Curriculum Matters: Data-Efficient Relational PFN Pretraining with Synthetic Data

Relational Prior-Data Fitted Networks (PFNs) such as RDB-PFN approximate Bayesian inference over multi-table relational databases by pretraining on millions of synthetic tasks. We investigate three intertwined questions about this paradigm. First, can a structurally different synthetic generator PluRel substitute for RDB-PFN's prior? Second, how much does the order in which synthetic data is presented to the PFN affect downstream performance? Third, how much relational reasoning can a PFN acquire from single-table synthetic pretraining alone, before any relational data is introduced? Using PluRel as the sole synthetic data source across all experiments, we find: (i) a progressive single-table curriculum that gradually widens schema complexity from 7 to 17 columns reaches 0.703 average ROC-AUC on the 23-task tabular benchmark using only approximately 13,300 synthetic tables (approximately 45x fewer single-table datasets than RDB-PFN's reported warm-up recipe), while the same data trained all-at-once collapses to 0.541 ROC-AUC; (ii) a relational curriculum trained from scratch on only approximately 5,500 PluRel databases reaches 0.638 average ROC-AUC on the 19-task RelBench/4DBInfer benchmark, recovering 88% of RDB-PFN's reported performance with approximately 220x less relational synthetic data; and (iii) the single-table curriculum model, evaluated directly on the relational benchmark without any relational adaptation, achieves 0.631, nearly matching the dedicated relational pipeline. Together, these findings suggest that curriculum design and synthetic data diversity may matter more for relational PFN pretraining than the specific relational generator or raw synthetic scale alone.

Confusion-Aware Transfer Teacher Curriculum Learning Framework: Disentangling Scoring and Pacing Effects

Curriculum learning couples two design choices, how samples are scored by difficulty and how harder samples are paced into training, making it difficult to attribute observed gains to either component. We disentangle these factors with two evaluation protocols: stage-wise test subsets that validate scoring functions independently of curriculum training, and a baseline that applies the same pacing schedule to randomly ordered data. Within the Transfer Teacher framework (TTF), we use these protocols to evaluate a confusion-aware difficulty score that considers both correct-class confidence and the probability distribution over incorrect classes. On CIFAR-10 with ResNet-18 and VGG-16, the proposed score produces model-interpretable difficulty rankings that align with human intuition. However, at full data, neither curriculum nor anti-curriculum ordering improves accuracy over standard training, indicating that improving the scoring function alone is insufficient to overcome the known failure modes of curriculum learning in TTF. In contrast, We find that confusion-aware curriculum ordering result in consistent data-efficiency benefits, outperforming random ordering by up to 8.7% points at the 20% data regime, suggesting the potential of TTF as a data-efficient training method.