Abstract
We study the issue of catastrophic forgetting in the context of neural multimodal approaches to Visual Question Answering (VQA). Motivated by evidence from psycholinguistics, we devise a set of linguistically-informed VQA tasks, which differ by the types of questions involved (Wh-questions and polar questions). We test what impact task difficulty has on continual learning, and whether the order in which a child acquires question types facilitates computational models. Our results show that dramatic forgetting is at play and that task difficulty and order matter. Two well-known current continual learning methods mitigate the problem only to a limiting degree.
Originalsprog | Engelsk |
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Titel | Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics |
Udgivelsessted | Florence |
Forlag | Association for Computational Linguistics |
Publikationsdato | jul. 2019 |
Sider | 3601–3605 |
ISBN (Elektronisk) | 978-1-950737-48-2 |
Status | Udgivet - jul. 2019 |
Emneord
- Catastrophic Forgetting
- Visual Question Answering
- Continual Learning
- Task Difficulty
- Question Types