Multimodal Negative Learning
Baoquan Gong, Xiyuan Gao, Pengfei Zhu, Qinghua Hu, Bing Cao
Multimodal learning systems often encounter challenges related to modality imbalance, where a dominant modality may overshadow others, thereby hindering the learning of weak modalities. Conventional approaches often force weak modalities to align with dominant ones in “Learning to be (the same)” (Positive Learning), which risks suppressing the unique information inherent in the weak modalities. To address this challenge, we offer a new learning paradigm: "Learning Not to be" (Negative Learning). Instead of enhancing weak modalities’ target-class predictions, the dominant modalities dynamically guides the weak modality to suppress non-target classes. This stabilizes the decision space and preserves modality-specific information, allowing weak modalities preserve unique information without being over-aligned. We proceed to reveal the multimodal learning from a robustness perspective and theoretically derive the Multimodal Negative Learning (MNL) framework, which introduces a dynamic guidance mechanism tailored for negative learning. Our method provably tightens the robustness lower bound of multimodal learning by increasing the Unimodal Confidence Margin (UCoM) and reduces the empirical error of weak modalities, particularly under noisy and imbalanced scenarios. Extensive experiments across multiple benchmarks demonstrate the effectiveness and generalizability of our approach against the competing methods. Code and models will be released.