Motivations like domain adaptation, transfer learning, and feature learning have fueled interest in inducing embeddings for rare or unseen words, n-grams, synsets, and other textual features. This paper introducesà la carte embedding, a simple and general alternative to the usual word2vec-based approaches for building such representations that is based upon recent theoretical results for GloVe-like embeddings. Our method relies mainly on a linear transformation that is efficiently learnable using pretrained word vectors and linear regression. This transform is applicable "on the fly" in the future when a new text feature or rare word is encountered, even if only a single usage example is available. We introduce a new dataset showing how theà la carte method requires fewer examples of words in context to learn high-quality embeddings and we obtain state-of-the-art results on a nonce task and some unsupervised document classification tasks.

Self-supervised representation learning solves auxiliary prediction tasks (known as pretext tasks), that do not require labeled data, to learn semantic representations. These pretext tasks are created solely using the input features, such as predicting a missing image patch, recovering the color channels of an image from context, or predicting missing words, yet predicting this known information helps in learning representations effective for downstream prediction tasks. This paper posits a mechanism based on conditional independence to formalize how solving certain pretext tasks can learn representations that provably decreases the sample complexity of downstream supervised tasks. Formally, we quantify how approximate independence between the components of the pretext task (conditional on the label and latent variables) allows us to learn representations that can solve the downstream task with drastically reduced sample complexity by just training a linear layer on top of the learned representation.

No abstract

Contrastive learning is a popular form of self-supervised learning that encourages augmentations (views) of the same input to have more similar representations compared to augmentations of different inputs. Recent attempts to theoretically explain the success of contrastive learning on downstream classification tasks prove guarantees depending on properties of augmentations and the value of contrastive loss of representations. We demonstrate that such analyses, that ignore inductive biases of the function class and training algorithm, cannot adequately explain the success of contrastive learning, even provably leading to vacuous guarantees in some settings. Extensive experiments on image and text domains highlight the ubiquity of this problem -different function classes and algorithms behave very differently on downstream tasks, despite having the same augmentations and contrastive losses. Theoretical analysis is presented for the class of linear representations, where incorporating inductive biases of the function class allows contrastive learning to work with less stringent conditions compared to prior analyses.

No abstract