Is forgetting less a good inductive bias for forward transfer?

One of the main motivations of studying continual learning is that the problem setting allows a model to accrue knowledge from past tasks to learn new tasks more efficiently. However, recent studies suggest that the key metric that continual learning algorithms optimize, reduction in catastrophic forgetting, does not correlate well with the forward transfer of knowledge. We believe that the conclusion previous works reached is due to the way they measure forward transfer. We argue that the measure of forward transfer to a task should not be affected by the restrictions placed on the continual learner in order to preserve knowledge of previous tasks. Instead, forward transfer should be measured by how easy it is to learn a new task given a set of representations produced by continual learning on previous tasks. Under this notion of forward transfer, we evaluate different continual learning algorithms on a variety of image classification benchmarks. Our results indicate that less forgetful representations lead to a better forward transfer suggesting a strong correlation between retaining past information and learning efficiency on new tasks. Further, we found less forgetful representations to be more diverse and discriminative compared to their forgetful counterparts.

NEVIS'22: A Stream of 100 Tasks Sampled from 30 Years of Computer Vision Research

We introduce the Never Ending VIsual-classification Stream (NEVIS'22), a benchmark consisting of a stream of over 100 visual classification tasks, sorted chronologically and extracted from papers sampled uniformly from computer vision proceedings spanning the last three decades. The resulting stream reflects what the research community thought was meaningful at any point in time. Despite being limited to classification, the resulting stream has a rich diversity of tasks from OCR, to texture analysis, crowd counting, scene recognition, and so forth. The diversity is also reflected in the wide range of dataset sizes, spanning over four orders of magnitude. Overall, NEVIS'22 poses an unprecedented challenge for current sequential learning approaches due to the scale and diversity of tasks, yet with a low entry barrier as it is limited to a single modality and each task is a classical supervised learning problem. Moreover, we provide a reference implementation including strong baselines and a simple evaluation protocol to compare methods in terms of their trade-off between accuracy and compute. We hope that NEVIS'22 can be useful to researchers working on continual learning, meta-learning, AutoML and more generally sequential learning, and help these communities join forces towards more robust and efficient models that efficiently adapt to a never ending stream of data. Implementations have been made available at https://github.com/deepmind/dm_nevis.

When does mixup promote local linearity in learned representations?

Mixup is a regularization technique that artificially produces new samples using convex combinations of original training points. This simple technique has shown strong empirical performance, and has been heavily used as part of semi-supervised learning techniques such as mixmatch~\citep{berthelot2019mixmatch} and interpolation consistent training (ICT)~\citep{verma2019interpolation}. In this paper, we look at Mixup through a \emph{representation learning} lens in a semi-supervised learning setup. In particular, we study the role of Mixup in promoting linearity in the learned network representations. Towards this, we study two questions: (1) how does the Mixup loss that enforces linearity in the \emph{last} network layer propagate the linearity to the \emph{earlier} layers?; and (2) how does the enforcement of stronger Mixup loss on more than two data points affect the convergence of training? We empirically investigate these properties of Mixup on vision datasets such as CIFAR-10, CIFAR-100 and SVHN. Our results show that supervised Mixup training does not make \emph{all} the network layers linear; in fact the \emph{intermediate layers} become more non-linear during Mixup training compared to a network that is trained \emph{without} Mixup. However, when Mixup is used as an unsupervised loss, we observe that all the network layers become more linear resulting in faster training convergence.

Architecture Matters in Continual Learning

A large body of research in continual learning is devoted to overcoming the catastrophic forgetting of neural networks by designing new algorithms that are robust to the distribution shifts. However, the majority of these works are strictly focused on the "algorithmic" part of continual learning for a "fixed neural network architecture", and the implications of using different architectures are mostly neglected. Even the few existing continual learning methods that modify the model assume a fixed architecture and aim to develop an algorithm that efficiently uses the model throughout the learning experience. However, in this work, we show that the choice of architecture can significantly impact the continual learning performance, and different architectures lead to different trade-offs between the ability to remember previous tasks and learning new ones. Moreover, we study the impact of various architectural decisions, and our findings entail best practices and recommendations that can improve the continual learning performance.

Wide Neural Networks Forget Less Catastrophically

A growing body of research in continual learning is devoted to overcoming the "Catastrophic Forgetting" of neural networks by designing new algorithms that are more robust to the distribution shifts. While the recent progress in continual learning literature is encouraging, our understanding of what properties of neural networks contribute to catastrophic forgetting is still limited. To address this, instead of focusing on continual learning algorithms, in this work, we focus on the model itself and study the impact of "width" of the neural network architecture on catastrophic forgetting, and show that width has a surprisingly significant effect on forgetting. To explain this effect, we study the learning dynamics of the network from various perspectives such as gradient norm and sparsity, orthogonalization, and lazy training regime. We provide potential explanations that are consistent with the empirical results across different architectures and continual learning benchmarks.

