Curriculum Learning as Transport: Understanding Curricula with Wasserstein Geodesics
Researchers model curriculum learning as Wasserstein transport over difficulty distributions, finding curriculum benefits are strongly task- and budget-dependent with no dominant strategy.
The framework represents curricula as trajectories of training distributions over discrete difficulty levels, decoupling ordering, matched exposure, endpoint smoothness, and pacing. Across a calibrated suite of 12 tasks and 33 difficulty axes under fixed training budgets, no single strategy dominates, though easy-to-hard ordering improves hard-level performance relative to exposure-matched static sampling. Endpoint smoothness and pacing substantially affect where along the difficulty spectrum a curriculum is effective, and the transport view supports extensions to learned pacing and structured difficulty spaces.
- Curricula mainly reallocate a fixed training budget rather than universally helping.
- Easy-to-hard ordering beats exposure-matched static sampling on hard-level performance.
- Endpoint smoothness and pacing shape where curricula are effective.
Full article190 words · extracted from arxiv.org · click to collapse
Curriculum learning is governed by several coupled design choices---how difficulty is defined, how examples are ordered, how much exposure each level receives, and how quickly training moves across levels---making it hard to isolate what actually helps. We present Wasserstein curriculum paths, a simple transport-based framework that decouples these factors by representing curricula as trajectories of training distributions over discrete difficulty levels. Across a calibrated synthetic suite with 12 tasks and 33 difficulty axes, we use this framework to isolate the effects of ordering, matched exposure, endpoint smoothness, and pacing under fixed training budgets. We find that curriculum effects are strongly context-dependent: no single strategy dominates across tasks, difficulty axes, and budgets, and curricula mainly change where a fixed budget is spent most effectively. Within this framework, easy-to-hard ordering improves hard-level performance relative to exposure-matched static sampling, showing that the benefit is not explained by cumulative exposure alone. We further show that endpoint smoothness and pacing substantially affect where along the difficulty spectrum a curriculum is effective. Finally, we show that the same transport view naturally supports extensions to learned pacing through geometry and to structured difficulty spaces beyond one-dimensional orderings.
Text extracted automatically; images, tables and formatting may be missing. Original: https://arxiv.org/abs/2609.09099