Spurious Forgetting in Continual Learning of Language Models
Junhao Zheng, Xidi Cai, Shengjie Qiu, Qianli Ma
TL;DR
The paper identifies spurious forgetting as a misalignment phenomenon in continual learning of language models, where old-task performance deteriorates due to shifts in task alignment rather than loss of underlying knowledge. It analyzes this via a synthetic Biography dataset and a theoretical orthogonal-update framework, revealing that early optimization steps primarily undo prior task alignment in the bottom layers. A Freezing strategy that fixes bottom layers substantially improves performance across multiple continual-learning scenarios, supported by both loss-landscape and principal-component analyses and validated on real-world settings such as safety alignment and instruction-tuning. While data replay can outperform freezing, Freeze provides a practical, data-efficient, and broadly applicable approach to mitigate spurious forgetting, with guidelines on layer freezing depth depending on task alignment similarity.
Abstract
Recent advancements in large language models (LLMs) reveal a perplexing phenomenon in continual learning: despite extensive training, models experience significant performance declines, raising questions about task alignment and underlying knowledge retention. This study first explores the concept of "spurious forgetting", proposing that such performance drops often reflect a decline in task alignment rather than true knowledge loss. Through controlled experiments with a synthesized dataset, we investigate the dynamics of model performance during the initial training phases of new tasks, discovering that early optimization steps can disrupt previously established task alignments. Our theoretical analysis connects these shifts to orthogonal updates in model weights, providing a robust framework for understanding this behavior. Ultimately, we introduce a Freezing strategy that fix the bottom layers of the model, leading to substantial improvements in four continual learning scenarios. Our findings underscore the critical distinction between task alignment and knowledge retention, paving the way for more effective strategies in continual learning.
