We propose a method for adapting neural networks to distribution shifts at test-time. In contrast to training-time robustness mechanisms that attempt to anticipate and counter the shift, we create a closed-loop system and make use of test-time feedback signal to adapt a network on the fly. We show that this loop can be effectively implemented using a learning-based function, which realizes an amortized optimizer for the network. This leads to an adaptation method, named Rapid Network Adaptation (RNA), that is notably more flexible and orders of magnitude faster than the baselines. Through a broad set of experiments using various adaptation signals and target tasks, we study the generality, efficiency, and flexibility of this method. We perform the evaluations using various datasets (Taskonomy, Replica, ScanNet, Hypersim, COCO, ImageNet), tasks (depth, optical flow, semantic segmentation, classification), and distribution shifts (Cross-datasets, 2D and 3D Common Corruptions) with promising results.

Current machine learning models for vision are often highly specialized and limited to a single modality and task. In contrast, recent large language models exhibit a wide range of capabilities, hinting at a possibility for similarly versatile models in computer vision. In this paper, we take a step in this direction and propose a multimodal training scheme called 4M. It consists of training a single unified Transformer encoder-decoder using a masked modeling objective across a wide range of input/output modalities – including text, images, geometric, and semantic modalities, as well as neural network feature maps. 4M achieves scalability by unifying the representation space of all modalities through mapping them into discrete tokens and performing multimodal masked modeling on a small randomized subset of tokens. 4M leads to models that exhibit several key capabilities: (1) they can perform a diverse set of vision tasks out of the box, (2) they excel when fine-tuned for unseen downstream tasks or new input modalities, and (3) they can function as a generative model that can be conditioned on arbitrary modalities, enabling a wide variety of expressive multimodal editing capabilities with remarkable flexibility. Through experimental analyses, we demonstrate the potential of 4M for training versatile and scalable foundation models for vision tasks, setting the stage for further exploration in multimodal learning for vision and other domains.

We introduce a set of image transformations that can be used as corruptions to evaluate the robustness of models as well as data augmentation mechanisms for training neural networks. The primary distinction of the proposed transformations is that, unlike existing approaches such as Common Corruptions [27], the geometry of the scene is incorporated in the transformations - thus leading to corruptions that are more likely to occur in the real world. We also introduce a set of semantic corruptions (e.g. natural object occlusions. See Fig. 1). We show these transformations are ‘efficient’ (can be computed on-the-fly), ‘extendable’ (can be applied on most image datasets), expose vulnerability of existing models, and can effectively make models more robust when employed as ‘3D data augmentation’ mechanisms. The evaluations on several tasks and datasets suggest incorporating 3D information into benchmarking and training opens up a promising direction for robustness research.

When developing deep learning models, we usually decide what task we want to solve then search for a model that generalizes well on the task. An intriguing question would be: what if, instead of fixing the task and searching in the model space, we fix the model and search in the task space? Can we find tasks that the model generalizes on? How do they look, or do they indicate anything? These are the questions we address in this paper. We propose a task discovery framework that automatically finds examples of such tasks via optimizing a generalization-based quantity called agreement score. We demonstrate that one set of images can give rise to many tasks on which neural networks generalize well. These tasks are a reflection of the inductive biases of the learning framework and the statistical patterns present in the data, thus they can make a useful tool for analyzing the neural networks and their biases. As an example, we show that the discovered tasks can be used to automatically create ''adversarial train-test splits'' which make a model fail at test time, without changing the pixels or labels, but by only selecting how the datapoints should be split between the train and test sets. We end with a discussion on human-interpretability of the discovered tasks.

We present a method for making neural network predictions robust to shifts from the training data distribution. The proposed method is based on making predictions via a diverse set of cues (called ‘middle domains’) and ensembling them into one strong prediction. The premise of the idea is that predictions made via different cues respond differently to a distribution shift, hence one should be able to merge them into one robust final prediction. We perform the merging in a straightforward but principled manner based on the uncertainty associated with each prediction. The evaluations are performed using multiple tasks and datasets (Taskonomy, Replica, ImageNet, CIFAR) under a wide range of adversarial and non-adversarial distribution shifts which demonstrate the proposed method is considerably more robust than its standard learning counterpart, conventional deep ensembles, and several other baselines.

We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O(min{d,N}log 1/ɛ) exam-ples, where d is the ambient dimension of the problem, N is the number of learners, and ɛ is the accuracy parameter. We show the robustness of our teaching strategy when the teacher has limited knowledge of the learners’ internal dynamics as provided by a noisy oracle. Further, we study the trade-off between the learners’ workload and the teacher’s cost in teaching the target concept. Our experiments validate our theoretical results and suggest that appropriately partitioning the classroom into homogenous groups provides a balance between these two objectives.