When Does Curriculum Learning Help? A Theoretical Perspective
Kaibo Zhang, Yunjuan Wang, Raman Arora
Curriculum learning has emerged as an effective strategy to enhance the training efficiency and generalization of machine learning models. However, its theoretical underpinnings remain relatively underexplored. In this work, we develop a theoretical framework for curriculum learning based on biased regularized empirical risk minimization (RERM), identifying conditions under which curriculum learning provably improves generalization. We introduce a sufficient condition that characterizes a ``good''  curriculum and analyze a multi-task curriculum framework, where solving a sequence of convex tasks can facilitate better generalization. We also demonstrate how these theoretical insights translate to practical benefits when using stochastic gradient descent (SGD) as an optimization method. Beyond convex settings, we explore the utility of curriculum learning for non-convex tasks. Empirical evaluations on synthetic datasets and MNIST validate our theoretical findings and highlight the practical efficacy of curriculum-based training.