Confusion-Aware Transfer Teacher Curriculum Learning Framework: Disentangling Scoring and Pacing Effects
Curriculum learning couples two design choices, how samples are scored by difficulty and how harder samples are paced into training, making it difficult to attribute observed gains to either component. We disentangle these factors with two evaluation protocols: stage-wise test subsets that validate scoring functions independently of curriculum training, and a baseline that applies the same pacing schedule to randomly ordered data. Within the Transfer Teacher framework (TTF), we use these protocols to evaluate a confusion-aware difficulty score that considers both correct-class confidence and the probability distribution over incorrect classes. On CIFAR-10 with ResNet-18 and VGG-16, the pr...
| Authors | Savini Kommalage, Sanka Mohottala, Asiri Gawesha et al. |
|---|---|
| Primary category | cs.LG |
| Published | 16 June 2026 |
| Last updated at source | 16 June 2026 |
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