Hardness-Aware Dynamic Curriculum Learning for Robust Multimodal Emotion Recognition with Missing Modalities
Rui Liu, Haolin Zuo, Zheng Lian, Hongyu Yuan, and Qi Fan

TL;DR
This paper introduces HARDY-MER, a novel curriculum learning framework that improves multimodal emotion recognition with missing data by focusing on sample hardness, leading to better handling of challenging samples.
Contribution
It proposes a hardness-aware dynamic curriculum learning approach that estimates sample difficulty and emphasizes hard samples, enhancing robustness in missing-modality emotion recognition.
Findings
Outperforms existing methods on benchmark datasets
Effectively handles hard samples with missing modalities
Demonstrates robustness in challenging scenarios
Abstract
Missing modalities have recently emerged as a critical research direction in multimodal emotion recognition (MER). Conventional approaches typically address this issue through missing modality reconstruction. However, these methods fail to account for variations in reconstruction difficulty across different samples, consequently limiting the model's ability to handle hard samples effectively. To overcome this limitation, we propose a novel Hardness-Aware Dynamic Curriculum Learning framework, termed HARDY-MER. Our framework operates in two key stages: first, it estimates the hardness level of each sample, and second, it strategically emphasizes hard samples during training to enhance model performance on these challenging instances. Specifically, we first introduce a Multi-view Hardness Evaluation mechanism that quantifies reconstruction difficulty by considering both Direct Hardness…
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