Recent advancements have shown promise in applying traditional Semi-Supervised Learning strategies to the task of Generalized Category Discovery (GCD). Typically, this involves a teacher-student framework in which the teacher imparts knowledge to the student to classify categories, even in the absence of explicit labels. Nevertheless, GCD presents unique challenges, particularly the absence of priors for new classes, which can lead to the teacher's misguidance and unsynchronized learning with the student, culminating in suboptimal outcomes. In our work, we delve into why traditional teacher-student designs falter in generalized category discovery as compared to their success in closed-world semi-supervised learning. We identify inconsistent pattern learning as the crux of this issue and introduce FlipClass--a method that dynamically updates the teacher to align with the student's attention, instead of maintaining a static teacher reference. Our teacher-attention-update strategy refines the teacher's focus based on student feedback, promoting consistent pattern recognition and synchronized learning across old and new classes.

Constantly discovering novel concepts is crucial in evolving environments. This paper explores the underexplored task of Continual Generalized Category Discovery (C-GCD), which aims to incrementally discover new classes from data while maintaining the ability to recognize previously learned classes. Although several settings are proposed to study the C-GCD task, they have limitations that do not reflect real-world scenarios. We thus study a more practical C-GCD setting, which includes more new classes to be discovered over a longer period, without storing samples of past classes. In C-GCD, the model is initially trained on labeled data of known classes, followed by multiple incremental stages where the model is fed with unlabeled data containing both old and new classes. The core challenge involves two conflicting objectives: discover new classes and prevent forgetting old ones. We delve into the conflicts and identify that models are susceptible to and .

Non-exemplar class-incremental learning (NECIL) is a challenging task that requires recognizing both old and new classes without retaining any old class samples. Current works mainly deal with the conflicts between old and new classes retrospectively as a new task comes in. However, the lack of old task data makes balancing old and new classes difficult. Instead, we propose a Prospective Representation Learning (PRL) approach to prepare the model for handling conflicts in advance. In the base phase, we squeeze the embedding distribution of the current classes to reserve space for forward compatibility with future classes. In the incremental phase, we make the new class features away from the saved prototypes of old classes in a latent space while aligning the current embedding space with the latent space when updating the model. Thereby, the new class features are clustered in the reserved space to minimize the shock of the new classes on the former classes. Our approach can help existing NECIL baselines to balance old and new classes in a plug-and-play manner. Extensive experiments on several benchmarks demonstrate that our approach outperforms the state-of-the-art methods.

Typically, DNNs suffer from drastic performance degradation of previously learned tasksafterlearning newknowledge, which isawell-documented phenomenon, knownascatastrophic forgetting [8,9,10].