Weakly Supervised Semantic Segmentation via Alternative Self-Dual Teaching

• URL: http://arxiv.org/abs/2112.09459v1
• Date: Fri, 17 Dec 2021 11:56:56 GMT
• Title: Weakly Supervised Semantic Segmentation via Alternative Self-Dual Teaching
• Authors: Dingwen Zhang, Wenyuan Zeng, Guangyu Guo, Chaowei Fang, Lechao Cheng, Junwei Han
• Abstract summary: This paper establishes a compact learning framework that embeds the classification and mask-refinement components into a unified deep model. We propose a novel alternative self-dual teaching (ASDT) mechanism to encourage high-quality knowledge interaction.
• Score: 82.71578668091914
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Current weakly supervised semantic segmentation (WSSS) frameworks usually contain the separated mask-refinement model and the main semantic region mining model. These approaches would contain redundant feature extraction backbones and biased learning objectives, making them computational complex yet sub-optimal to addressing the WSSS task. To solve this problem, this paper establishes a compact learning framework that embeds the classification and mask-refinement components into a unified deep model. With the shared feature extraction backbone, our model is able to facilitate knowledge sharing between the two components while preserving a low computational complexity. To encourage high-quality knowledge interaction, we propose a novel alternative self-dual teaching (ASDT) mechanism. Unlike the conventional distillation strategy, the knowledge of the two teacher branches in our model is alternatively distilled to the student branch by a Pulse Width Modulation (PWM), which generates PW wave-like selection signal to guide the knowledge distillation process. In this way, the student branch can help prevent the model from falling into local minimum solutions caused by the imperfect knowledge provided of either teacher branch. Comprehensive experiments on the PASCAL VOC 2012 and COCO-Stuff 10K demonstrate the effectiveness of the proposed alternative self-dual teaching mechanism as well as the new state-of-the-art performance of our approach.

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