Specifically, we prove: Theorem A.1.

Humans have the remarkable ability to recognize and acquire novel visual concepts in a zero-shot manner.

Humans have the remarkable ability to recognize and acquire novel visual concepts in a zero-shot manner. Given a high-level, symbolic description of a novel concept in terms of previously learned visual concepts and their relations, humans can recognize novel concepts without seeing any examples. Moreover, they can acquire new concepts by parsing and communicating symbolic structures using learned visual concepts and relations. Endowing these capabilities in machines is pivotal in improving their generalization capability at inference time. In this work, we introduce Zero-shot Concept Recognition and Acquisition (ZeroC), a neuro-symbolic architecture that can recognize and acquire novel concepts in a zero-shot way. ZeroC represents concepts as graphs of constituent concept models (as nodes) and their relations (as edges). To allow inference time composition, we employ energy-based models (EBMs) to model concepts and relations. We design ZeroC architecture so that it allows a one-to-one mapping between a symbolic graph structure of a concept and its corresponding EBM, which for the first time, allows acquiring new concepts, communicating its graph structure, and applying it to classification and detection tasks (even across domains) at inference time. We introduce algorithms for learning and inference with ZeroC. We evaluate ZeroC on a challenging grid-world dataset which is designed to probe zero-shot concept recognition and acquisition, and demonstrate its capability.

Teachers intentionally pick the most informative examples to show their students. However, if the teacher and student are neural networks, the examples that the teacher network learns to give, although effective at teaching the student, are typically uninterpretable. We show that training the student and teacher iteratively, rather than jointly, can produce interpretable teaching strategies. We evaluate interpretability by (1) measuring the similarity of the teacher's emergent strategies to intuitive strategies in each domain and (2) conducting human experiments to evaluate how effective the teacher's strategies are at teaching humans. We show that the teacher network learns to select or generate interpretable, pedagogical examples to teach rule-based, probabilistic, boolean, and hierarchical concepts.