Abstract: Online continual learning aims to get closer to a live learning experience by learning directly on a stream of data with temporally shifting distribution and by storing a minimum amount of data from that stream. In this empirical evaluation, we evaluate various methods from the literature that tackle online continual learning. More specifically, we focus on the class-incremental setting in the context of image classification, where the learner must learn new classes incrementally from a stream of data. We compare these methods on the Split-CIFAR100 and Split-TinyImagenet benchmarks, and measure their average accuracy, forgetting, stability, and quality of the representations, to evaluate various aspects of the algorithm at the end but also during the whole training period. We find that most methods suffer from stability and underfitting issues. However, the learned representations are comparable to i.i.d. training under the same computational budget. No clear winner emerges from the results and basic experience replay, when properly tuned and implemented, is a very strong baseline. We release our modular and extensible codebase at this https URL based on the avalanche framework to reproduce our results and encourage future research.

Abstract: Since the introduction of the Vision Transformer (ViT), researchers have sought to make ViTs more efficient by removing redundant information in the processed tokens. While different methods have been explored to achieve this goal, we still lack understanding of the resulting reduction patterns and how those patterns differ across token reduction methods and datasets. To close this gap, we set out to understand the reduction patterns of 10 different token reduction methods using four image classification datasets. By systematically comparing these methods on the different classification tasks, we find that the Top-K pruning method is a surprisingly strong baseline. Through in-depth analysis of the different methods, we determine that: the reduction patterns are generally not consistent when varying the capacity of the backbone model, the reduction patterns of pruning-based methods significantly differ from fixed radial patterns, and the reduction patterns of pruning-based methods are correlated across classification datasets. Finally we report that the similarity of reduction patterns is a moderate-to-strong proxy for model performance. Project page at https://vap.aau.dk/tokens.

Abstract: In this work, we improve the generative replay in a continual learning setting. We notice that in VAE-based generative replay, the generated features are quite far from the original ones when mapped to the latent space. Therefore, we propose modifications that allow the model to learn and generate complex data. More specifically, we incorporate the distillation in latent space between the current and previous models to reduce feature drift. Additionally, a latent matching for the reconstruction and original data is proposed to improve generated features alignment. Further, based on the observation that the reconstructions are better for preserving knowledge, we add the cycling of generations through the previously trained model to make them closer to the original data. Our method outperforms other generative replay methods in various scenarios.

Abstract: In this work, we investigate exemplar-free class incremental learning (CIL) with knowledge distillation (KD) as a regularization strategy, aiming to prevent forgetting. KD-based methods are successfully used in CIL, but they often struggle to regularize the model without access to exemplars of the training data from previous tasks. Our analysis reveals that this issue originates from substantial representation shifts in the teacher network when dealing with out-of-distribution data. This causes large errors in the KD loss component, leading to performance degradation in CIL. Inspired by recent test-time adaptation methods, we introduce Teacher Adaptation (TA), a method that concurrently updates the teacher and the main model during incremental training. Our method seamlessly integrates with KD-based CIL approaches and allows for consistent enhancement of their performance across multiple exemplar-free CIL benchmarks.

Abstract: Researchers have extensively studied the field of vision and language, discovering that both visual and textual content is crucial for understanding scenes effectively. Particularly, comprehending text in videos holds great significance, requiring both scene text understanding and temporal reasoning. This paper focuses on exploring two recently introduced datasets, NewsVideoQA and M4-ViteVQA, which aim to address video question answering based on textual content. The NewsVideoQA dataset contains question-answer pairs related to the text in news videos, while M4- ViteVQA comprises question-answer pairs from diverse categories like vlogging, traveling, and shopping. We provide an analysis of the formulation of these datasets on various levels, exploring the degree of visual understanding and multi-frame comprehension required for answering the questions. Additionally, the study includes experimentation with BERT-QA, a text-only model, which demonstrates comparable performance to the original methods on both datasets, indicating the shortcomings in the formulation of these datasets. Furthermore, we also look into the domain adaptation aspect by examining the effectiveness of training on M4-ViteVQA and evaluating on NewsVideoQA and vice-versa, thereby shedding light on the challenges and potential benefits of out-of-domain training.