Transformers Trained via Gradient Descent Can Provably Learn a Class of Teacher Models

In recent years, models based on the Transformer architecture have seen widespread applications and have become one of the core tools in the field of deep learning. Numerous successful techniques, such as parameter-efficient fine-tuning and efficient scaling, have been proposed surrounding their applications to further enhance performance. However, the success of these strategies has always lacked the support of rigorous mathematical theory. To study the underlying mechanisms behind Transformers and related techniques, we first propose a Transformer learning framework motivated by distribution regression, with distributions being inputs, connect a two-stage sampling process with natural language processing, and present a mathematical formulation of the attention mechanism called attention operator. We demonstrate that by the attention operator, Transformers can compress distributions into function representations without loss of information. Moreover, with the advantages of our novel attention operator, Transformers exhibit a stronger capability to learn functionals with more complex structures than convolutional neural networks and fully connected networks. Finally, we obtain a generalization bound within the distribution regression framework. Through the aforementioned theoretical results, we further discuss some successful techniques emerging with large language models (LLMs), such as prompt tuning, parameter-efficient fine-tuning, and efficient scaling. We also provide theoretical insights behind these techniques within our novel analysis framework.

Sequence modelling requires determining which past tokens are causally relevant from the context and their importance: a process inherent to the attention layers in transformers, yet whose underlying learned mechanisms remain poorly understood. In this work, we formalize the task of estimating token importance as an in-context learning problem by introducing a framework based on Mixture of Transition Distributions, where a latent variable determines the influence of past tokens on the next. The distribution over this latent variable is parameterized by unobserved mixture weights that transformers must learn in-context. We demonstrate that transformers can implement Mirror Descent to learn these weights from the context. Specifically, we give an explicit construction of a three-layer transformer that exactly implements one step of Mirror Descent and prove that the resulting estimator is a first-order approximation of the Bayes-optimal predictor. Corroborating our construction and its learnability via gradient descent, we empirically show that transformers trained from scratch learn solutions consistent with our theory: their predictive distributions, attention patterns, and learned transition matrix closely match the construction, while deeper models achieve performance comparable to multi-step Mirror Descent.

Transformers have demonstrated remarkable in-context learning (ICL) capabilities. The strong ICL performance of transformers is commonly believed to arise from their ability to implicitly execute certain algorithms on the context, thereby enhancing prediction and generation. In this work, we investigate how transformers with softmax attention perform in-context learning on linear classification data. We first construct a class of multi-layer transformers that can perform in-context logistic regression, with each layer exactly performing one step of normalized gradient descent on an in-context loss. Then, we show that our constructed transformer can be obtained through (i) training a single self-attention layer supervised by one-step gradient descent, and (ii) recurrently applying the trained layer to obtain a looped model. Training convergence guarantees of the self-attention layer and out-of-distribution generalization guarantees of the looped model are provided. Our results advance the theoretical understanding of ICL mechanism by showcasing how softmax transformers can effectively act as in-context learners.