Null Measurability at the Symmetrization Interface in VC Learning

The fundamental theorem of statistical learning states that, under suitable measurability assumptions, finite Vapnik--Chervonenkis (VC) dimension guarantees that every proper consistent learning rule is probably approximately correct (PAC). Blumer, Ehrenfeucht, Haussler, and Warmuth showed, assuming the Continuum Hypothesis, that the "well-behavedness" condition of the concept class cannot be omitted: they constructed a concept class of Borel sets of VC dimension one admitting a consistent learning rule that is not PAC. We show that the Continuum Hypothesis is unnecessary. Working in Zermelo--Fraenkel set theory with the Axiom of Choice (ZFC) alone, we construct a concept class of Borel sets on $[0,1]$ of VC dimension one and a proper consistent learning rule that is not PAC. More precisely, for a suitable Borel probability measure and target concept, the rule has true risk one at every sample size on a set of samples of outer probability one. Consequently, finite VC dimension and Borel measurability of the individual concepts do not suffice to guarantee that every proper consistent learning rule is PAC. The result shows, with no need of extra set-theoretical assumptions, that the additional regularity assumption in the fundamental theorem cannot in general be omitted.

We study the problem of \emph{adversarially robust} PAC learning. In this framework, the learner observes independent samples from an unknown distribution over $\mathcal{X} \times \{0,1\}$, as in classical PAC learning. However, given a perturbation map $\mathcal{U} : \mathcal{X} \to 2^{\mathcal{X}}$ known to the learner, the goal is to output, with high probability, a predictor that correctly classifies \emph{every} perturbation $z \in \mathcal{U}(x)$ of most future examples $(x,y)$ drawn from the same underlying distribution. We determine the \emph{optimal} $\mathcal{U}$-independent sample complexity of this problem in both the realizable and agnostic settings. More specifically, for every concept class $\mathcal{H}$ of $\operatorname{VC}$ dimension $d$, we prove upper bounds of $\mathcal{O} \big( d/ε+ \log(1/δ)/ε\big)$ in the realizable setting and $\mathcal{O} \big( d/ε^2 + \log(1/δ)/ε^2 \big)$ in the agnostic setting, together with an optimal first-order refinement of the latter. These bounds match the corresponding lower bounds for classical PAC learning. Consequently, and perhaps surprisingly, adversarial robustness incurs \emph{no additional} distribution-free statistical cost, uniformly over all perturbation maps. Our bounds improve exponentially on those of [Montasser, Hanneke, and Srebro; COLT '19]. On the technical side, we present short and elementary proofs based on a new algorithmic principle that we call \emph{binomial-bagging}. We believe that binomial-bagging and its analysis may be of independent interest.

Binary classification from positive-only samples is a variant of PAC learning in which the learner receives i.i.d. samples from the positive region of an unknown target concept, but is evaluated under the original distribution (which places mass on both positive and negative regions). This model dates back to Natarajan [1987, STOC], and the characterization of improper learning is well-known -- it even appears in textbooks. The characterization of proper positive-only learning, however, has long remained open. In this work, we revisit and settle this question: a concept class is properly learnable from positive-only samples if and only if it has finite VC dimension and satisfies a new combinatorial condition, which we call uniform exterior separability. Together with several separation results, this characterization reveals a surprisingly rich landscape that differs sharply from standard PAC learning: proper and improper learning are separated, randomized and deterministic proper learning are separated, there are classes for which no ERM is a learner, and finite VC dimension does not suffice even for non-uniform learning. Along the way, we introduce new combinatorial dimensions that we believe can be of broader interest in learning theory.