A Psychology-based Unified Dynamic Framework for Curriculum Learning
Guangyu Meng, Qingkai Zeng, John P. Lalor, Hong Yu

TL;DR
This paper introduces a psychometrically inspired dynamic curriculum learning framework that uses Item Response Theory to quantify data difficulty and adaptively schedule training data, resulting in improved accuracy and convergence speed.
Contribution
It proposes a novel IRT-based difficulty measurement and data scheduling strategy for curriculum learning, enhancing training efficiency and model performance.
Findings
Higher accuracy on benchmark datasets.
Faster convergence compared to existing methods.
Validated through ablation studies.
Abstract
Directly learning from examples of varying difficulty levels is often challenging for both humans and machine learning models. A more effective strategy involves exposing learners to examples in a progressive order from easy to difficult. Curriculum Learning (CL) has been proposed to implement this strategy in machine learning model training. However, two key challenges persist in CL framework design: defining the difficulty of training data and determining the appropriate amount of data to input at each training step. Drawing inspiration from psychometrics, this paper presents a Psychology-based Unified Dynamic Framework for Curriculum Learning (PUDF). We quantify the difficulty of training data by applying Item Response Theory (IRT) to responses from Artificial Crowds (AC). This theory-driven IRT-AC approach leads to global (i.e., model-independent) and interpretable difficulty…
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Taxonomy
TopicsEducational and Psychological Assessments
