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This research introduces an algorithm-agnostic metric within the PAC-Bayes framework to quantify the theoretical value of privileged information available only during training. By establishing a robust link between training-time risk bounds and actual test-time performance gains, the study provides a generalizable method for assessing Learning Using Privileged Information (LUPI) without requiring access to test data. The work advances the theoretical understanding of how auxiliary features transfer useful knowledge across both supervised and unsupervised learning scenarios.
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Quantifying the Value of Privileged Information Using a PAC-Bayesian Approach

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arXiv:2609.12891v1 Announce Type: new Abstract: In practice, various learning scenarios provide access to auxiliary features exclusively during training. Incorporating such data to enhance model performance gave rise to a paradigm known as Learning Using Privileged Information (LUPI). While this extra information is intended to improve the resulting model, establishing a generalized, cohesive understanding of how privileged information (PI) transfers useful knowledge remains a challenge. Vapnik's original theory and subsequent works offer performance guarantees in certain cases, but these results are inherently per-algorithm and rely on setting-specific proof approaches. Consequently, a more general framework explaining how and when PI transfers useful knowledge is still missing. To bridge this gap, we introduce an algorithm-agnostic, information-theoretic approach based on the PAC-Bayes framework. Rather than asking whether a particular algorithm exploits PI, we ask how much value it could offer: comparing the tightest achievable risk bound with and without PI yields its potential - an upper limit on the extractable gain. We introduce a metric that quantifies this potential directly from empirical training risk, bypassing the need for test-time data access, and validate our findings in both supervised and unsupervised settings. The results demonstrate a robust correspondence between our training-time metric and true test-time performance gains. Ultimately, this work takes a necessary step toward an information-theoretic understanding of LUPI, and quantifying the potential of privileged features before committing to a model.

Abstract:In practice, various learning scenarios provide access to auxiliary features exclusively during training. Incorporating such data to enhance model performance gave rise to a paradigm known as Learning Using Privileged Information (LUPI). While this extra information is intended to improve the resulting model, establishing a generalized, cohesive understanding of how privileged information (PI) transfers useful knowledge remains a challenge. Vapnik's original theory and subsequent works offer performance guarantees in certain cases, but these results are inherently per-algorithm and rely on setting-specific proof approaches. Consequently, a more general framework explaining how and when PI transfers useful knowledge is still missing. To bridge this gap, we introduce an algorithm-agnostic, information-theoretic approach based on the PAC-Bayes framework. Rather than asking whether a particular algorithm exploits PI, we ask how much value it could offer: comparing the tightest achievable risk bound with and without PI yields its potential - an upper limit on the extractable gain. We introduce a metric that quantifies this potential directly from empirical training risk, bypassing the need for test-time data access, and validate our findings in both supervised and unsupervised settings. The results demonstrate a robust correspondence between our training-time metric and true test-time performance gains. Ultimately, this work takes a necessary step toward an information-theoretic understanding of LUPI, and quantifying the potential of privileged features before committing to a model.

24 pages, 4 figures. Submitted to AAAI 2027

Machine Learning (cs.LG)

arXiv:2609.12891 [cs.LG]

(or arXiv:2609.12891v1 [cs.LG] for this version)

https://doi.org/10.48550/arXiv.2609.12891 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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