Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Observational Learning01:12

Observational Learning

158
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
158
Purposive Learning01:22

Purposive Learning

108
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
108
Introduction to Learning01:18

Introduction to Learning

359
Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
359
Avoidance Learning and Learned Helplessness01:14

Avoidance Learning and Learned Helplessness

1.7K
Avoidance learning and learned helplessness are critical concepts in understanding behavioral responses to negative stimuli.
Avoidance learning occurs when an organism learns that a specific behavior can prevent an unpleasant outcome. For example, a student who receives a bad grade may start studying harder to avoid future poor grades. This behavior persists even when the negative outcome is no longer present. Avoidance learning is powerful because it maintains behavior in the absence of the...
1.7K
Cognitive Learning01:21

Cognitive Learning

237
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
237
Associative Learning01:27

Associative Learning

332
Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
332

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Epidemiology, clinical management, and outcomes in patients with eosinophilic granulomatosis with polyangiitis in England: A retrospective observational cohort study.

The journal of allergy and clinical immunology. Global·2026
Same author

Seven Years of Complaints from Patients in Plastic Surgery Hospitals About Autologous Fat Transfer Procedures.

Aesthetic plastic surgery·2026
Same author

Toward molecular and pathology-confirmed completeness in advanced ovarian cancer cytoreduction: Intraoperative molecular imaging and integrated theranostic strategies.

Molecular aspects of medicine·2026
Same author

Design, Synthesis, and Antiviral Evaluation of Novel 3,4-Dihydropyrimidin-2(1<i>H</i>)-one Derivatives.

Microorganisms·2026
Same author

Comprehensive 3D Analysis of Condyle After BSSRO in Surgery-First Approach Among Mandibular Prognathism Patients With and Without Asymmetry.

The Journal of craniofacial surgery·2026
Same author

Association between exposure to perfluoroalkyl ether sulfonate F-53B and cervical cancer risk and its mechanisms of cervical toxicity in Chinese women.

Ecotoxicology and environmental safety·2026

Related Experiment Video

Updated: Jun 20, 2025

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

9.6K

Less confidence, less forgetting: Learning with a humbler teacher in exemplar-free Class-Incremental learning.

Zijian Gao1, Kele Xu1, Huiping Zhuang2

  • 1National University of Defense Technology, Changsha 410000, China; State Key Laboratory of Complex & Critical Software Environment, Changsha 410000, China.

Neural Networks : the Official Journal of the International Neural Network Society
|July 17, 2024
PubMed
Summary

Class-Incremental learning (CIL) faces catastrophic forgetting (CF). We propose Learning with Humbler Teacher (LwHT) to address over-confident teachers in exemplar-free CIL, improving model plasticity and performance.

Keywords:
Catastrophic forgettingCheckpoint modelExemplar-free Class-Incremental learningKnowledge distillation

More Related Videos

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

33.9K
Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

7.9K

Related Experiment Videos

Last Updated: Jun 20, 2025

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

9.6K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

33.9K
Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

7.9K

Area of Science:

  • Artificial Intelligence
  • Machine Learning
  • Computer Vision

Background:

  • Class-Incremental Learning (CIL) is crucial for lifelong learning but suffers from catastrophic forgetting (CF).
  • Knowledge Distillation (KD) is a common method to mitigate CF in CIL by using previous models as teachers.
  • Exemplar-free CIL scenarios, lacking access to old data, exacerbate CF and pose unique challenges for KD.

Purpose of the Study:

  • To investigate the over-confidence phenomenon of teacher models in exemplar-free CIL.
  • To analyze the impact of Knowledge Distillation (KD) in scenarios without access to old training samples.
  • To propose a novel approach to mitigate catastrophic forgetting (CF) by employing a more suitable teacher model.

Main Methods:

  • Conducted empirical experiments and theoretical analysis to understand teacher over-confidence in exemplar-free CIL.
  • Developed a new method, Learning with Humbler Teacher (LwHT), which selects an appropriate checkpoint model as a less over-confident teacher.
  • Utilized nuclear norm regularization for temporal ensembling to enhance model stability.

Main Results:

  • Identified and analyzed the over-confident behavior of teacher models in exemplar-free CIL.
  • Demonstrated that LwHT significantly outperforms state-of-the-art methods by 10.41%, 6.56%, and 4.31% across different settings.
  • Showcased superior model plasticity and stability compared to existing approaches.

Conclusions:

  • The proposed Learning with Humbler Teacher (LwHT) effectively addresses catastrophic forgetting (CF) in exemplar-free Class-Incremental Learning (CIL).
  • Selecting a 'humbler' teacher model and employing temporal ensembling enhances learning stability and performance.
  • LwHT offers a promising direction for robust lifelong learning systems.