Curriculum Learning With Infant Egocentric Videos

Infants possess a remarkable ability to rapidly learn and process visual inputs. As an infant's mobility increases, so does the variety and dynamics of their visual inputs. Is this change in the properties of the visual inputs beneficial or even critical for the proper development of the visual system? To address this question, we used video recordings from infants wearing head-mounted cameras to train a variety of self-supervised learning models. Critically, we separated the infant data by age group and evaluated the importance of training with a curriculum aligned with developmental order.