Long-Short Temporal Contrastive Learning of Video Transformers

By Jue Wang, Gedas Bertasius, Du Tran, Lorenzo Torresani. 2021

62 citations recorded by the source corpus.

Video transformers have recently emerged as a competitive alternative to 3D CNNs for video understanding. However, due to their large number of parameters and reduced inductive biases, these models require supervised pretraining on large-scale image datasets to achieve top performance. In this paper, we empirically demonstrate that self-supervised pretraining of video transformers on video-only datasets can lead to action recognition results that are on par or better than those obtained with supervised pretraining on large-scale image datasets, even massive ones such as ImageNet-21K. Since transformer-based models are effective at capturing dependencies over extended temporal spans, we propose a simple learning procedure that forces the model to match a long-term view to a short-term view of the same video. Our approach, named Long-Short Temporal Contrastive Learning (LSTCL), enables video transformers to learn an effective clip-level representation by predicting temporal context captured from a longer temporal extent. To demonstrate the generality of our findings, we implement and validate our approach under three different self-supervised contrastive learning frameworks (MoCo v3, BYOL, SimSiam) using two distinct video-transformer architectures, including an improved variant of the Swin Transformer augmented with space-time attention. We conduct a thorough ablation study and show that LSTCL achieves competitive performance on multiple video benchmarks and represents a convincing alternative to supervised image-based pretraining.

Subfields: Artificial Intelligence, Computer Vision and Pattern Recognition

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Citations in the corpus

Transformers in Vision: A Survey (2021, background): “An important recent effort is the long-short contrastive learning framework [206], which reconstructs representations from different time-scales (narrow and broad) as auxiliary learning tasks and demonstrates good down-stream performance.”