Human attribute analysis is a challenging task in the field of computer vision, since the data is largely imbalance-distributed. Common techniques such as re-sampling and cost-sensitive learning require prior-knowledge to train the system. To address this problem, we propose a unified framework called Dynamic Curriculum Learning (DCL) to online adaptively adjust the sampling strategy and loss learning in single batch, which resulting in better generalization and discrimination. Inspired by the curriculum learning, DCL consists of two level curriculum schedulers: (1) sampling scheduler not only manages the data distribution from imbalanced to balanced but also from easy to hard; (2) loss scheduler controls the learning importance between classification and metric learning loss. Learning from these two schedulers, we demonstrate our DCL framework with the new state-of-the-art performance on the widely used face attribute dataset CelebA and pedestrian attribute dataset RAP.
The idea of curriculum learning was originally proposed in @cite_24 , it demonstrates that the strategy of learning from easy to hard significantly improves the generalization of the deep model. Up to now, works been done via curriculum learning mainly focus on visual category discovery @cite_43 , object tracking @cite_18 , semi- weakly-supervised learning @cite_40 @cite_19 @cite_49 @cite_52 , etc. @cite_35 proposed an approach that processes multiple tasks in a sequence with sharing between subsequent tasks instead of solving all tasks jointly by finding the best order of tasks to be learned. Very few works approach the imbalanced learning. @cite_9 developed a principled learning strategy by leveraging curriculum learning in a weakly supervised framework, with the goal of effectively handling massive amount of noisy labels and data imbalance.
@cite_35 @cite_18 @cite_9 @cite_52 @cite_24 @cite_43 @cite_40 @cite_19 @cite_49
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Our first contribution in this paper is a theoretical investigation of curriculum learning in the context of stochastic gradient descent when optimizing the least squares loss function. We prove that the rate of convergence of an ideal curriculum learning method in monotonically increasing with the difficulty of the examples, and that this increase in convergence rate is monotonically decreasing as training proceeds. In our second contribution we analyze curriculum learning in the context of training a CNN for image classification. Here one crucial problem is the means to achieve a curriculum. We describe a method which infers the curriculum by way of transfer learning from another network, pre-trained on a different task. While this approach can only approximate the ideal curriculum, we observe empirically similar behavior to the one predicted by the theory, namely, a significant boost in convergence speed at the beginning of training. When the task is made more difficult, improvement in generalization performance is observed. Finally, curriculum learning exhibits robustness against unfavorable conditions such as strong regularization. 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. Visual attributes, from simple objects (e.g., backpacks, hats) to soft-biometrics (e.g., gender, height, clothing) have proven to be a powerful representational approach for many applications such as image description and human identification. In this paper, we introduce a novel method to combine the advantages of both multi-task and curriculum learning in a visual attribute classification framework. Individual tasks are grouped based on their correlation so that two groups of strongly and weakly correlated tasks are formed. The two groups of tasks are learned in a curriculum learning setup by transferring the acquired knowledge from the strongly to the weakly correlated. The learning process within each group though, is performed in a multi-task classification setup. The proposed method learns better and converges faster than learning all the tasks in a typical multi-task learning paradigm. We demonstrate the effectiveness of our approach on the publicly available, SoBiR, VIPeR and PETA datasets and report state-of-the-art results across the board. 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. In this paper, we study the problem of learning from weakly labeled data, where labels of the training examples are incomplete. This includes, for example, (i) semi-supervised learning where labels are partially known; (ii) multi-instance learning where labels are implicitly known; and (iii) clustering where labels are completely unknown. Unlike supervised learning, learning with weak labels involves a difficult Mixed-Integer Programming (MIP) problem. Therefore, it can suffer from poor scalability and may also get stuck in local minimum. In this paper, we focus on SVMs and propose the WELLSVM via a novel label generation strategy. This leads to a convex relaxation of the original MIP, which is at least as tight as existing convex Semi-Definite Programming (SDP) relaxations. Moreover, the WELLSVM can be solved via a sequence of SVM subproblems that are much more scalable than previous convex SDP relaxations. Experiments on three weakly labeled learning tasks, namely, (i) semi-supervised learning; (ii) multi-instance learning for locating regions of interest in content-based information retrieval; and (iii) clustering, clearly demonstrate improved performance, and WELLSVM is also readily applicable on large data sets. We present a simple yet efficient approach capable of training deep neural networks on large-scale weakly-supervised web images, which are crawled raw from the Internet by using text queries, without any human annotation. We develop a principled learning strategy by leveraging curriculum learning, with the goal of handling a massive amount of noisy labels and data imbalance effectively. We design a new learning curriculum by measuring the complexity of data using its distribution density in a feature space, and rank the complexity in an unsupervised manner. This allows for an efficient implementation of curriculum learning on large-scale web images, resulting in a high-performance CNN the model, where the negative impact of noisy labels is reduced substantially. Importantly, we show by experiments that those images with highly noisy labels can surprisingly improve the generalization capability of model, by serving as a manner of regularization. Our approaches obtain state-of-the-art performance on four benchmarks: WebVision, ImageNet, Clothing-1M and Food-101. With an ensemble of multiple models, we achieved a top-5 error rate of 5.2 on the WebVision challenge [18] for 1000-category classification. This result was the top performance by a wide margin, outperforming second place by a nearly 50 relative error rate. Code and models are available at: https: github.com MalongTech CurriculumNet. We present an approach to Intelligent Tutoring Systems which adaptively personalizes sequences of learning activities to maximize skills acquired by students, taking into account the limited time and motivational resources. At a given point in time, the system proposes to the students the activity which makes them progress faster. We introduce two algorithms that rely on the empirical estimation of the learning progress, RiARiT that uses information about the difficulty of each exercise and ZPDES that uses much less knowledge about the problem. The system is based on the combination of three approaches. First, it leverages recent models of intrinsically motivated learning by transposing them to active teaching, relying on empirical estimation of learning progress provided by specific activities to particular students. Second, it uses state-of-the-art Multi-Arm Bandit (MAB) techniques to efficiently manage the exploration exploitation challenge of this optimization process. Third, it leverages expert knowledge to constrain and bootstrap initial exploration of the MAB, while requiring only coarse guidance information of the expert and allowing the system to deal with didactic gaps in its knowledge. The system is evaluated in a scenario where 7-8 year old schoolchildren learn how to decompose numbers while manipulating money. Systematic experiments are presented with simulated students, followed by results of a user study across a population of 400 school children. 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. We present a simple yet efficient approach capable of training deep neural networks on large-scale weakly-supervised web images, which are crawled raw from the Internet by using text queries, without any human annotation. We develop a principled learning strategy by leveraging curriculum learning, with the goal of handling a massive amount of noisy labels and data imbalance effectively. We design a new learning curriculum by measuring the complexity of data using its distribution density in a feature space, and rank the complexity in an unsupervised manner. This allows for an efficient implementation of curriculum learning on large-scale web images, resulting in a high-performance CNN model, where the negative impact of noisy labels is reduced substantially. Importantly, we show by experiments that those images with highly noisy labels can surprisingly improve the generalization capability of the model, by serving as a manner of regularization. Our approaches obtain state-of-the-art performance on four benchmarks: WebVision, ImageNet, Clothing-1M and Food-101. With an ensemble of multiple models, we achieved a top-5 error rate of 5.2 on the WebVision challenge for 1000-category classification. This result was the top performance by a wide margin, outperforming second place by a nearly 50 relative error rate. Code and models are available at: this https URL .