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arXiv · 2605.20151

When Does Model Collapse Occur in Structured Interactive Learning?

Yuchen Wu·Kangjie Zhou·Weijie Su
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Abstract

The proliferation of generative artificial intelligence has given rise to an interactive learning environment, where model parameters are continuously updated using not only data generated by natural processes, but also synthetic outputs produced by other models. This paradigm introduces two major challenges: (1) training data are no longer drawn exclusively from the target population, undermining a core assumption of classical statistical learning, and (2) model training processes become inherently correlated, as models interact with one another through repeated exposure to each other's synthetic outputs in a potentially complex manner. Establishing reliable statistical inference in such structured interactive learning environments therefore remains an important open problem. In particular, there is growing concern about model collapse, a phenomenon in which the performance of generative models progressively degrades as they are trained on synthetic data produced by earlier model generations. Prior work on model collapse primarily focuses on a single model trained on its own output, failing to capture model performance in multi-model interactive settings. In this work, we fill this gap by investigating the performance of generative models in an interactive learning environment with general interaction patterns. In particular, we formalize model interactions using directed graphs and show that the occurrence of model collapse depends critically on the topology of the interaction graph. We further derive an explicit necessary and sufficient condition characterizing when model collapse occurs, and establish finite-sample results for linear regression and asymptotic guarantees for general M-estimators. We support our theoretical findings through extensive numerical experiments.

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BibTeXRIS

Yuchen Wu, Kangjie Zhou, Weijie Su. 2026-05-19. When Does Model Collapse Occur in Structured Interactive Learning?. https://arxiv.org/abs/2605.20151

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