Research

Motivated by scenarios of epidemic competition, as well as how social contagions spread at the level of individuals, this work considers the competition between two conflicting node states that spread over a social graph according to a generic diffusion process. For this setting, we introduce the Generalized Largest Reduction in Infectious Edges (gLRIE), which is a dynamic resource allocation strategy that favors the preferred state against the other. Our analysis assumes a generic continuous-time SIS-like (Susceptible-Infectious-Susceptible) diffusion model that allows for: arbitrary node transition rate functions for nodes to change state, and competition between the healthy (positive) and infected (negative) states, which are both diffusive at the same time, yet mutually exclusive at each node. The strategy follows a minimum-risk-maximum-gain principle, and its features are particularly relevant for social contagion phenomena. In accordance with the LRIE strategy that we generalize, we show that in this context the gLRIE strategy remains a greedy solution for the minimization of the number of infected network nodes over time. Ultimately, simulations are employed to compare the proposed strategy with other existing alternatives, demonstrating that gLRIE exhibits superior performance across a spectrum of scenarios, including a realistic counter-contagion campaign in a small well-monitored community.

Curriculum Learning (CL) is a meta-learning paradigm that trains a model by feeding the data instances incrementally according to a schedule, which is based on difficulty progression. Defining meaningful difficulty assessment measures is crucial and most usually the main bottleneck for effective learning, while also in many cases the employed heuristics are only application-specific. In this work, we propose the Dual-Criterion Curriculum Learning (DCCL) framework that combines two views of assessing instance-wise difficulty: a loss-based criterion is complemented by a density-based criterion learned in the data repre- sentation space. Essentially, DCCL calibrates training-based evidence (loss) under the consideration that data sparseness amplifies the learning difficulty. As a testbed, we choose the time-series forecasting task. We evaluate our framework on multivariate time-series benchmarks under standard One-Pass and Baby-Steps training schedules. Empirical results show the interest of density-based and hybrid dual-criterion curricula over loss-only baselines and standard non-CL training in this setting.