A Theory of Unimodal Bias in Multimodal Learning

Using multiple input streams simultaneously in training multimodal neural networks is intuitively advantageous, but practically challenging. A key challenge is unimodal bias, where a network overly relies on one modality and ignores others during joint training. While unimodal bias is well-documented empirically, our theoretical understanding of how architecture and data statistics influence this bias remains incomplete. Here we develop a theory of unimodal bias with deep multimodal linear networks. We calculate the duration of the unimodal phase in learning as a function of the depth at which modalities are fused within the network, dataset statistics, and initialization. We find that the deeper the layer at which fusion occurs, the longer the unimodal phase. A long unimodal phase can lead to a generalization deficit and permanent unimodal bias in the overparametrized regime. In addition, our theory reveals the modality learned first is not necessarily the modality that contributes more to the output. Our results, derived for multimodal linear networks, extend to ReLU networks in certain settings. Taken together, this work illuminates pathologies of multimodal learning under joint training, showing that late and intermediate fusion architectures can give rise to long unimodal phases and permanent unimodal bias.

Continual task learning in natural and artificial agents

How do humans and other animals learn new tasks? A wave of brain recording studies has investigated how neural representations change during task learning, with a focus on how tasks can be acquired and coded in ways that minimise mutual interference. We review recent work that has explored the geometry and dimensionality of neural task representations in neocortex, and computational models that have exploited these findings to understand how the brain may partition knowledge between tasks. We discuss how ideas from machine learning, including those that combine supervised and unsupervised learning, are helping neuroscientists understand how natural tasks are learned and coded in biological brains.

Know your audience: specializing grounded language models with the game of Dixit

Effective communication requires adapting to the idiosyncratic common ground shared with each communicative partner. We study a particularly challenging instantiation of this problem: the popular game Dixit. We formulate a round of Dixit as a multi-agent image reference game where a (trained) speaker model is rewarded for describing a target image such that one (pretrained) listener model can correctly identify it from a pool of distractors, but another listener cannot. To adapt to this setting, the speaker must exploit differences in the common ground it shares with the different listeners. We show that finetuning an attention-based adapter between a CLIP vision encoder and a large language model in this contrastive, multi-agent setting gives rise to context-dependent natural language specialization from rewards only, without direct supervision. In a series of controlled experiments, we show that the speaker can adapt according to the idiosyncratic strengths and weaknesses of various pairs of different listeners. Furthermore, we show zero-shot transfer of the speaker's specialization to unseen real-world data. Our experiments offer a step towards adaptive communication in complex multi-partner settings and highlight the interesting research challenges posed by games like Dixit. We hope that our work will inspire creative new approaches to adapting pretrained models.

Maslow's Hammer for Catastrophic Forgetting: Node Re-Use vs Node Activation

Continual learning - learning new tasks in sequence while maintaining performance on old tasks - remains particularly challenging for artificial neural networks. Surprisingly, the amount of forgetting does not increase with the dissimilarity between the learned tasks, but appears to be worst in an intermediate similarity regime. In this paper we theoretically analyse both a synthetic teacher-student framework and a real data setup to provide an explanation of this phenomenon that we name Maslow's hammer hypothesis. Our analysis reveals the presence of a trade-off between node activation and node re-use that results in worst forgetting in the intermediate regime. Using this understanding we reinterpret popular algorithmic interventions for catastrophic interference in terms of this trade-off, and identify the regimes in which they are most effective.

Modelling continual learning in humans with Hebbian context gating and exponentially decaying task signals

Humans can learn several tasks in succession with minimal mutual interference but perform more poorly when trained on multiple tasks at once. The opposite is true for standard deep neural networks. Here, we propose novel computational constraints for artificial neural networks, inspired by earlier work on gating in the primate prefrontal cortex, that capture the cost of interleaved training and allow the network to learn two tasks in sequence without forgetting. We augment standard stochastic gradient descent with two algorithmic motifs, so-called "sluggish" task units and a Hebbian training step that strengthens connections between task units and hidden units that encode task-relevant information. We found that the "sluggish" units introduce a switch-cost during training, which biases representations under interleaved training towards a joint representation that ignores the contextual cue, while the Hebbian step promotes the formation of a gating scheme from task units to the hidden layer that produces orthogonal representations which are perfectly guarded against interference. Validating the model on previously published human behavioural data revealed that it matches performance of participants who had been trained on blocked or interleaved curricula, and that these performance differences were driven by misestimation of the true category boundary.