Multilevel Knowledge Transfer for Cross-Domain Object Detection

Domain shift is a well known problem where a model trained on a particular domain (source) does not perform well when exposed to samples from a different domain (target). Unsupervised methods that can adapt to domain shift are highly desirable as they allow effective utilization of the source data without requiring additional annotated training data from the target. Practically, obtaining sufficient amount of annotated data from the target domain can be both infeasible and extremely expensive. In this work, we address the domain shift problem for the object detection task. Our approach relies on gradually removing the domain shift between the source and the target domains. The key ingredients to our approach are -- (a) mapping the source to the target domain on pixel-level; (b) training a teacher network on the mapped source and the unannotated target domain using adversarial feature alignment; and (c) finally training a student network using the pseudo-labels obtained from the teacher. Experimentally, when tested on challenging scenarios involving domain shift, we consistently obtain significantly large performance gains over various recent state of the art approaches.

Continual Learning in Low-rank Orthogonal Subspaces

In continual learning (CL), a learner is faced with a sequence of tasks, arriving one after the other, and the goal is to remember all the tasks once the continual learning experience is finished. The prior art in CL uses episodic memory, parameter regularization or extensible network structures to reduce interference among tasks, but in the end, all the approaches learn different tasks in a joint vector space. We believe this invariably leads to interference among different tasks. We propose to learn tasks in different (low-rank) vector subspaces that are kept orthogonal to each other in order to minimize interference. Further, to keep the gradients of different tasks coming from these subspaces orthogonal to each other, we learn isometric mappings by posing network training as an optimization problem over the Stiefel manifold. To the best of our understanding, we report, for the first time, strong results over experience-replay baseline with and without memory on standard classification benchmarks in continual learning. The code is made publicly available.

Using Hindsight to Anchor Past Knowledge in Continual Learning

In continual learning, the learner faces a stream of data whose distribution changes over time. Modern neural networks are known to suffer under this setting, as they quickly forget previously acquired knowledge. To address such catastrophic forgetting, many continual learning methods implement different types of experience replay, re-learning on past data stored in a small buffer known as episodic memory. In this work, we complement experience replay with a new objective that we call anchoring, where the learner uses bilevel optimization to update its knowledge on the current task, while keeping intact the predictions on some anchor points of past tasks. These anchor points are learned using gradient-based optimization to maximize forgetting, which is approximated by fine-tuning the currently trained model on the episodic memory of past tasks. Experiments on several supervised learning benchmarks for continual learning demonstrate that our approach improves the standard experience replay in terms of both accuracy and forgetting metrics and for various sizes of episodic memories.

Continual Learning with Tiny Episodic Memories

Learning with less supervision is a major challenge in artificial intelligence. One sensible approach to decrease the amount of supervision is to leverage prior experience and transfer knowledge from tasks seen in the past. However, a necessary condition for a successful transfer is the ability to remember how to perform previous tasks. The Continual Learning (CL) setting, whereby an agent learns from a stream of tasks without seeing any example twice, is an ideal framework to investigate how to accrue such knowledge. In this work, we consider supervised learning tasks and methods that leverage a very small episodic memory for continual learning. Through an extensive empirical analysis across four benchmark datasets adapted to CL, we observe that a very simple baseline, which jointly trains on both examples from the current task as well as examples stored in the memory, outperforms state-of-the-art CL approaches with and without episodic memory. Surprisingly, repeated learning over tiny episodic memories does not harm generalization on past tasks, as joint training on data from subsequent tasks acts like a data dependent regularizer. We discuss and evaluate different approaches to write into the memory. Most notably, reservoir sampling works remarkably well across the board, except when the memory size is extremely small. In this case, writing strategies that guarantee an equal representation of all classes work better. Overall, these methods should be considered as a strong baseline candidate when benchmarking new CL approaches

Efficient Lifelong Learning with A-GEM

In lifelong learning, the learner is presented with a sequence of tasks, incrementally building a data-driven prior which may be leveraged to speed up learning of a new task. In this work, we investigate the efficiency of current lifelong approaches, in terms of sample complexity, computational and memory cost. Towards this end, we first introduce a new and a more realistic evaluation protocol, whereby learners observe each example only once and hyper-parameter selection is done on a small and disjoint set of tasks, which is not used for the actual learning experience and evaluation. Second, we introduce a new metric measuring how quickly a learner acquires a new skill. Third, we propose an improved version of GEM (Lopez-Paz & Ranzato, 2017), dubbed Averaged GEM (A-GEM), which enjoys the same or even better performance as GEM, while being almost as computationally and memory efficient as EWC (Kirkpatrick et al., 2016) and other regularization-based methods. Finally, we show that all algorithms including A-GEM can learn even more quickly if they are provided with task descriptors specifying the classification tasks under consideration. Our experiments on several standard lifelong learning benchmarks demonstrate that A-GEM has the best trade-off between accuracy and efficiency.