The paper introduces a generative continual learning framework that uses growing self‑organizing maps (GSOMs) enhanced with learned distributional statistics and encoder‑decoder models for class‑incremental learning. GSOM units store mean, variance, and covariance estimates to synthesize replay samples, enabling exemplar‑free training without raw data or explicit task boundaries. Experiments on multiple benchmarks show that the unsupervised method competes with supervised memory‑based approaches and outperforms memory‑free baselines, especially in single‑class incremental scenarios, and provides baseline results for TinyImageNet and MiniImageNet.
By Pujan Thapa, Alexander Ororbia, Travis Desell
The paper introduces Multiple Embedding Replay Selection (MERS), a graph‑based method that combines supervised and self‑supervised embeddings to improve sample selection for replay buffers in continual learning. MERS replaces traditional buffer selection modules and demonstrates consistent performance gains over state‑of‑the‑art strategies, especially in low‑memory settings. Experiments on CIFAR‑100 and TinyImageNet show that MERS outperforms single‑embedding baselines without adding model parameters or increasing replay volume, making it a practical, drop‑in enhancement for replay‑based continual learning.
By Danit Yanowsky, Daphna Weinshall
arXiv:2606. 31275v1 Announce Type: cross Abstract: Online Continual Self-Supervised Learning (OCSSL) aims to learn representations from a continuous stream of unlabeled data, without knowledge of task boundaries and under memory constraints.
By Julien Lefebvre, Stefan Duffner, Mathieu Lefort
arXiv:2609.18444v1 Announce Type: new
Abstract: Weakly supervised class-incremental semantic segmentation (WILSS) aims to train a segmentation model over multiple steps, each introducing new concepts...
By Leon Arthur Marx, Francesco Barbato, Matteo Caligiuri, Pietro Zanuttigh
arXiv:2603. 11395v3 Announce Type: replace-cross Abstract: Continual reinforcement learning challenges agents to acquire new skills while retaining previously learned ones with the goal of improving performance in both past and future tasks.
By Abdulaziz Alyahya, Abdallah Al Siyabi, Markus R. Ernst, Luke Yang, Levin Kuhlmann, Gideon Kowadlo
arXiv:2607. 22994v1 Announce Type: cross Abstract: Class-incremental learning (CIL) requires models to continuously acquire new knowledge while avoiding catastrophic forgetting.
By Tao Zhang, Qixuan Fan, Yiyuan Liang, Yanjie Wang, Song Yan, Tian Tian, Jiahuan Zhou, Luxin Yan, Sheng Zhong, Xu Zou