Ying-Yu Chen

2papers

2 Papers

CVSep 3, 2022
Class-Specific Channel Attention for Few-Shot Learning

Ying-Yu Chen, Jun-Wei Hsieh, Ming-Ching Chang

Few-Shot Learning (FSL) has attracted growing attention in computer vision due to its capability in model training without the need for excessive data. FSL is challenging because the training and testing categories (the base vs. novel sets) can be largely diversified. Conventional transfer-based solutions that aim to transfer knowledge learned from large labeled training sets to target testing sets are limited, as critical adverse impacts of the shift in task distribution are not adequately addressed. In this paper, we extend the solution of transfer-based methods by incorporating the concept of metric-learning and channel attention. To better exploit the feature representations extracted by the feature backbone, we propose Class-Specific Channel Attention (CSCA) module, which learns to highlight the discriminative channels in each class by assigning each class one CSCA weight vector. Unlike general attention modules designed to learn global-class features, the CSCA module aims to learn local and class-specific features with very effective computation. We evaluated the performance of the CSCA module on standard benchmarks including miniImagenet, Tiered-ImageNet, CIFAR-FS, and CUB-200-2011. Experiments are performed in inductive and in/cross-domain settings. We achieve new state-of-the-art results.

51.6HCApr 7
Navigating Marginalization: Toward Justice-Oriented Socio-Technical Design for Parent-Child Learning among Southeast Asian Immigrant Mothers in Taiwan

Ying-Yu Chen, Yang Hong, Yan-Rong Chen et al.

This study investigates how Southeast Asian (SEA) immigrant mothers in Taiwan participate in their children's home-based learning. Drawing on semi-structured interviews and diary studies, we explore how these mothers navigate sociocultural constraints while fostering engagement and transmitting cultural values. Despite facing diminished agency and structural marginalization, mothers engage creatively in their children's everyday learning interactions. Guided by a justice-oriented lens, we identify various harms and propose design implications for socio-technical systems that center recognition, reciprocity, and accountability in parent-child learning at the individual, familial, and societal levels. Our contribution lies in foregrounding the role of intersectional identity in parent-child learning and proposing justice-oriented design directions that support the flourishing of immigrant mothers within socio-technical systems.