Context Embedding Networks

Low dimensional embeddings that capture the main variations of interest in collections of data are important for many applications. One way to construct these embeddings is to acquire estimates of similarity from the crowd. However, similarity is a multi-dimensional concept that varies from individual to individual. Existing models for learning embeddings from the crowd typically make simplifying assumptions such as all individuals estimate similarity using the same criteria, the list of criteria is known in advance, or that the crowd workers are not influenced by the data that they see. To overcome these limitations we introduce Context Embedding Networks (CENs). In addition to learning interpretable embeddings from images, CENs also model worker biases for different attributes along with the visual context i.e. the visual attributes highlighted by a set of images. Experiments on two noisy crowd annotated datasets show that modeling both worker bias and visual context results in more interpretable embeddings compared to existing approaches.Comment: CVPR 2018 spotligh

Teaching Categories to Human Learners with Visual Explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Teaching categories to human learners with visual explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods

Visual Knowledge Tracing

Each year, thousands of people learn new visual categorization tasks -- radiologists learn to recognize tumors, birdwatchers learn to distinguish similar species, and crowd workers learn how to annotate valuable data for applications like autonomous driving. As humans learn, their brain updates the visual features it extracts and attend to, which ultimately informs their final classification decisions. In this work, we propose a novel task of tracing the evolving classification behavior of human learners as they engage in challenging visual classification tasks. We propose models that jointly extract the visual features used by learners as well as predicting the classification functions they utilize. We collect three challenging new datasets from real human learners in order to evaluate the performance of different visual knowledge tracing methods. Our results show that our recurrent models are able to predict the classification behavior of human learners on three challenging medical image and species identification tasks.Comment: 14 pages, 4 figures, 14 supplemental pages, 11 supplemental figures, accepted to European Conference on Computer Vision (ECCV) 202

Few-Shot Attribute Learning

Semantic concepts are frequently defined by combinations of underlying attributes. As mappings from attributes to classes are often simple, attribute-based representations facilitate novel concept learning with zero or few examples. A significant limitation of existing attribute-based learning paradigms, such as zero-shot learning, is that the attributes are assumed to be known and fixed. In this work we study the rapid learning of attributes that were not previously labeled. Compared to standard few-shot learning of semantic classes, in which novel classes may be defined by attributes that were relevant at training time, learning new attributes imposes a stiffer challenge. We found that supervised learning with training attributes does not generalize well to new test attributes, whereas self-supervised pre-training brings significant improvement. We further experimented with random splits of the attribute space and found that predictability of test attributes provides an informative estimate of a model's generalization ability.Comment: Technical report, 25 page

Teaching categories to human learners with visual explanations

We study the problem of computer-assisted teaching with explanations. Conventional approaches for machine teaching typically only provide feedback at the instance level e.g., the category or label of the instance. However, it is intuitive that clear explanations from a knowledgeable teacher can significantly improve a student's ability to learn a new concept. To address these existing limitations, we propose a teaching framework that provides interpretable explanations as feedback and models how the learner incorporates this additional information. In the case of images, we show that we can automatically generate explanations that highlight the parts of the image that are responsible for the class label. Experiments on human learners illustrate that, on average, participants achieve better test set performance on challenging categorization tasks when taught with our interpretable approach compared to existing methods