Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userStatistical Mechanical Analysis of Catastrophic Forgetting in Continual Learning with Teacher and Student Networks
70
0
0.0
(
0
)
Ask ChatGPT about the research
No Arabic abstract
When a computational system continuously learns from an ever-changing environment, it rapidly forgets its past experiences. This phenomenon is called catastrophic forgetting. While a line of studies has been proposed with respect to avoiding catastrophic forgetting, most of the methods are based on intuitive insights into the phenomenon, and their performances have been evaluated by numerical experiments using benchmark datasets. Therefore, in this study, we provide the theoretical framework for analyzing catastrophic forgetting by using teacher-student learning. Teacher-student learning is a framework in which we introduce two neural networks: one neural network is a target function in supervised learning, and the other is a learning neural network. To analyze continual learning in the teacher-student framework, we introduce the similarity of the input distribution and the input-output relationship of the target functions as the similarity of tasks. In this theoretical framework, we also provide a qualitative understanding of how a single-layer linear learning neural network forgets tasks. Based on the analysis, we find that the network can avoid catastrophic forgetting when the similarity among input distributions is small and that of the input-output relationship of the target functions is large. The analysis also suggests that a system often exhibits a characteristic phenomenon called overshoot, which means that even if the learning network has once undergone catastrophic forgetting, it is possible that the network may perform reasonably well after further learning of the current task.
rate research
Read More
Catastrophic forgetting describes the fact that machine learning models will likely forget the knowledge of previously learned tasks after the learning process of a new one. It is a vital problem in the continual learning scenario and recently has attracted tremendous concern across different communities. In this paper, we explore the catastrophic forgetting phenomena in the context of quantum machine learning. We find that, similar to those classical learning models based on neural networks, quantum learning systems likewise suffer from such forgetting problem in classification tasks emerging from various application scenes. We show that based on the local geometrical information in the loss function landscape of the trained model, a uniform strategy can be adapted to overcome the forgetting problem in the incremental learning setting. Our results uncover the catastrophic forgetting phenomena in quantum machine learning and offer a practical method to overcome this problem, which opens a new avenue for exploring potential quantum advantages towards continual learning.
Interpreting the behaviors of Deep Neural Networks (usually considered as a black box) is critical especially when they are now being widely adopted over diverse aspects of human life. Taking the advancements from Explainable Artificial Intelligent, this paper proposes a novel technique called Auto DeepVis to dissect catastrophic forgetting in continual learning. A new method to deal with catastrophic forgetting named critical freezing is also introduced upon investigating the dilemma by Auto DeepVis. Experiments on a captioning model meticulously present how catastrophic forgetting happens, particularly showing which components are forgetting or changing. The effectiveness of our technique is then assessed; and more precisely, critical freezing claims the best performance on both previous and coming tasks over baselines, proving the capability of the investigation. Our techniques could not only be supplementary to existing solutions for completely eradicating catastrophic forgetting for life-long learning but also explainable.
Deep learning approaches are nowadays ubiquitously used to tackle computer vision tasks such as semantic segmentation, requiring large datasets and substantial computational power. Continual learning for semantic segmentation (CSS) is an emerging trend that consists in updating an old model by sequentially adding new classes. However, continual learning methods are usually prone to catastrophic forgetting. This issue is further aggravated in CSS where, at each step, old classes from previous iterations are collapsed into the background. In this paper, we propose Local POD, a multi-scale pooling distillation scheme that preserves long- and short-range spatial relationships at feature level. Furthermore, we design an entropy-based pseudo-labelling of the background w.r.t. classes predicted by the old model to deal with background shift and avoid catastrophic forgetting of the old classes. Finally, we introduce a novel rehearsal method that is particularly suited for segmentation. Our approach, called PLOP, significantly outperforms state-of-the-art methods in existing CSS scenarios, as well as in newly proposed challenging benchmarks.
The ability to learn tasks in a sequential fashion is crucial to the development of artificial intelligence. Neural networks are not, in general, capable of this and it has been widely thought that catastrophic forgetting is an inevitable feature of connectionist models. We show that it is possible to overcome this limitation and train networks that can maintain expertise on tasks which they have not experienced for a long time. Our approach remembers old tasks by selectively slowing down learning on the weights important for those tasks. We demonstrate our approach is scalable and effective by solving a set of classification tasks based on the MNIST hand written digit dataset and by learning several Atari 2600 games sequentially.
Teacher-student models provide a framework in which the typical-case performance of high-dimensional supervised learning can be described in closed form. The assumptions of Gaussian i.i.d. input data underlying the canonical teacher-student model may, however, be perceived as too restrictive to capture the behaviour of realistic data sets. In this paper, we introduce a Gaussian covariate generalisation of the model where the teacher and student can act on different spaces, generated with fixed, but generic feature maps. While still solvable in a closed form, this generalization is able to capture the learning curves for a broad range of realistic data sets, thus redeeming the potential of the teacher-student framework. Our contribution is then two-fold: First, we prove a rigorous formula for the asymptotic training loss and generalisation error. Second, we present a number of situations where the learning curve of the model captures the one of a realistic data set learned with kernel regression and classification, with out-of-the-box feature maps such as random projections or scattering transforms, or with pre-learned ones - such as the features learned by training multi-layer neural networks. We discuss both the power and the limitations of the framework.
suggested questions
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
