The Effect of Training Task Diversity on In-Context Learning through the Lens of Low-Dimensional Subspaces
Authors: Soo Min Kwon, Alec S. Xu, Can Yaras, Dogyoon Song, Laura Balzano, Qing Qu
Organizations: Department of Electrical and Computer Engineering, University of Michigan · Department of Statistics, University of California, Davis
Abstract
The transformer's emergent ability to perform in-context learning (ICL) has sparked a wide range of studies designed to understand its underlying mechanisms. Existing works often study how training task diversity, defined either as the number of ICL training task vectors or as the number of function classes from which the task vectors are drawn, shapes both the learning dynamics and generalization capabilities of ICL. While both definitions have uncovered many interesting phenomena, many observations under the latter definition remain theoretically unexplained. This paper presents a minimal analytical model under which these phenomena provably emerge from the properties of the training data. By modeling the training task vectors as a mixture of low-rank Gaussians, we show how training task diversity, defined by the number of non-overlapping columns between subspaces that parameterize the covariance matrices, improves both the generalization and optimization trajectory of ICL with linear attention. In particular, we show that our model can explain (i) why training with task diversity shortens the ICL plateau and (ii) why ICL appears to achieve out-of-distribution generalization. We conclude by empirically demonstrating how our results extend to nonlinear transformers and nonlinear function classes. Overall, our work presents a tractable framework to unify existing observations.
Transformers have demonstrated a strong ability for in-context learning (ICL), enabling models to solve previously unseen tasks using only example input output pairs provided at inference time. While prior theoretical work has established conditions under which transformers can perform linear classification in-context, the empirical scaling behavior governing when this mechanism succeeds remains insufficiently characterized. In this paper, we conduct a systematic empirical study of in-context learning for Gaussian-mixture binary classification tasks. Building on the theoretical framework of Frei and Vardi (2024), we analyze how in-context test accuracy depends on three fundamental factors: the input dimension, the number of in-context examples, and the number of pre-training tasks. Using a controlled synthetic setup and a linear in-context classifier formulation, we isolate the geometric conditions under which models successfully infer task structure from context alone. We additionally investigate the emergence of benign overfitting, where models memorize noisy in-context labels while still achieving strong generalization performance on clean test data. Through extensive sweeps across dimensionality, sequence length, task diversity, and signal-to-noise regimes, we identify the parameter regions in which this phenomenon arises and characterize how it depends on data geometry and training exposure. Our results provide a comprehensive empirical map of scaling behavior in in-context classification, highlighting the critical role of dimensionality, signal strength, and contextual information in determining when in-context learning succeeds and when it fails.
Pre-trained transformers are able to learn from examples provided as part of the prompt without any weight updates, a remarkable ability known as in-context learning (ICL). Despite its demonstrated efficacy across various domains, the theoretical understanding of ICL is still developing. Whereas most existing theory has focused on linear models, we study ICL in the nonlinear regression setting. Through the interaction mechanism in attention, we explicitly construct transformer networks to realize nonlinear features, such as polynomial or spline bases, which span a wide class of functions. Based on this construction, we establish a framework to analyze end-to-end in-context nonlinear regression with the constructed features. Our theory provides finite-sample generalization error bounds in terms of context length and training set size. We numerically validate the theory on synthetic regression tasks.
In-context learning (ICL) allows large language models (LLMs) to adapt to new tasks through demonstrations, yet it suffers from escalating inference costs as context length increases. While task vectors offer a promising alternative by compressing demonstrations into compact hidden-state representations, their quality has been evaluated only through downstream task accuracy. This indirect criterion provides limited insight into how to design more effective task vector extraction methods. In this paper, we posit that inference using task vectors should align their predictive distribution with that of ICL. To quantify this, we introduce dNTP, a metric that measures the discrepancy in next-token probabilities between task vector-based and ICL-based inference. Our empirical analysis reveals that dNTP serves as a performance proxy, exhibiting a strong negative correlation with downstream accuracy. Motivated by this, we develop Linear Task Vector (LTV), a method designed to minimize dNTP via a closed-form linear mapping that estimates demonstration effects through regression. Across eight classification benchmarks and five LLMs, LTV consistently outperforms existing task vector baselines, improving average accuracy by 9.2% while reducing inference latency. We further show that LTV outperforms the baselines on regression tasks. Moreover, we investigate the transferability of LTV across different model scales; an aspect that has remained nascent in task vector research. Specifically, we empirically show that task vectors from a larger model can enhance a smaller model's performance by 6.4%, suggesting a new utility for extracted task representations.