Sensory training during the early ages is vital for human development. Inspired by this cognitive phenomenon, we observe that the early training stage is also important for the multimodal learning process, where dataset information is rapidly acquired. We refer to this stage as the prime learning window. However, based on our observation, this prime learning window in multimodal learning is often dominated by information-sufficient modalities, which in turn suppresses the information acquisition of information-insufficient modalities. To address this issue, we propose Information Acquisition Regulation (InfoReg), a method designed to balance information acquisition among modalities. Specifically, InfoReg slows down the information acquisition process of information-sufficient modalities during the prime learning window, which could promote information acquisition of information-insufficient modalities. This regulation enables a more balanced learning process and improves the overall performance of the multimodal network. Experiments show that InfoReg outperforms related multimodal imbalanced methods across various datasets, achieving superior model performance. The code is available at https://github.com/GeWu-Lab/InfoReg_CVPR2025.

Training multimodal models requires a large amount of labeled data. Active learning (AL) aim to reduce labeling costs. Most AL methods employ warm-start approaches, which rely on sufficient labeled data to train a well-calibrated model that can assess the uncertainty and diversity of unlabeled data. However, when assembling a dataset, labeled data are often scarce initially, leading to a cold-start problem. Additionally, most AL methods seldom address multimodal data, highlighting a research gap in this field. Our research addresses these issues by developing a two-stage method for Multi-Modal Cold-Start Active Learning (MMCSAL). Firstly, we observe the modality gap, a significant distance between the centroids of representations from different modalities, when only using cross-modal pairing information as self-supervision signals. This modality gap affects data selection process, as we calculate both uni-modal and cross-modal distances. To address this, we introduce uni-modal prototypes to bridge the modality gap. Secondly, conventional AL methods often falter in multimodal scenarios where alignment between modalities is overlooked. Therefore, we propose enhancing cross-modal alignment through regularization, thereby improving the quality of selected multimodal data pairs in AL. Finally, our experiments demonstrate MMCSAL's efficacy in selecting multimodal data pairs across three multimodal datasets.

Abstract--Multimodal learning is expected to boost model performance by integrating information from different modalities. However, its potential is not fully exploited because the widely-used joint training strategy, which has a uniform objective for all modalities, leads to imbalanced and under-optimized uni-modal representations. Specifically, we point out that there often exists modality with more discriminative information, e.g., vision of playing football and sound of blowing wind. They could dominate the joint training process, resulting in other modalities being significantly under-optimized. To alleviate this problem, we first analyze the under-optimized phenomenon from both the feed-forward and the back-propagation stages during optimization. Then, On-the-fly Prediction Modulation (OPM) and On-the-fly Gradient Modulation (OGM) strategies are proposed to modulate the optimization of each modality, by monitoring the discriminative discrepancy between modalities during training. Concretely, OPM weakens the influence of the dominant modality by dropping its feature with dynamical probability in the feed-forward stage, while OGM mitigates its gradient in the back-propagation stage. In experiments, our methods demonstrate considerable improvement across a variety of multimodal tasks. These simple yet effective strategies not only enhance performance in vanilla and task-oriented multimodal models, but also in more complex multimodal tasks, showcasing their effectiveness and flexibility. This process is known in cognitive specific modality are proposed [8], [11], but they inevitably neuroscience as multi-sensory integration [1].

To overcome the imbalanced multimodal learning problem, where models prefer the training of specific modalities, existing methods propose to control the training of uni-modal encoders from different perspectives, taking the inter-modal performance discrepancy as the basis. However, the intrinsic limitation of modality capacity is ignored. The scarcely informative modalities can be recognized as ``worse-learnt'' ones, which could force the model to memorize more noise, counterproductively affecting the multimodal model ability. Moreover, the current modality modulation methods narrowly concentrate on selected worse-learnt modalities, even suppressing the training of others. Hence, it is essential to consider the intrinsic limitation of modality capacity and take all modalities into account during balancing. To this end, we propose the Diagnosing \& Re-learning method. The learning state of each modality is firstly estimated based on the separability of its uni-modal representation space, and then used to softly re-initialize the corresponding uni-modal encoder. In this way, the over-emphasizing of scarcely informative modalities is avoided. In addition, encoders of worse-learnt modalities are enhanced, simultaneously avoiding the over-training of other modalities. Accordingly, multimodal learning is effectively balanced and enhanced. Experiments covering multiple types of modalities and multimodal frameworks demonstrate the superior performance of our simple-yet-effective method for balanced multimodal learning. The source code and dataset are available at \url{https://github.com/GeWu-Lab/Diagnosing_Relearning_ECCV2024}.

