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We study the issue of catastrophic forgetting in the context of neuralmultimodal approaches to Visual Question Answering (VQA). Motivated by evidencefrom psycholinguistics, we devise a set of linguistically-informed VQA tasks,which differ by the types of questions involved (Wh-questions and polarquestions). We test what impact task difficulty has on continual learning, andwhether the order in which a child acquires question types facilitatescomputational models. Our results show that dramatic forgetting is at play andthat task difficulty and order matter. Two well-known current continuallearning methods mitigate the problem only to a limiting degree.

Psycholinguistics meets Continual Learning: Measuring Catastrophic Forgetting in Visual Question Answering