Diverse Teacher-Students for Deep Safe Semi-Supervised Learning under Class Mismatch
Qikai Wang, Rundong He, Yongshun Gong, Chunxiao Ren and, Haoliang Sun, Xiaoshui Huang, Yilong Yin

TL;DR
The paper introduces a novel Diverse Teacher-Students framework for semi-supervised learning that effectively handles class mismatch by separately addressing seen and unseen classes using dual models and a new uncertainty score.
Contribution
It proposes a dual teacher-student model approach with a novel uncertainty score to improve safe semi-supervised learning under class mismatch conditions.
Findings
DTS outperforms baseline methods across multiple datasets.
The dual model approach enhances unseen class detection.
The framework improves seen class classification accuracy.
Abstract
Semi-supervised learning can significantly boost model performance by leveraging unlabeled data, particularly when labeled data is scarce. However, real-world unlabeled data often contain unseen-class samples, which can hinder the classification of seen classes. To address this issue, mainstream safe SSL methods suggest detecting and discarding unseen-class samples from unlabeled data. Nevertheless, these methods typically employ a single-model strategy to simultaneously tackle both the classification of seen classes and the detection of unseen classes. Our research indicates that such an approach may lead to conflicts during training, resulting in suboptimal model optimization. Inspired by this, we introduce a novel framework named Diverse Teacher-Students (\textbf{DTS}), which uniquely utilizes dual teacher-student models to individually and effectively handle these two tasks. DTS…
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Taxonomy
TopicsEducation and Learning Interventions · Ideological and Political Education · Educational Technology and Assessment
