论文标题

关于对比度和非对抗性自我观察学习之间的二元性

On the duality between contrastive and non-contrastive self-supervised learning

论文作者

Garrido, Quentin, Chen, Yubei, Bardes, Adrien, Najman, Laurent, Lecun, Yann

论文摘要

对图像表示的自我监督学习的最新方法可以分为不同的方法家族,尤其可以将其分为对比和非对抗性方法。尽管对两个家庭之间的差异进行了彻底讨论以激发新方法,但我们更多地关注了它们之间的理论相似性。通过设计基于对比度和协方差的非对比度标准,该标准可以与代数相关并在有限的假设下显示为等效,我们显示了这些家庭的距离。我们进一步研究了流行的方法并介绍了它们的变化,从而使我们能够将这种理论结果与当前的实践联系起来,并显示了设计选择对下游性能的影响(或缺乏)。在我们的等效结果的激励下,我们研究了SIMCLR的低性能,并展示了它如何与仔细的超参数调谐相匹配,从而显着改善了已知的基准。我们还挑战了非对抗性方法需要较大的输出维度的流行假设。我们的理论和定量结果表明,在某些方案中,可以关闭对比度和非对抗性方法之间的数值差距,并且鉴于更好的网络设计选择和超参数调谐。证据表明,统一不同的SOTA方法是建立对自学学习的更好理解的重要方向。

Recent approaches in self-supervised learning of image representations can be categorized into different families of methods and, in particular, can be divided into contrastive and non-contrastive approaches. While differences between the two families have been thoroughly discussed to motivate new approaches, we focus more on the theoretical similarities between them. By designing contrastive and covariance based non-contrastive criteria that can be related algebraically and shown to be equivalent under limited assumptions, we show how close those families can be. We further study popular methods and introduce variations of them, allowing us to relate this theoretical result to current practices and show the influence (or lack thereof) of design choices on downstream performance. Motivated by our equivalence result, we investigate the low performance of SimCLR and show how it can match VICReg's with careful hyperparameter tuning, improving significantly over known baselines. We also challenge the popular assumption that non-contrastive methods need large output dimensions. Our theoretical and quantitative results suggest that the numerical gaps between contrastive and non-contrastive methods in certain regimes can be closed given better network design choices and hyperparameter tuning. The evidence shows that unifying different SOTA methods is an important direction to build a better understanding of self-supervised learning.

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