From Open Vocabulary to Open World: Teaching Vision Language Models to Detect Novel Objects

Traditional object detection methods operate under the closed-set assumption, where models can only detect a fixed number of objects predefined in the training set. Recent works on open vocabulary object detection (OVD) enable the detection of objects defined by an unbounded vocabulary, which reduces the cost of training models for specific tasks. However, OVD heavily relies on accurate prompts provided by an ''oracle'', which limits their use in critical applications such as driving scene perception. OVD models tend to misclassify near-out-of-distribution (NOOD) objects that have similar semantics to known classes, and ignore far-out-of-distribution (FOOD) objects. To address theses limitations, we propose a framework that enables OVD models to operate in open world settings, by identifying and incrementally learning novel objects. To detect FOOD objects, we propose Open World Embedding Learning (OWEL) and introduce the concept of Pseudo Unknown Embedding which infers the location of unknown classes in a continuous semantic space based on the information of known classes. We also propose Multi-Scale Contrastive Anchor Learning (MSCAL), which enables the identification of misclassified unknown objects by promoting the intra-class consistency of object embeddings at different scales. The proposed method achieves state-of-the-art performance in common open world object detection and autonomous driving benchmarks.

Improved Reinforcement Learning with Curriculum

Humans tend to learn complex abstract concepts faster if examples are presented in a structured manner. For instance, when learning how to play a board game, usually one of the first concepts learned is how the game ends, i.e. the actions that lead to a terminal state (win, lose or draw). The advantage of learning end-games first is that once the actions which lead to a terminal state are understood, it becomes possible to incrementally learn the consequences of actions that are further away from a terminal state - we call this an end-game-first curriculum. Currently the state-of-the-art machine learning player for general board games, AlphaZero by Google DeepMind, does not employ a structured training curriculum; instead learning from the entire game at all times. By employing an end-game-first training curriculum to train an AlphaZero inspired player, we empirically show that the rate of learning of an artificial player can be improved during the early stages of training when compared to a player not using a training curriculum.