Granularity Matters in Long-Tail Learning
Keywords: Long-Tail Learning; Granularity; Category extrapolation
Abstract: Balancing training on long-tail data distributions remains a long-standing challenge in deep learning. While methods such as re-weighting and re-sampling help alleviate the imbalance issue, limited sample diversity continues to hinder models from learning robust and generalizable feature representations, particularly for tail classes. In contrast to existing methods, we offer a novel perspective on long-tail learning, inspired by an observation: datasets with finer granularity tend to be less affected by data imbalance. In this paper, we investigate this phenomenon through both quantitative and qualitative studies, showing that increased granularity enhances the generalization of learned features in tail categories. Motivated by these findings, we propose a method to increase dataset granularity through category extrapolation. Specifically, we introduce open-set auxiliary classes that are visually similar to existing ones, aiming to enhance representation learning for both head and tail classes. This forms the core contribution and insight of our approach. To automate the curation of auxiliary data, we leverage large language models (LLMs) as knowledge bases to search for auxiliary categories and retrieve relevant images through web crawling. To prevent the overwhelming presence of auxiliary classes from disrupting training, we introduce a neighbor-silencing loss that encourages the model to focus on class discrimination within the target dataset. During inference, the classifier weights for auxiliary categories are masked out, leaving only the target class weights for use. Extensive experiments and ablation studies on three standard long-tail benchmarks demonstrate the effectiveness of our approach, notably outperforming strong baseline methods that use the same amount of data. The code will be made publicly available.
Primary Area: unsupervised, self-supervised, semi-supervised, and supervised representation learning
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Submission Number: 1815
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