Brad Wyble

Lizhen Zhu, Charantej Reddy Pochimireddy, James Z Wang et al.

Variations in illumination remain a major challenge for visual representation learning, as they induce substantial appearance changes both across and within environments. While existing approaches typically address this issue through data augmentations that encourage models to become invariant to lighting changes, such strategies do not explicitly model lighting information during learning. Inspired by theories of human vision, we propose a lighting-aware representation learning framework that incorporates illumination variation as an explicit training signal rather than a nuisance factor to be suppressed. Our method extends contrastive learning by introducing an auxiliary objective that captures illumination-dependent variation in rendered scenes, enabling the model to jointly learn representations that preserve semantic consistency while remaining sensitive to lighting-dependent visual structure. We evaluate the proposed model on image classification and object detection tasks across the ImageNet, ExDark, and PASCAL VOC benchmarks. Results demonstrate that the proposed lighting-aware training consistently improves downstream performance over standard contrastive learning baselines, while maintaining the same architecture and training budget. Furthermore, our approach shows promising performance in supervised learning frameworks and under settings involving simpler lighting variation, suggesting broad applicability beyond complex illumination scenarios. These results indicate its potential to enhance model robustness and adaptability in complex visual environments as well as in more conventional image processing tasks.

Lizhen Zhu, James Z. Wang, Wonseuk Lee et al.

Visual learning often occurs in a specific context, where an agent acquires skills through exploration and tracking of its location in a consistent environment. The historical spatial context of the agent provides a similarity signal for self-supervised contrastive learning. We present a unique approach, termed Environmental Spatial Similarity (ESS), that complements existing contrastive learning methods. Using images from simulated, photorealistic environments as an experimental setting, we demonstrate that ESS outperforms traditional instance discrimination approaches. Moreover, sampling additional data from the same environment substantially improves accuracy and provides new augmentations. ESS allows remarkable proficiency in room classification and spatial prediction tasks, especially in unfamiliar environments. This learning paradigm has the potential to enable rapid visual learning in agents operating in new environments with unique visual characteristics. Potentially transformative applications span from robotics to space exploration. Our proof of concept demonstrates improved efficiency over methods that rely on extensive, disconnected datasets.

Lizhen Zhu, Brad Wyble, James Z. Wang

Children learn to build a visual representation of the world from unsupervised exploration and we hypothesize that a key part of this learning ability is the use of self-generated navigational information as a similarity label to drive a learning objective for self-supervised learning. The goal of this work is to exploit navigational information in a visual environment to provide performance in training that exceeds the state-of-the-art self-supervised training. Here, we show that using spatial and temporal information in the pretraining stage of contrastive learning can improve the performance of downstream classification relative to conventional contrastive learning approaches that use instance discrimination to discriminate between two alterations of the same image or two different images. We designed a pipeline to generate egocentric-vision images from a photorealistic ray-tracing environment (ThreeDWorld) and record relevant navigational information for each image. Modifying the Momentum Contrast (MoCo) model, we introduced spatial and temporal information to evaluate the similarity of two views in the pretraining stage instead of instance discrimination. This work reveals the effectiveness and efficiency of contextual information for improving representation learning. The work informs our understanding of the means by which children might learn to see the world without external supervision.