@inproceedings{greco-etal-2019-psycholinguistics,
title = "Psycholinguistics Meets Continual Learning: Measuring Catastrophic Forgetting in Visual Question Answering",
author = "Greco, Claudio and
Plank, Barbara and
Fern{\'a}ndez, Raquel and
Bernardi, Raffaella",
editor = "Korhonen, Anna and
Traum, David and
M{\`a}rquez, Llu{\'\i}s",
booktitle = "Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics",
month = jul,
year = "2019",
address = "Florence, Italy",
publisher = "Association for Computational Linguistics",
url = "https://aclanthology.org/P19-1350",
doi = "10.18653/v1/P19-1350",
pages = "3601--3605",
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.",
}
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<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.</abstract>
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%0 Conference Proceedings
%T Psycholinguistics Meets Continual Learning: Measuring Catastrophic Forgetting in Visual Question Answering
%A Greco, Claudio
%A Plank, Barbara
%A Fernández, Raquel
%A Bernardi, Raffaella
%Y Korhonen, Anna
%Y Traum, David
%Y Màrquez, Lluís
%S Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics
%D 2019
%8 July
%I Association for Computational Linguistics
%C Florence, Italy
%F greco-etal-2019-psycholinguistics
%X 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.
%R 10.18653/v1/P19-1350
%U https://aclanthology.org/P19-1350
%U https://doi.org/10.18653/v1/P19-1350
%P 3601-3605
Markdown (Informal)
[Psycholinguistics Meets Continual Learning: Measuring Catastrophic Forgetting in Visual Question Answering](https://aclanthology.org/P19-1350) (Greco et al., ACL 2019)
ACL