Vartanian
Jerry Zhu
Adish Singla

Algorithmic machine teaching studies the interaction between a teacher and a learner where the teacher selects labeled examples aiming at teaching a target hypothesis. In a quest to lower teaching complexity and to achieve more natural teacher-learner interactions, several teaching models and complexity measures have been proposed for both the batch settings (e. g. , worst-case, recursive, preference-based, and non-clashing models) as well as the sequential settings (e. g. , local preference-based model). To better understand the connections between these different batch and sequential models, we develop a novel framework which captures the teaching process via preference functions $\Sigma$. In our framework, each function $\sigma \in \Sigma$ induces a teacher-learner pair with teaching complexity as $\TD(\sigma)$. We show that the above-mentioned teaching models are equivalent to specific types/families of preference functions in our framework. This equivalence, in turn, allows us to study the differences between two important teaching models, namely $\sigma$ functions inducing the strongest batch (i. e. , non-clashing) model and $\sigma$ functions inducing a weak sequential (i. e. , local preference-based) model. Finally, we identify preference functions inducing a novel family of sequential models with teaching complexity linear in the VC dimension of the hypothesis class: this is in contrast to the best known complexity result for the batch models which is quadratic in the VC dimension.

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