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Abstract - Not All Forgetting Is Equal: Architecture-Dependent Retention Dynamics in Fine-Tuned Image Classifiers
Fine-tuning pretrained image classifiers is standard practice, yet which individual samples are forgotten during this process, and whether forgetting patterns are stable or architecture dependent, remains unclear. Understanding these dynamics has direct implications for curriculum design, data pruning, and ensemble construction. We track per-sample correctness at every epoch during fine-tuning of ResNet-18 and DeiT-Small on a retinal OCT dataset (7 classes, 56:1 imbalance) and CUB-200-2011 (200 bird species), fitting Ebbinghaus-style exponential decay curves to each sample's retention trace. Five findings emerge. First, the two architectures forget fundamentally different samples: Jaccard overlap of the top 10 percent most-forgotten is 0.34 on OCTDL and 0.15 on CUB-200. Second, ViT forgetting is more structured (mean $R^2 = 0.74$) than CNN forgetting ($R^2 = 0.52$). Third, per-sample forgetting is stochastic across random seeds (Spearman $\rho \approx 0.01$), challenging the assumption that sample difficulty is an intrinsic property. Fourth, class-level forgetting is consistent and semantically interpretable: visually similar species are forgotten most, distinctive ones least. Fifth, a sample's loss after head warmup predicts its long-term decay constant ($\rho = 0.30$ to $0.50$, $p < 10^{-45}$). These findings suggest that architectural diversity in ensembles provides complementary retention coverage, and that curriculum or pruning methods based on per-sample difficulty may not generalize across runs. A spaced repetition sampler built on these decay constants does not outperform random sampling, indicating that static scheduling cannot exploit unstable per-sample signals.
并非所有遗忘都相同:微调图像分类器中依赖架构的保留动态 /
Not All Forgetting Is Equal: Architecture-Dependent Retention Dynamics in Fine-Tuned Image Classifiers
1️⃣ 一句话总结
这项研究发现,在微调图像分类器时,哪些样本容易被遗忘强烈依赖于所使用的神经网络架构(如CNN和ViT),并且这种遗忘模式在不同训练中并不稳定,这挑战了‘样本难度是固有属性’的假设,并对课程学习、数据剪枝和集成学习等方法提出了新见解。