A novel curriculum learning framework for multi-label emotion classification
Nankai Lin, Hongyan Wu, Peijian Zeng, Qifeng Bai, Dong Ming Zhou, Aimin Yang · The Computer Journal · 2025
Abstract Curriculum learning (CL) is a training strategy that imitates how humans learn, by gradually introducing more complex samples and information to the model. However, in multi-label emotion classification (MEC) tasks, using a traditional CL approach can result in overfitting on easy samples and lead to biased training. Additionally, the sample difficulty varies as the model trains. To address these challenges, we propose a novel CL framework for MEC tasks called CLF-MEC. Unlike traditional approaches that assess difficulty at the sample level, we utilize category-level assessment to determine the difficulty level of samples. As the model identifies a category well, the score for that category’s samples is reduced, ensuring dynamic changes in the sample difficulty are accounted for. Our CL framework employs two training modes, namely “learning” and “tackling.” These two processes are trained alternatively to imitate the “learning-tackling” process in human learning. This ensures that samples from hard-to-learn categories receive more attention. During the “tackling” process, our method transforms the task of dealing with hard samples into an “easy” learning task by utilizing contrastive learning to enhance the semantic representation of those hard samples. Experimental results demonstrate that our CLF-MEC framework has achieved significant improvements in MEC.