Toeasethelearning, wedemonstrate thatitisbeneficial toadoptacurriculum learning strategy [23], where harder negatives are introduced after an initial stage of learning on easiernegatives.
Our theoretical analysis reveals that in this setting, in-context learning is more about identifying the task than about learning it, a result which is in line with a series of recent empirical findings.
Given a text description, we immediately imagine an overall visual impression using this prior and, based on this, we draw a picture by progressively adding more andmore details.