Continual learning addresses the problem of continuously acquiring and transferring knowledge without catastrophic forgetting of old concepts. While humans achieve continual learning via diverse neurocognitive mechanisms, there is a mismatch between cognitive properties and evaluation methods of continual learning models. First, the measurement of continual learning models mostly relies on evaluation metrics at a micro-level, which cannot characterize cognitive capacities of the model. Second, the measurement is method-specific, emphasizing model strengths in one aspect while obscuring potential weaknesses in other respects. To address these issues, we propose to integrate model cognitive capacities and evaluation metrics into a unified evaluation paradigm. We first characterize model capacities via desiderata derived from cognitive properties supporting human continual learning. The desiderata concern (1) adaptability in varying lengths of task sequence; (2) sensitivity to dynamic task variations; and (3) efficiency in memory usage and training time consumption. Then we design evaluation protocols for each desideratum to assess cognitive capacities of recent continual learning models. Experimental results show that no method we consider has satisfied all the desiderata and is still far away from realizing truly continual learning. Although some methods exhibit some degree of adaptability and efficiency, no method is able to identify task relationships when encountering dynamic task variations, or achieve a trade-off in learning similarities and differences between tasks. Inspired by these results, we discuss possible factors that influence model performance in these desiderata and provide guidance for the improvement of continual learning models.

连续学习模型的认知能力和评价度量方法不匹配，为了解决这些问题，提出了将模型认知能力和评价度量整合成统一评价范式的方法，通过实验证明目前没有方法能够满足所有要求，对模型性能的影响因素进行了讨论并提供了改进连续学习模型的指导。

认知视角下的持续学习基准评估