Continual Learning in the Teacher-Student Setup: Impact of Task Similarity

Continual learning-the ability to learn many tasks in sequence-is critical for artificial learning systems. Yet standard training methods for deep networks often suffer from catastrophic forgetting, where learning new tasks erases knowledge of earlier tasks. While catastrophic forgetting labels the problem, the theoretical reasons for interference between tasks remain unclear. Here, we attempt to narrow this gap between theory and practice by studying continual learning in the teacher-student setup. We extend previous analytical work on two-layer networks in the teacher-student setup to multiple teachers. Using each teacher to represent a different task, we investigate how the relationship between teachers affects the amount of forgetting and transfer exhibited by the student when the task switches. In line with recent work, we find that when tasks depend on similar features, intermediate task similarity leads to greatest forgetting. However, feature similarity is only one way in which tasks may be related. The teacher-student approach allows us to disentangle task similarity at the level of readouts (hidden-to-output weights) and features (input-to-hidden weights). We find a complex interplay between both types of similarity, initial transfer/forgetting rates, maximum transfer/forgetting, and long-term transfer/forgetting. Together, these results help illuminate the diverse factors contributing to catastrophic forgetting.

An Analytical Theory of Curriculum Learning in Teacher-Student Networks

In humans and animals, curriculum learning -- presenting data in a curated order - is critical to rapid learning and effective pedagogy. Yet in machine learning, curricula are not widely used and empirically often yield only moderate benefits. This stark difference in the importance of curriculum raises a fundamental theoretical question: when and why does curriculum learning help? In this work, we analyse a prototypical neural network model of curriculum learning in the high-dimensional limit, employing statistical physics methods. Curricula could in principle change both the learning speed and asymptotic performance of a model. To study the former, we provide an exact description of the online learning setting, confirming the long-standing experimental observation that curricula can modestly speed up learning. To study the latter, we derive performance in a batch learning setting, in which a network trains to convergence in successive phases of learning on dataset slices of varying difficulty. With standard training losses, curriculum does not provide generalisation benefit, in line with empirical observations. However, we show that by connecting different learning phases through simple Gaussian priors, curriculum can yield a large improvement in test performance. Taken together, our reduced analytical descriptions help reconcile apparently conflicting empirical results and trace regimes where curriculum learning yields the largest gains. More broadly, our results suggest that fully exploiting a curriculum may require explicit changes to the loss function at curriculum boundaries.

Probing transfer learning with a model of synthetic correlated datasets

Transfer learning can significantly improve the sample efficiency of neural networks, by exploiting the relatedness between a data-scarce target task and a data-abundant source task. Despite years of successful applications, transfer learning practice often relies on ad-hoc solutions, while theoretical understanding of these procedures is still limited. In the present work, we re-think a solvable model of synthetic data as a framework for modeling correlation between data-sets. This setup allows for an analytic characterization of the generalization performance obtained when transferring the learned feature map from the source to the target task. Focusing on the problem of training two-layer networks in a binary classification setting, we show that our model can capture a range of salient features of transfer learning with real data. Moreover, by exploiting parametric control over the correlation between the two data-sets, we systematically investigate under which conditions the transfer of features is beneficial for generalization.

Are Efficient Deep Representations Learnable?

Many theories of deep learning have shown that a deep network can require dramatically fewer resources to represent a given function compared to a shallow network. But a question remains: can these efficient representations be learned using current deep learning techniques? In this work, we test whether standard deep learning methods can in fact find the efficient representations posited by several theories of deep representation. Specifically, we train deep neural networks to learn two simple functions with known efficient solutions: the parity function and the fast Fourier transform. We find that using gradient-based optimization, a deep network does not learn the parity function, unless initialized very close to a hand-coded exact solution. We also find that a deep linear neural network does not learn the fast Fourier transform, even in the best-case scenario of infinite training data, unless the weights are initialized very close to the exact hand-coded solution. Our results suggest that not every element of the class of compositional functions can be learned efficiently by a deep network, and further restrictions are necessary to understand what functions are both efficiently representable and learnable.

Tensor Switching Networks

We present a novel neural network algorithm, the Tensor Switching (TS) network, which generalizes the Rectified Linear Unit (ReLU) nonlinearity to tensor-valued hidden units. The TS network copies its entire input vector to different locations in an expanded representation, with the location determined by its hidden unit activity. In this way, even a simple linear readout from the TS representation can implement a highly expressive deep-network-like function. The TS network hence avoids the vanishing gradient problem by construction, at the cost of larger representation size. We develop several methods to train the TS network, including equivalent kernels for infinitely wide and deep TS networks, a one-pass linear learning algorithm, and two backpropagation-inspired representation learning algorithms. Our experimental results demonstrate that the TS network is indeed more expressive and consistently learns faster than standard ReLU networks.