Understanding Difficult-to-learn Examples in Contrastive Learning: A Theoretical Framework for Spectral Contrastive Learning

Abstract

Unsupervised contrastive learning has shown significant performance improvements in recent years, often approaching or even rivaling supervised learning in various tasks. However, its learning mechanism is fundamentally different from that of supervised learning. Previous works have shown that difficult-to-learn examples (well-recognized in supervised learning as examples around the decision boundary), which are essential in supervised learning, contribute minimally in unsupervised settings. In this paper, perhaps surprisingly, we find that the direct removal of difficult-to-learn examples, although reduces the sample size, can boost the downstream classification performance of contrastive learning. To uncover the reasons behind this, we develop a theoretical framework modeling the similarity between different pairs of samples. Guided by this theoretical framework, we conduct a thorough theoretical analysis revealing that the presence of difficult-to-learn examples negatively affects the generalization of contrastive learning. Furthermore, we demonstrate that the removal of these examples, and techniques such as margin tuning and temperature scaling can enhance its generalization bounds, thereby improving performance. Empirically, we propose a simple and efficient mechanism for selecting difficult-to-learn examples and validate the effectiveness of the aforementioned methods, which substantiates the reliability of our proposed theoretical framework.