Wenhao Wang

Wenhao Wang, Adam Dziedzic, Michael Backes et al.

Recent work on studying memorization in self-supervised learning (SSL) suggests that even though SSL encoders are trained on millions of images, they still memorize individual data points. While effort has been put into characterizing the memorized data and linking encoder memorization to downstream utility, little is known about where the memorization happens inside SSL encoders. To close this gap, we propose two metrics for localizing memorization in SSL encoders on a per-layer (layermem) and per-unit basis (unitmem). Our localization methods are independent of the downstream task, do not require any label information, and can be performed in a forward pass. By localizing memorization in various encoder architectures (convolutional and transformer-based) trained on diverse datasets with contrastive and non-contrastive SSL frameworks, we find that (1) while SSL memorization increases with layer depth, highly memorizing units are distributed across the entire encoder, (2) a significant fraction of units in SSL encoders experiences surprisingly high memorization of individual data points, which is in contrast to models trained under supervision, (3) atypical (or outlier) data points cause much higher layer and unit memorization than standard data points, and (4) in vision transformers, most memorization happens in the fully-connected layers. Finally, we show that localizing memorization in SSL has the potential to improve fine-tuning and to inform pruning strategies.

Wenhao Wang, Adam Dziedzic, Grace C. Kim et al.

Multi-modal models, such as CLIP, have demonstrated strong performance in aligning visual and textual representations, excelling in tasks like image retrieval and zero-shot classification. Despite this success, the mechanisms by which these models utilize training data, particularly the role of memorization, remain unclear. In uni-modal models, both supervised and self-supervised, memorization has been shown to be essential for generalization. However, it is not well understood how these findings would apply to CLIP, which incorporates elements from both supervised learning via captions that provide a supervisory signal similar to labels, and from self-supervised learning via the contrastive objective. To bridge this gap in understanding, we propose a formal definition of memorization in CLIP (CLIPMem) and use it to quantify memorization in CLIP models. Our results indicate that CLIP's memorization behavior falls between the supervised and self-supervised paradigms, with "mis-captioned" samples exhibiting highest levels of memorization. Additionally, we find that the text encoder contributes more to memorization than the image encoder, suggesting that mitigation strategies should focus on the text domain. Building on these insights, we propose multiple strategies to reduce memorization while at the same time improving utility--something that had not been shown before for traditional learning paradigms where reducing memorization typically results in utility decrease.