Though quite challenging, leveraging large-scale unlabeled or partially labeled images in a cost-effective way has increasingly attracted interests for its great importance to computer vision. To tackle this problem, many Active Learning (AL) methods have been developed. However, these methods mainly define their sample selection criteria within a single image context, leading to the suboptimal robustness and impractical solution for large-scale object detection. In this paper, aiming to remedy the drawbacks of existing AL methods, we present a principled Self-supervised Sample Mining (SSM) process accounting for the real challenges in object detection. Specifically, our SSM process concentrates on automatically discovering and pseudo-labeling reliable region proposals for enhancing the object detector via the introduced cross image validation, i.e., pasting these proposals into different labeled images to comprehensively measure their values under different image contexts. By resorting to the SSM process, we propose a new AL framework for gradually incorporating unlabeled or partially labeled data into the model learning while minimizing the annotating effort of users. Extensive experiments on two public benchmarks clearly demonstrate our proposed framework can achieve the comparable performance to the state-of-the-art methods with significantly fewer annotations.
Inspired by the cognitive principle of humans animals, Bengio @cite_30 initialized the concept of curriculum learning (CL), in which a model is learned by gradually including samples into training from easy to complex. To make it more implementable, Kumar @cite_39 substantially prompted this learning philosophy by formulating the CL principle as a concise optimization model named self-paced learning (SPL). Recently, several works @cite_17 @cite_18 @cite_31 provided more comprehensive understanding of the learning insight underlying CL SPL, and formulated the learning model as a general optimization problem.
@cite_30 @cite_18 @cite_39 @cite_31 @cite_17
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Curriculum learning (CL) or self-paced learning (SPL) represents a recently proposed learning regime inspired by the learning process of humans and animals that gradually proceeds from easy to more complex samples in training. The two methods share a similar conceptual learning paradigm, but differ in specific learning schemes. In CL, the curriculum is predetermined by prior knowledge, and remain fixed thereafter. Therefore, this type of method heavily relies on the quality of prior knowledge while ignoring feedback about the learner. In SPL, the curriculum is dynamically determined to adjust to the learning pace of the leaner. However, SPL is unable to deal with prior knowledge, rendering it prone to overfitting. In this paper, we discover the missing link between CL and SPL, and propose a unified framework named self-paced curriculum leaning (SPCL). SPCL is formulated as a concise optimization problem that takes into account both prior knowledge known before training and the learning progress during training. In comparison to human education, SPCL is analogous to "instructor-student-collaborative" learning mode, as opposed to "instructor-driven" in CL or "student-driven" in SPL. Empirically, we show that the advantage of SPCL on two tasks. Self-paced learning (SPL) is a recently proposed learning regime inspired by the learning process of humans and animals that gradually incorporates easy to more complex samples into training. Existing methods are limited in that they ignore an important aspect in learning: diversity. To incorporate this information, we propose an approach called self-paced learning with diversity (SPLD) which formalizes the preference for both easy and diverse samples into a general regularizes This regularization term is independent of the learning objective, and thus can be easily generalized into various learning tasks. Albeit non-convex, the optimization of the variables included in this SPLD regularization term for sample selection can be globally solved in linearithmic time. We demonstrate that our method significantly outperforms the conventional SPL on three real-world datasets. Specifically, SPLD achieves the best MAP so far reported in literature on the Hollywood2 and Olympic Sports datasets. We propose Teacher-Student Curriculum Learning (TSCL), a framework for automatic curriculum learning, where the Student tries to learn a complex task and the Teacher automatically chooses subtasks from a given set for the Student to train on. We describe a family of Teacher algorithms that rely on the intuition that the Student should practice more those tasks on which it makes the fastest progress, i.e. where the slope of the learning curve is highest. In addition, the Teacher algorithms address the problem of forgetting by also choosing tasks where the Student's performance is getting worse. We demonstrate that TSCL matches or surpasses the results of carefully hand-crafted curricula in two tasks: addition of decimal numbers with LSTM and navigation in Minecraft. Using our automatically generated curriculum enabled to solve a Minecraft maze that could not be solved at all when training directly on solving the maze, and the learning was an order of magnitude faster than uniform sampling of subtasks. We study the empirical strategies that humans follow as they teach a target concept with a simple 1D threshold to a robot.1 Previous studies of computational teaching, particularly the teaching dimension model and the curriculum learning principle, offer contradictory predictions on what optimal strategy the teacher should follow in this teaching task. We show through behavioral studies that humans employ three distinct teaching strategies, one of which is consistent with the curriculum learning principle, and propose a novel theoretical framework as a potential explanation for this strategy. This framework, which assumes a teaching goal of minimizing the learner's expected generalization error at each iteration, extends the standard teaching dimension model and offers a theoretical justification for curriculum learning.