Navigating High Dimensional Concept Space with Metalearning
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Abstract (arXiv)
Rapidly learning abstract concepts from limited examples is a hallmark of human intelligence. This work investigates whether gradient-based meta-learning can equip neural networks with inductive biases for efficient few-shot acquisition of discrete concepts. I compare meta-learning methods against a supervised learning baseline on Boolean concepts (logical statements) generated by a probabilistic context-free grammar (PCFG). By systematically varying concept dimensionality (number of features) and recursive compositionality (depth of grammar recursion), I delineate between complexity regimes in which meta-learning robustly improves few-shot concept learning and regimes in which it does not. Meta-learners are much better able to handle compositional complexity than featural complexity. I highlight some reasons for this with a representational analysis of the weights of meta-learners and a loss landscape analysis demonstrating how featural complexity increases the roughness of loss trajectories, allowing curvature-aware optimization to be more effective than first-order methods. I find improvements in out-of-distribution generalization on complex concepts by increasing the number of adaptation steps in meta-SGD, where adaptation acts as a way of encouraging exploration of rougher loss basins. Overall, this work highlights the intricacies of learning compositional versus featural complexity in high dimensional concept spaces and provides a road to understanding the role of 2nd order methods and extended gradient adaptation in few-shot concept learning.
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References · 6
- 2017Model-Agnostic Meta-Learning for Fast Adaptation of Deep Networkscited by 4,897
- 2018On First-Order Meta-Learning Algorithmscited by 1,018
- 2017Meta-SGD: Learning to Learn Quickly for Few-Shot Learningcited by 379
- 2021Meta-Learning to Compositionally Generalizecited by 62
- 2020CURI: A Benchmark for Productive Concept Learning Under Uncertaintycited by 21
- 2021MAML is a Noisy Contrastive Learner in Classificationcited by 9
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