Xingguo Li

Yi Zhang, Orestis Plevrakis, Simon S. Du et al.

Adversarial training is a popular method to give neural nets robustness against adversarial perturbations. In practice adversarial training leads to low robust training loss. However, a rigorous explanation for why this happens under natural conditions is still missing. Recently a convergence theory for standard (non-adversarial) supervised training was developed by various groups for {\em very overparametrized} nets. It is unclear how to extend these results to adversarial training because of the min-max objective. Recently, a first step towards this direction was made by Gao et al. using tools from online learning, but they require the width of the net to be \emph{exponential} in input dimension $d$, and with an unnatural activation function. Our work proves convergence to low robust training loss for \emph{polynomial} width instead of exponential, under natural assumptions and with the ReLU activation. Key element of our proof is showing that ReLU networks near initialization can approximate the step function, which may be of independent interest.

Xingguo Li, Junwei Lu, Zhaoran Wang et al.

We establish a margin based data dependent generalization error bound for a general family of deep neural networks in terms of the depth and width, as well as the Jacobian of the networks. Through introducing a new characterization of the Lipschitz properties of neural network family, we achieve significantly tighter generalization bounds than existing results. Moreover, we show that the generalization bound can be further improved for bounded losses. Aside from the general feedforward deep neural networks, our results can be applied to derive new bounds for popular architectures, including convolutional neural networks (CNNs) and residual networks (ResNets). When achieving same generalization errors with previous arts, our bounds allow for the choice of larger parameter spaces of weight matrices, inducing potentially stronger expressive ability for neural networks. Numerical evaluation is also provided to support our theory.

Weiyang Liu, Yan-Ming Zhang, Xingguo Li et al.

Convolution as inner product has been the founding basis of convolutional neural networks (CNNs) and the key to end-to-end visual representation learning. Benefiting from deeper architectures, recent CNNs have demonstrated increasingly strong representation abilities. Despite such improvement, the increased depth and larger parameter space have also led to challenges in properly training a network. In light of such challenges, we propose hyperspherical convolution (SphereConv), a novel learning framework that gives angular representations on hyperspheres. We introduce SphereNet, deep hyperspherical convolution networks that are distinct from conventional inner product based convolutional networks. In particular, SphereNet adopts SphereConv as its basic convolution operator and is supervised by generalized angular softmax loss - a natural loss formulation under SphereConv. We show that SphereNet can effectively encode discriminative representation and alleviate training difficulty, leading to easier optimization, faster convergence and comparable (even better) classification accuracy over convolutional counterparts. We also provide some theoretical insights for the advantages of learning on hyperspheres. In addition, we introduce the learnable SphereConv, i.e., a natural improvement over prefixed SphereConv, and SphereNorm, i.e., hyperspherical learning as a normalization method. Experiments have verified our conclusions.

Weiyang Liu, Bo Dai, Xingguo Li et al.

In this paper, we make an important step towards the black-box machine teaching by considering the cross-space machine teaching, where the teacher and the learner use different feature representations and the teacher can not fully observe the learner's model. In such scenario, we study how the teacher is still able to teach the learner to achieve faster convergence rate than the traditional passive learning. We propose an active teacher model that can actively query the learner (i.e., make the learner take exams) for estimating the learner's status and provably guide the learner to achieve faster convergence. The sample complexities for both teaching and query are provided. In the experiments, we compare the proposed active teacher with the omniscient teacher and verify the effectiveness of the active teacher model.