Mahima Milinda Alwis Weerasinghe

Mahima Milinda Alwis Weerasinghe, David Parry, Grace Wang et al.

Artificial Spiking Neural Networks (ASNNs) promise greater information processing efficiency because of discrete event-based (i.e., spike) computation. Several Machine Learning (ML) applications use biologically inspired plasticity mechanisms as unsupervised learning techniques to increase the robustness of ASNNs while preserving efficiency. Spike Time Dependent Plasticity (STDP) and Intrinsic Plasticity (IP) (i.e., dynamic spiking threshold adaptation) are two such mechanisms that have been combined to form an ensemble learning method. However, it is not clear how this ensemble learning should be regulated based on spiking activity. Moreover, previous studies have attempted threshold based synaptic pruning following STDP, to increase inference efficiency at the cost of performance in ASNNs. However, this type of structural adaptation, that employs individual weight mechanisms, does not consider spiking activity for pruning which is a better representation of input stimuli. We envisaged that plasticity-based spike-regulation and spike-based pruning will result in ASSNs that perform better in low resource situations. In this paper, a novel ensemble learning method based on entropy and network activation is introduced, which is amalgamated with a spike-rate neuron pruning technique, operated exclusively using spiking activity. Two electroencephalography (EEG) datasets are used as the input for classification experiments with a three-layer feed forward ASNN trained using one-pass learning. During the learning process, we observed neurons assembling into a hierarchy of clusters based on spiking rate. It was discovered that pruning lower spike-rate neuron clusters resulted in increased generalization or a predictable decline in performance.

Savini Kommalage, Sanka Mohottala, Asiri Gawesha et al.

Curriculum learning couples two design choices, how samples are scored by difficulty and how harder samples are paced into training, making it difficult to attribute observed gains to either component. We disentangle these factors with two evaluation protocols: stage-wise test subsets that validate scoring functions independently of curriculum training, and a baseline that applies the same pacing schedule to randomly ordered data. Within the Transfer Teacher framework (TTF), we use these protocols to evaluate a confusion-aware difficulty score that considers both correct-class confidence and the probability distribution over incorrect classes. On CIFAR-10 with ResNet-18 and VGG-16, the proposed score produces model-interpretable difficulty rankings that align with human intuition. However, at full data, neither curriculum nor anti-curriculum ordering improves accuracy over standard training, indicating that improving the scoring function alone is insufficient to overcome the known failure modes of curriculum learning in TTF. In contrast, We find that confusion-aware curriculum ordering result in consistent data-efficiency benefits, outperforming random ordering by up to 8.7% points at the 20% data regime, suggesting the potential of TTF as a data-efficient training method.