Test-time adaptation aims to adapt to realistic environments in an online manner by learning during test time. Entropy minimization has emerged as a principal strategy for test-time adaptation due to its efficiency and adaptability. Nevertheless, it remains underexplored in continual test-time adaptation, where stability is more important. We observe that the entropy minimization method often suffers from model collapse, where the model converges to predicting a single class for all images due to a trivial solution. We propose ranked entropy minimization to mitigate the stability problem of the entropy minimization method and extend its applicability to continuous scenarios. Our approach explicitly structures the prediction difficulty through a progressive masking strategy. Specifically, it gradually aligns the model’s probability distributions across different levels of prediction difficulty while preserving the rank order of entropy. The proposed method is extensively evaluated across various benchmarks, demonstrating its effectiveness through empirical results.

Continual learning aims to refine model parameters for new tasks while retaining knowledge from previous tasks. Recently, prompt-based learning has emerged to leverage pre-trained models to be prompted to learn subsequent tasks without the reliance on the rehearsal buffer. Although this approach has demonstrated outstanding results, existing methods depend on preceding task-selection process to choose appropriate prompts. However, imperfectness in task-selection may lead to negative impacts on the performance particularly in the scenarios where the number of tasks is large or task distributions are imbalanced. To address this issue, we introduce a novel task-agnostic approach that focuses on the visual semantic information of image tokens eliminating the preceding task prediction. By leveraging the ability of the pre-trained model to discriminate between similar tokens, our method not only subdivides the prompt but also eliminates the need for additional forward pass. Consequently, we achieve competitive performance on four benchmarks while significantly reducing training time compared to state-of-the-art methods. The code is available at https://github.com/pilsHan/I-Prompt

Domain adaptation for object detection typically entails transferring knowledge from one visible domain to another visible domain. However, there are limited studies on adapting from the visible to the thermal domain, because the domain gap between the visible and thermal domains is much larger than expected, and traditional domain adaptation can not successfully facilitate learning in this situation. To overcome this challenge, we propose a Distinctive Dual-Domain Teacher (D3T) framework that employs distinct training paradigms for each domain. Specifically, we segregate the source and target training sets for building dual-teachers and successively deploy exponential moving average to the student model to individual teachers of each domain. The framework further incorporates a zigzag learning method between dual teachers, facilitating a gradual transition from the visible to thermal domains during training. We validate the superiority of our method through newly designed experimental protocols with wellknown thermal datasets, i.e., FLIR and KAIST. Source code is available at https://github.com/EdwardDo69/D3T.

Unsupervised domain adaptation for object detection (UDAOD) aims to reduce the gap between the labeled source domain and the unlabeled target domain. In the driving scenes, there are distinct unique characteristics that differentiate between the objects, both spatially and categorically. These properties largely maintain their invariance across domains, enabling the effective training of object detectors in the target domain. To consider this, we introduce the domain-invariant object concentration framework, which combines instance-level and image-level approaches to efficiently utilizing domain-invariant object knowledge. At the instance-level, we propose a target surrogate selection module. This module leverages the unique information of object categories to match regions of interest (ROIs) between both domains, thereby enabling effective training on the unlabeled target domain. At the image level, we introduce PutMix, which utilizes domain-invariant knowledge of common object positions in driving scenes based on our statistically defined object crowded area. To validate our method, we experiment across four driving scenarios using four different datasets.

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

Unsupervised domain adaptation (UDA) methods for learning domain invariant representations have achieved remarkable progress. However, most of the studies were based on direct adaptation from the source domain to the target domain and have suffered from large domain discrepancies. In this paper, we propose a UDA method that effectively handles such large domain discrepancies. We introduce a fixed ratio-based mixup to augment multiple intermediate domains between the source and target domain. From the augmented-domains, we train the source-dominant model and the target-dominant model that have complementary characteristics. Using our confidence-based learning methodologies, e.g., bidirectional matching with high-confidence predictions and self-penalization using low-confidence predictions, the models can learn from each other or from its own results. Through our proposed methods, the models gradually transfer domain knowledge from the source to the target domain. Extensive experiments demonstrate the superiority of our proposed method on three public benchmarks: Office-31, Office-Home, and VisDA-2017.1

With the success of deep neural networks, knowledge distillation which guides the learning of a small student network from a large teacher network is being actively studied for model compression and transfer learning. However, few studies have been performed to resolve the poor learning issue of the student network when the student and teacher model sizes significantly differ. In this paper, we propose a densely guided knowledge distillation using multiple teacher assistants that gradually decreases the model size to efficiently bridge the large gap between the teacher and student networks. To stimulate more efficient learning of the student network, we guide each teacher assistant to every other smaller teacher assistants iteratively. Specifically, when teaching a smaller teacher assistant at the next step, the existing larger teacher assistants from the previous step are used as well as the teacher network. Moreover, we design stochastic teaching where, for each mini-batch, a teacher or teacher assistants are randomly dropped. This acts as a regularizer to improve the efficiency of teaching of the student network. Thus, the student can always learn salient distilled knowledge from the multiple sources. We verified the effectiveness of the proposed method for a classification task using CIFAR-10, CIFAR-100, and ImageNet. We also achieved significant performance improvements with various backbone architectures such as ResNet, WideResNet, and VGG.1