Table of Links Abstract and 1 Introduction Abstract and 1 Introduction Related works


Problem setting


Methodology
4.1. Decision boundary-aware distillation
4.2. Knowledge consolidation


Experimental results and 5.1. Experiment Setup
5.2. Comparison with SOTA methods
5.3. Ablation study


Conclusion and future work and References Related works Related works Related works Problem setting Problem setting Problem setting Methodology
4.1. Decision boundary-aware distillation
4.2. Knowledge consolidation Methodology Methodology 4.1. Decision boundary-aware distillation 4.1. Decision boundary-aware distillation 4.2. Knowledge consolidation 4.2. Knowledge consolidation Experimental results and 5.1. Experiment Setup
5.2. Comparison with SOTA methods
5.3. Ablation study Experimental results and 5.1. Experiment Setup Experimental results and 5.1. Experiment Setup 5.2. Comparison with SOTA methods 5.2. Comparison with SOTA methods 5.3. Ablation study 5.3. Ablation study Conclusion and future work and References Conclusion and future work and References Conclusion and future work and References Supplementary Material Supplementary Material Details of the theoretical analysis on KCEMA mechanism in IIL
Algorithm overview
Dataset details
Implementation details
Visualization of dusted input images
More experimental results Details of the theoretical analysis on KCEMA mechanism in IIL Details of the theoretical analysis on KCEMA mechanism in IIL Algorithm overview Algorithm overview Dataset details Dataset details Implementation details Implementation details Visualization of dusted input images Visualization of dusted input images More experimental results More experimental results 7. Details of the theoretical analysis on KCEMA mechanism in IIL In Sec. 4.3 of the manuscript, we theoretically analyze the feasibility of applying a model EMA-like mechanism in the IIL. Here, gives more derivation details of the Eq. 7. The derivative of the old task(s) and the new task on the teacher model in current IIL phase is Therefore, we get Eq. (7) and many conclusions can be drawn based on it as we present in the manuscript. Notably, as we assume the student is fully trained on new data, we set a freezing period during which we only train the student without implementing KC-EMA. In the manuscript, we empirically set the freezing period to 10 epochs. Limitation. Our method may accumulate errors after a long consecutive IIL tasks. For example, in the ith IIL task, the old model should consider the base task and the previous i − 1 IIL task. The old task’s derivative on the parameters of teacher becomes Limitation i i Authors:
(1) Qiang Nie, Hong Kong University of Science and Technology (Guangzhou);
(2) Weifu Fu, Tencent Youtu Lab;
(3) Yuhuan Lin, Tencent Youtu Lab;
(4) Jialin Li, Tencent Youtu Lab;
(5) Yifeng Zhou, Tencent Youtu Lab;
(6) Yong Liu, Tencent Youtu Lab;
(7) Qiang Nie, Hong Kong University of Science and Technology (Guangzhou);
(8) Chengjie Wang, Tencent Youtu Lab. Authors: Authors: (1) Qiang Nie, Hong Kong University of Science and Technology (Guangzhou); (2) Weifu Fu, Tencent Youtu Lab; (3) Yuhuan Lin, Tencent Youtu Lab; (4) Jialin Li, Tencent Youtu Lab; (5) Yifeng Zhou, Tencent Youtu Lab; (6) Yong Liu, Tencent Youtu Lab; (7) Qiang Nie, Hong Kong University of Science and Technology (Guangzhou); (8) Chengjie Wang, Tencent Youtu Lab. This paper is available on arxiv under CC BY-NC-ND 4.0 Deed (Attribution-Noncommercial-Noderivs 4.0 International) license. This paper is available on arxiv under CC BY-NC-ND 4.0 Deed (Attribution-Noncommercial-Noderivs 4.0 International) license. available on arxiv available on arxiv

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KC-EMA Mechanism: Theoretical Analysis and Derivation for IIL

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