Ensembling has a long history in statistical data analysis, with many impactful applications. However, in many modern machine learning settings, the benefits of ensembling are less ubiquitous and less obvious. We study, both theoretically and empirically, the fundamental question of when ensembling yields significant performance improvements in classification tasks. Theoretically, we prove new results relating the \emph{ensemble improvement rate} (a measure of how much ensembling decreases the error rate versus a single model, on a relative scale) to the \emph{disagreement-error ratio}. We show that ensembling improves performance significantly whenever the disagreement rate is large relative to the average error rate; and that, conversely, one classifier is often enough whenever the disagreement rate is low relative to the average error rate. On the way to proving these results, we derive, under a mild condition called \emph{competence}, improved upper and lower bounds on the average test error rate of the majority vote classifier. To complement this theory, we study ensembling empirically in a variety of settings, verifying the predictions made by our theory, and identifying practical scenarios where ensembling does and does not result in large performance improvements. Perhaps most notably, we demonstrate a distinct difference in behavior between interpolating models (popular in current practice) and non-interpolating models (such as tree-based methods, where ensembling is popular), demonstrating that ensembling helps considerably more in the latter case than in the former.

研究加入集成（ensembling）技术在分类任务中的性能提升问题，证明当集成模型中错误率低于集成模型间的不同率时，在学习任务中加入集成技术可以显著提高性能。通过理论和实验的方式证明这种推论，并在实践中找出集成技术适用和不适用的情况。

集成学习何时真正有效？