Abstract: Multi-domain recommender systems benefit from cross-domain representation learning and positive knowledge transfer. Both can be achieved by introducing a specific modeling of input data (i.e. disjoint history) or trying dedicated training regimes. At the same time, treating domains as separate input sources becomes a limitation as it does not capture the interplay that naturally exists between domains. In this work, we efficiently learn multi-domain representation of sequential users’ interactions using graph neural networks. We use temporal intra- and inter-domain interactions as contextual information for our method called MAGRec (short for Multi-dom Ain Graph-based Recommender). To better capture all relations in a multi-domain setting, we learn two graph-based sequential representations simultaneously: domain-guided for recent user interest, and general for long-term interest. This approach helps to mitigate the negative knowledge transfer problem from multiple domains and improve overall representation. We perform experiments on publicly available datasets in different scenarios where MAGRec consistently outperforms state-of-the-art methods. Furthermore, we provide an ablation study and discuss further extensions of our method.

Abstract: Poster

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: 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: Continual learning enables incremental learning of new tasks without forgetting those previously learned, resulting in positive knowledge transfer that can enhance performance on both new and old tasks. However, continual learning poses new challenges for interpretability, as the rationale behind model predictions may change over time, leading to interpretability concept drift. We address this problem by proposing Interpretable Class-InCremental LEarning (ICICLE), an exemplar-free approach that adopts a prototypical part-based approach. It consists of three crucial novelties: interpretability regularization that distills previously learned concepts while preserving user-friendly positive reasoning; proximity-based prototype initialization strategy dedicated to the fine-grained setting; and task-recency bias compensation devoted to prototypical parts. Our experimental results demonstrate that ICICLE reduces the interpretability concept drift and outperforms the existing exemplar-free methods of common class-incremental learning when applied to concept-based models.

Abstract: Deep learning has made tremendous progress in the last decade due to the explosion of training data and computational power. Through end-to-end training on a
large dataset, image representations are more discriminative than the previously
used hand-crafted features. However, for many real-world applications, training
and testing on a single dataset is not realistic, as the test distribution may change over time. Continuous learning takes this situation into account, where the learner must adapt to a sequence of tasks, each with a different distribution. If you would naively continue training the model with a new task, the performance of the model would drop dramatically for the previously learned data. This phenomenon is known as catastrophic forgetting.
Many approaches have been proposed to address this problem, which can be divided into three main categories: regularization-based approaches, rehearsal-based
approaches, and parameter isolation-based approaches. However, most of the existing works focus on image classification tasks and many other computer vision tasks
have not been well-explored in the continual learning setting. Therefore, in this
thesis, we study continual learning for image generation, object re-identification,
and object counting.
For the image generation problem, since the model can generate images from the previously learned task, it is free to apply rehearsal without any limitation. We developed two methods based on generative replay. The first one uses the generated image for joint training together with the new data. The second one is based on
output pixel-wise alignment. We extensively evaluate these methods on several
benchmarks.
Next, we study continual learning for object Re-Identification (ReID). Although
most state-of-the-art methods of ReID and continual ReID use softmax-triplet loss,
we found that it is better to solve the ReID problem from a meta-learning perspective because continual learning of reID can benefit a lot from the generalization of metalearning. We also propose a distillation loss and found that the removal of the positive pairs before the distillation loss is critical.
Finally, we study continual learning for the counting problem. We study the mainstream method based on density maps and propose a new approach for density
map distillation. We found that fixing the counter head is crucial for the continual learning of object counting. To further improve results, we propose an adaptor to adapt the changing feature extractor for the fixed counter head. Extensive evaluation shows that this results in improved continual learning performance.

Abstract: Self-supervised learning (SSL) is a powerful technique for learning robust representations from unlabeled data. By learning to remain invariant to applied data augmentations, methods such as SimCLR and MoCo are able to reach quality on par with supervised approaches. However, this invariance may be harmful to solving some downstream tasks which depend on traits affected by augmentations used during pretraining, such as color. In this paper, we propose to foster sensitivity to such characteristics in the representation space by modifying the projector network, a common component of self-supervised architectures. Specifically, we supplement the projector with information about augmentations applied to images. In order for the projector to take advantage of this auxiliary conditioning when solving the SSL task, the feature extractor learns to preserve the augmentation information in its representations. Our approach, coined Conditional Augmentation-aware Self-supervised Learning (CASSLE), is directly applicable to typical joint-embedding SSL methods regardless of their objective functions. Moreover, it does not require major changes in the network architecture or prior knowledge of downstream tasks. In addition to an analysis of sensitivity towards different data augmentations, we conduct a series of experiments, which show that CASSLE improves over various SSL methods, reaching state-of-the-art performance in multiple downstream tasks.