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Record W3184920538 · doi:10.1109/focs52979.2021.00080

LEARN-Uniform Circuit Lower Bounds and Provability in Bounded Arithmetic

2022· article· en· W3184920538 on OpenAlex

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Bibliographic record

Venuenot available
Typearticle
Languageen
FieldComputer Science
TopicComplexity and Algorithms in Graphs
Canadian institutionsSimon Fraser University
FundersRoyal Society
KeywordsEquivalence (formal languages)Bounded functionDiscrete mathematicsComputer scienceMathematicsCombinatoricsAlgorithm

Abstract

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We investigate randomized LEARN-uniformity, which captures the power of randomness and equivalence queries (EQ) in the construction of Boolean circuits for an explicit problem. This is an intermediate notion between P-uniformity and non-uniformity motivated by connections to learning, complexity, and logic. Building on a number of techniques, we establish the first unconditional lower bounds against LEARN-uniform circuits: –For all <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$c\geq 1$</tex> , there is <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$L\in \mathsf{P}$</tex> that is not computable by circuits of size <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$n\cdot(\log n)^{c}$</tex> generated in deterministic polynomial time with <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$o(\log n/\log\log n)$</tex> equivalence queries to <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$L$</tex> . In other words, small circuits for <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$L$</tex> cannot be efficiently learned using a bounded number of EQs. –For each <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$k\geq 1$</tex> , there is <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$L\in \mathsf{NP}$</tex> such that circuits for <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$L$</tex> of size <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$O(n^{k})$</tex> cannot be learned in deterministic polynomial time with access to <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$n^{o(1)}$</tex> EQs. –For each <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$k\geq 1$</tex> , there is a problem in promise-ZPP that is not in FZPP-uniform <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathsf{SIZE}[n^{k}]$</tex> . –Conditional and unconditional lower bounds against LEARN-uniform circuits in the general setting with randomized uniformity and access to EQs. In all these lower bounds, the learning algorithm may run in arbitrary polynomial time, while the hard problem is computed in some fixed polynomial time. We employ these results to investigate the (un)provability of non-uniform circuit upper bounds (e.g., Is N P contained in <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathsf{SIZE}[n^{3}]?)$</tex> in theories of bounded arithmetic. Some questions of this form have been addressed in recent papers of Krajíček-Oliveira (2017), Müller-Bydzovsky (2020), and Bydzovsky-Krajíček-Oliveira (2020) via a mixture of techniques from proof theory, complexity theory, and model theory. In contrast, by extracting computational information from proofs via a direct translation to LEARN-uniformity, we establish robust unprovability theorems that unify, simplify, and extend nearly all previous results. In addition, our lower bounds against randomized LEARN-uniformity yield unprovability results for theories augmented with the dual weak pigeonhole principle, such as APC <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">1</sup> (Jeřábek, 2007), which is known to formalize a large fragment of modern complexity theory. Finally, we make precise potential limitations of theories of bounded arithmetic such as PV (Cook, 1975) and Jeřábek's theory APC <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">1</sup> , by showing unconditionally that these theories cannot prove statements like “ <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathsf{NP}\not\subseteq \mathsf{BPP}\wedge \mathsf{NP}\subset \mathsf{io}-\mathsf{P}/\mathsf{poly}$</tex> ”, i.e., that N P is uniformly “hard” but non-uniformly “easy” on infinitely many input lengths. In other words, if we live in such a complexity world, then this cannot be established feasibly.

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Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.219
Threshold uncertainty score0.475

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0010.001
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.022
GPT teacher head0.231
Teacher spread0.209 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

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Citations6
Published2022
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