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We uncover an ever-overlooked deficiency in the prevailing Few-Shot Learning (FSL) methods: the pre-trained knowledge is indeed a confounder that limits the performance. This finding is rooted from our causal assumption: a Structural Causal Model (SCM) for the causalities among the pre-trained knowledge, sample features, and labels. Thanks to it, we propose a novel FSL paradigm: Interventional Few-Shot Learning (IFSL). Specifically, we develop three effective IFSL algorithmic implementations based on the backdoor adjustment, which is essentially a causal intervention towards the SCM of many-shot learning: the upper-bound of FSL in a causal view. It is worth noting that the contribution of IFSL is orthogonal to existing fine-tuning and meta-learning based FSL methods, hence IFSL can improve all of them, achieving a new 1-/5-shot state-of-the-art on textit{mini}ImageNet, textit{tiered}ImageNet, and cross-domain CUB. Code is released at https://github.com/yue-zhongqi/ifsl.
We propose a transductive Laplacian-regularized inference for few-shot tasks. Given any feature embedding learned from the base classes, we minimize a quadratic binary-assignment function containing two terms: (1) a unary term assigning query samples
We are interested in developing a unified machine learning model over many mobile devices for practical learning tasks, where each device only has very few training data. This is a commonly encountered situation in mobile computing scenarios, where d
In this article, we consider the problem of few-shot learning for classification. We assume a network trained for base categories with a large number of training examples, and we aim to add novel categories to it that have only a few, e.g., one or fi
Few-Shot Learning (FSL) algorithms are commonly trained through Meta-Learning (ML), which exposes models to batches of tasks sampled from a meta-dataset to mimic tasks seen during evaluation. However, the standard training procedures overlook the rea
Existing approaches to few-shot learning deal with tasks that have persistent, rigid notions of classes. Typically, the learner observes data only from a fixed number of classes at training time and is asked to generalize to a new set of classes at t