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arXiv 2305.02441stat.MLcs.ITcs.LGeess.SPmath.IT

联邦多臂老虎机的奖励教学

Reward Teaching for Federated Multi-armed Bandits

University of Virginia(弗吉尼亚大学);University of Illinois Urbana-Champaign(伊利诺伊大学厄巴纳-香槟分校);The Pennsylvania State University(宾夕法尼亚州立大学)

Chengshuai Shi, Wei Xiong, Cong Shen, Jing Yang

AI总结:

针对无法修改客户端协议的联邦多臂老虎机问题,提出“奖励教学”理念,服务器通过隐式局部奖励调整引导自私客户端实现全局最优,设计了TAL和TWL算法,实现对数级遗憾与调整成本,且TWL在自适应设计下优于TAL。

摘要:

现有的联邦多臂老虎机(FMAB)设计大多基于一个假设:客户端会执行指定设计以与服务器协作。然而在现实中,修改客户端的现有协议可能并不可行。为了应对这一挑战,本工作关注始终最大化其个体累积奖励的客户端,并引入了“奖励教学”的新颖理念,即服务器通过隐式的局部奖励调整来引导客户端实现全局最优。在此框架下,服务器面临老虎机学习和目标教学这两个紧密耦合的任务,两者的结合并不简单且极具挑战性。我们首先设计了一种名为“学习后教学”(TAL)的分阶段方法,分别鼓励和抑制客户端的探索。当客户端策略满足某些宽松要求时,建立了 TAL 的一般性能分析。通过开发用于分析老虎机算法热启动行为的新技术方法,随后获得了客户端运行 UCB 或 epsilon-greedy 策略时 TAL 的特定保证。这些结果表明,TAL 实现了对数级的遗憾,同时仅产生对数级的调整成本,相对于自然下界而言是阶数最优的。作为进一步扩展,利用连续臂消除的思想开发了“学习中教学”(TWL)算法,以打破 TAL 中非自适应的阶段分离。严格的分析表明,当面对运行 UCB1 的客户端时,得益于其自适应设计,TWL 在次优性间隙的依赖性方面优于 TAL。实验结果证明了所提算法的有效性和通用性。

英文摘要:

Most of the existing federated multi-armed bandits (FMAB) designs are based on the presumption that clients will implement the specified design to collaborate with the server. In reality, however, it may not be possible to modify the clients' existing protocols. To address this challenge, this work focuses on clients who always maximize their individual cumulative rewards, and introduces a novel idea of ``reward teaching'', where the server guides the clients towards global optimality through implicit local reward adjustments. Under this framework, the server faces two tightly coupled tasks of bandit learning and target teaching, whose combination is non-trivial and challenging. A phased approach, called Teaching-After-Learning (TAL), is first designed to encourage and discourage clients' explorations separately. General performance analyses of TAL are established when the clients' strategies satisfy certain mild requirements. With novel technical approaches developed to analyze the warm-start behaviors of bandit algorithms, particularized guarantees of TAL with clients running UCB or epsilon-greedy strategies are then obtained. These results demonstrate that TAL achieves logarithmic regrets while only incurring logarithmic adjustment costs, which is order-optimal w.r.t. a natural lower bound. As a further extension, the Teaching-While-Learning (TWL) algorithm is developed with the idea of successive arm elimination to break the non-adaptive phase separation in TAL. Rigorous analyses demonstrate that when facing clients with UCB1, TWL outperforms TAL in terms of the dependencies on sub-optimality gaps thanks to its adaptive design. Experimental results demonstrate the effectiveness and generality of the proposed algorithms.

机构、总结、中文摘要均由AI分析而来,可能存在错误,请以论文正文为准。

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