A Mathematical Theory for Learning Semantic Languages by Abstract Learners

• URL: http://arxiv.org/abs/2404.07009v3
• Date: Wed, 15 May 2024 18:05:54 GMT
• Title: A Mathematical Theory for Learning Semantic Languages by Abstract Learners
• Authors: Kuo-Yu Liao, Cheng-Shang Chang, Y. -W. Peter Hong,
• Abstract summary: We develop a mathematical theory to explain the emergence of learned skills, taking the learning process into account. We demonstrate the emergence of learned skills when the ratio of the number of training texts to the number of skills exceeds a certain threshold. We use site percolation analysis to derive the conditions for the existence of a giant component in the skill association graph.
• Score: 9.139188656944429
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Recent advances in Large Language Models (LLMs) have demonstrated the emergence of capabilities (learned skills) when the number of system parameters and the size of training data surpass certain thresholds. The exact mechanisms behind such phenomena are not fully understood and remain a topic of active research. Inspired by the skill-text bipartite graph model proposed by Arora and Goyal for modeling semantic languages, we develop a mathematical theory to explain the emergence of learned skills, taking the learning (or training) process into account. Our approach models the learning process for skills in the skill-text bipartite graph as an iterative decoding process in Low-Density Parity Check (LDPC) codes and Irregular Repetition Slotted ALOHA (IRSA). Using density evolution analysis, we demonstrate the emergence of learned skills when the ratio of the number of training texts to the number of skills exceeds a certain threshold. Our analysis also yields a scaling law for testing errors relative to this ratio. Upon completion of the training, the association of learned skills can also be acquired to form a skill association graph. We use site percolation analysis to derive the conditions for the existence of a giant component in the skill association graph. Our analysis can also be extended to the setting with a hierarchy of skills, where a fine-tuned model is built upon a foundation model. It is also applicable to the setting with multiple classes of skills and texts. As an important application, we propose a method for semantic compression and discuss its connections to semantic communication.

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