David Kirkpatrick

Shaun Fallat, Kamyar Khodamoradi, David Kirkpatrick et al.

We study the problem of learning hypergraphs with shortest-path queries (SP-queries), and present the first provably optimal online algorithm for a broad and natural class of hypertrees that we call orderly hypertrees. Our online algorithm can be transformed into a provably optimal offline algorithm. Orderly hypertrees can be positioned within the Fagin hierarchy of acyclic hypergraph (well-studied in database theory), and strictly encompass the broadest class in this hierarchy that is learnable with subquadratic SP-query complexity. Recognizing that in some contexts, such as evolutionary tree reconstruction, distance measurements can degrade with increased distance, we also consider a learning model that uses bounded distance queries. In this model, we demonstrate asymptotically tight complexity bounds for learning general hypertrees.

David Kirkpatrick, Irina Kostitsyna, Alfredo Navarra et al.

Among fundamental problems in the context of distributed computing by autonomous mobile entities, one of the most representative and well studied is {\sc Point Convergence}: given an arbitrary initial configuration of identical entities, disposed in the Euclidean plane, move in such a way that, for all $\eps>0$, a configuration in which the separation between all entities is at most $\eps$ is eventually reached and maintained. The problem has been previously studied in a variety of settings, including full visibility, exact measurements (like distances and angles), and synchronous activation of entities. Our study concerns the minimal assumptions under which entities, moving asynchronously with limited and unknown visibility range and subject to limited imprecision in measurements, can be guaranteed to converge in this way. We present an algorithm that solves {\sc Point Convergence}, for entities in the plane, in such a setting, provided the degree of asynchrony is bounded: while any one entity is active, any other entity can be activated at most $k$ times, for some arbitrarily large but fixed $k$. This provides a strong positive answer to a decade old open question posed by Katreniak. We also prove that in a comparable setting that permits unbounded asynchrony, {\sc Point Convergence} in the plane is impossible, contingent on the natural assumption that algorithms maintain the (visible) connectivity among entities present in the initial configuration. This variant, that we call {\sc Cohesive Convergence}, serves to distinguish the power of bounded and unbounded asynchrony in the control of autonomous mobile entities, settling at the same time a long-standing question whether in the Euclidean plane synchronously scheduled entities are more powerful than asynchronously scheduled entities.

David Kirkpatrick, Hans U. Simon, Sandra Zilles

Formal models of learning from teachers need to respect certain criteria to avoid collusion. The most commonly accepted notion of collusion-freeness was proposed by Goldman and Mathias (1996), and various teaching models obeying their criterion have been studied. For each model $M$ and each concept class $\mathcal{C}$, a parameter $M$-$\mathrm{TD}(\mathcal{C})$ refers to the teaching dimension of concept class $\mathcal{C}$ in model $M$---defined to be the number of examples required for teaching a concept, in the worst case over all concepts in $\mathcal{C}$. This paper introduces a new model of teaching, called no-clash teaching, together with the corresponding parameter $\mathrm{NCTD}(\mathcal{C})$. No-clash teaching is provably optimal in the strong sense that, given any concept class $\mathcal{C}$ and any model $M$ obeying Goldman and Mathias's collusion-freeness criterion, one obtains $\mathrm{NCTD}(\mathcal{C})\le M$-$\mathrm{TD}(\mathcal{C})$. We also study a corresponding notion $\mathrm{NCTD}^+$ for the case of learning from positive data only, establish useful bounds on $\mathrm{NCTD}$ and $\mathrm{NCTD}^+$, and discuss relations of these parameters to the VC-dimension and to sample compression. In addition to formulating an optimal model of collusion-free teaching, our main results are on the computational complexity of deciding whether $\mathrm{NCTD}^+(\mathcal{C})=k$ (or $\mathrm{NCTD}(\mathcal{C})=k$) for given $\mathcal{C}$ and $k$. We show some such decision problems to be equivalent to the existence question for certain constrained matchings in bipartite graphs. Our NP-hardness results for the latter are of independent interest in the study of constrained graph matchings.