Gabriel James Goenawan

Muli Yang, Gabriel James Goenawan, Henan Wang et al.

Despite being trained on balanced datasets, existing AI-generated image detectors often exhibit systematic bias at test time, frequently misclassifying fake images as real. We hypothesize that this behavior stems from distributional shift in fake samples and implicit priors learned during training. Specifically, models tend to overfit to superficial artifacts that do not generalize well across different generation methods, leading to a misaligned decision threshold when faced with test-time distribution shift. To address this, we propose a theoretically grounded post-hoc calibration framework based on Bayesian decision theory. In particular, we introduce a learnable scalar correction to the model's logits, optimized on a small validation set from the target distribution while keeping the backbone frozen. This parametric adjustment compensates for distributional shift in model output, realigning the decision boundary even without requiring ground-truth labels. Experiments on challenging benchmarks show that our approach significantly improves robustness without retraining, offering a lightweight and principled solution for reliable and adaptive AI-generated image detection in the open world. Code is available at https://github.com/muliyangm/AIGI-Det-Calib.

Huaiyuan Qin, Muli Yang, Gabriel James Goenawan et al.

Existing dynamic data pruning methods often fail under noisy-label settings, as they typically rely on per-sample loss as the ranking criterion. This could mistakenly lead to preserving noisy samples due to their high loss values, resulting in significant performance drop. To address this, we propose AlignPrune, a noise-robust module designed to enhance the reliability of dynamic pruning under label noise. Specifically, AlignPrune introduces the Dynamic Alignment Score (DAS), which is a loss-trajectory-based criterion that enables more accurate identification of noisy samples, thereby improving pruning effectiveness. As a simple yet effective plug-and-play module, AlignPrune can be seamlessly integrated into state-of-the-art dynamic pruning frameworks, consistently outperforming them without modifying either the model architecture or the training pipeline. Extensive experiments on five widely-used benchmarks across various noise types and pruning ratios demonstrate the effectiveness of AlignPrune, boosting accuracy by up to 6.3\% over state-of-the-art baselines. Our results offer a generalizable solution for pruning under noisy data, encouraging further exploration of learning in real-world scenarios. Code is available at: https://github.com/leonqin430/AlignPrune.

Huaiyuan Qin, Muli Yang, Gabriel James Goenawan et al.

A recent work shows that Attention Transfer, which transfers only the attention patterns from a pre-trained teacher Vision Transformer (ViT) to a randomly initialized standard student ViT, is sufficient to recover the full benefit of the teacher's pre-trained weights. We revisit this finding on a comprehensive benchmark of 20 teachers from 11 well-known ViT families and reveal that Attention Transfer is not universally effective. While 7 families transfer successfully, 4 consistently fail, falling up to 5.1\% below the from-scratch no-transfer baseline. Further results demonstrate that this failure is family-consistent across model sizes, and persists under extended training durations, different transfer datasets, and out-of-distribution evaluations. Controlled analyses then consistently localize the problem to the attention-routing channel, indicating that the key issue is not whether the student can match the teacher's attention patterns, but whether the matched patterns remain functional for the student. Crucially, we identify architectural mismatch between the pre-trained teacher and the standard student as the primary mechanism. By adding only the teacher's native architectural components to the student in a randomly initialized state, we completely reverse the failure for all 4 families. Notably, these components alone do not improve from-scratch training, confirming that they specifically unlock the usability of the teacher's attention. We further systematically show that this failure is not explained by the inadequate choice of transfer loss or by differences in pre-training recipes. Our findings refine the prevailing understanding of attention in ViT representations: attention is sufficient \textit{only} when the student architecture matches the teacher.