This problem has raised widely attention superior efficacy in alleviating the imbalanced recently (Zhang et al., 2024). Several methods have been multimodal learning problem. However, in this proposed to improve the training of worse learnt modality paper, we identify the previously ignored gradient with additional module (Wang et al., 2020) or modalityspecific conflict between multimodal and unimodal training strategy (Peng et al., 2022; Wu et al., 2022; learning objectives, potentially misleading the unimodal Wei et al., 2024). These methods often have one common encoder optimization. To well diminish sense that targetedly improves unimodal training. Among these conflicts, we observe the discrepancy between them, multitask-like methods that directly add unimodal multimodal loss and unimodal loss, where learning objectives besides the multimodal joint learning both gradient magnitude and covariance of the objective, exhibit their superior effectiveness for alleviating easier-to-learn multimodal loss are smaller than this imbalanced multimodal learning problem (Wang et al., the unimodal one. With this property, we analyze 2020; Du et al., 2023; Fan et al., 2023). Pareto integration under our multimodal scenario and propose MMPareto algorithm, which However, behind the effective performance, we observe a could ensure a final gradient with direction that is previously ignored risk in model optimization under this common to all learning objectives and enhanced widely used multitask-like scenario, potentially limiting magnitude to improve generalization, providing model ability. Every coin has two sides.

Multimodal fusion focuses on integrating information from multiple modalities with the goal of more accurate prediction, which has achieved remarkable progress in a wide range of scenarios, including autonomous driving and medical diagnosis. However, the reliability of multimodal fusion remains largely unexplored especially under low-quality data settings. This paper surveys the common challenges and recent advances of multimodal fusion in the wild and presents them in a comprehensive taxonomy. From a data-centric view, we identify four main challenges that are faced by multimodal fusion on low-quality data, namely (1) noisy multimodal data that are contaminated with heterogeneous noises, (2) incomplete multimodal data that some modalities are missing, (3) imbalanced multimodal data that the qualities or properties of different modalities are significantly different and (4) quality-varying multimodal data that the quality of each modality dynamically changes with respect to different samples. This new taxonomy will enable researchers to understand the state of the field and identify several potential directions. We also provide discussion for the open problems in this field together with interesting future research directions.

One primary topic of multi-modal learning is to jointly incorporate heterogeneous information from different modalities. However, most models often suffer from unsatisfactory multi-modal cooperation, which could not jointly utilize all modalities well. Some methods are proposed to identify and enhance the worse learnt modality, but are often hard to provide the fine-grained observation of multi-modal cooperation at sample-level with theoretical support. Hence, it is essential to reasonably observe and improve the fine-grained cooperation between modalities, especially when facing realistic scenarios where the modality discrepancy could vary across different samples. To this end, we introduce a fine-grained modality valuation metric to evaluate the contribution of each modality at sample-level. Via modality valuation, we regretfully observe that the multi-modal model tends to rely on one specific modality, resulting in other modalities being low-contributing. We further analyze this issue and improve cooperation between modalities by enhancing the discriminative ability of low-contributing modalities in a targeted manner. Overall, our methods reasonably observe the fine-grained uni-modal contribution at sample-level and achieve considerable improvement on different multi-modal models.

Audiovisual scenes are pervasive in our daily life. It is commonplace for humans to discriminatively localize different sounding objects but quite challenging for machines to achieve class-aware sounding objects localization without category annotations, i.e., localizing the sounding object and recognizing its category. To address this problem, we propose a two-stage step-by-step learning framework to localize and recognize sounding objects in complex audiovisual scenarios using only the correspondence between audio and vision. First, we propose to determine the sounding area via coarse-grained audiovisual correspondence in the single source cases. Then visual features in the sounding area are leveraged as candidate object representations to establish a category-representation object dictionary for expressive visual character extraction. We generate class-aware object localization maps in cocktail-party scenarios and use audiovisual correspondence to suppress silent areas by referring to this dictionary. Finally, we employ category-level audiovisual consistency as the supervision to achieve fine-grained audio and sounding object distribution alignment. Experiments on both realistic and synthesized videos show that our model is superior in localizing and recognizing objects as well as filtering out silent ones. We also transfer the learned audiovisual network into the unsupervised object detection task, obtaining reasonable performance.