Artificial Intelligence News
Cloning vs Learning in Quantum Computing
In a recent work, Warwick DCS researchers Nikhil Bansal and Matthias C. Caro, together with Gaurav Mahajan (Yale University), explored a fundamental question that lies at the intersection of foundations of quantum theory and computer science.
The No-Cloning theorem says that it is impossible to perfectly clone quantum states. Even if we allow for approximate errors, quantum cloning of unstructured states remains as expensive as fully characterising them, as shown by R.F. Werner in 1998. In contrast, for reasons akin to No Free Lunch Theorems in machine learning, modern quantum learning theory considers structured classes of states and exploits their structure to learn them efficiently. This naturally leads to the question of whether cloning can be easier than learning for these structured classes of states.
In the new work, this question is answered negatively for stabilizer states. The authors proved that imposing this structural restriction does not separate cloning and learning. The authors prove this via a novel connection to sample amplificationLink opens in a new window, which was recently introduced to the learning theory literature by B. Axelrod, S. Garg, V. Sharan, and G. Valiant. The work constitutes concrete progress towards understanding whether cloning and learning are fundamentally equally hard.
This work was presented at QCTiP Link opens in a new windowin April 2026, and it will be presented at COLT in June/July 2026 and at TQC in September 2026.
Academic Recognised for Professional Excellence
Our colleague Dr Claire Rocks achieved Senior Fellow (SFHEA) status through the dialogic route of Warwick’s Academic and Professional Pathway for Experienced Staff (APP EXP) programme. Her application was recognised by assessors as one of the strongest D3 submissions they had reviewed, demonstrating a sustained and significant record of educational leadership that extends well beyond her own teaching.
Claire’s work focuses on leading and influencing inclusive, evidence-informed approaches to assessment and curriculum design. She has played a central role in shaping teaching quality and learning culture across departmental, institutional, and sector contexts, including leading Warwick’s strand of the Inclusive Assessment in STEM project and contributing to institutional strategy through curriculum development and quality assurance processes.
Within the department, Claire has introduced collaborative structures such as module huddles and supported colleagues and students to work together to enhance clarity, consistency, and inclusivity in assessment practice. She has also strengthened pedagogic scholarship through establishing the Computer Science Education Research Group.
The panel particularly commended the scale, depth, and impact of Claire’s leadership, noting that elements of her work are already operating at a level associated with Principal Fellowship.
Many congratulations to Claire on this achievement and her continued commitment to advancing inclusive, high-quality teaching and learning!
Why chronic pain leads to depression for some but not others
New research from the University of Warwick and Fudan University identifies the hippocampus as a key brain system shaping emotional resilience to long-term pain.