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While Curriculum Learning (CL) has recently gained traction in Naturallanguage Processing Tasks, it is still not adequately analyzed. Previous worksonly show their effectiveness but fail short to explain and interpret theinternal workings fully. In this paper, we analyze curriculum learning insentiment analysis along multiple axes. Some of these axes have been proposedby earlier works that need more in-depth study. Such analysis requiresunderstanding where curriculum learning works and where it does not. Our axesof analysis include Task difficulty on CL, comparing CL pacing techniques, andqualitative analysis by visualizing the movement of attention scores in themodel as curriculum phases progress. We find that curriculum learning worksbest for difficult tasks and may even lead to a decrement in performance fortasks with higher performance without curriculum learning. We see that One-Passcurriculum strategies suffer from catastrophic forgetting and attentionmovement visualization within curriculum pacing. This shows that curriculumlearning breaks down the challenging main task into easier sub-tasks solvedsequentially.

Analyzing Curriculum Learning for Sentiment Analysis along Task Difficulty, Pacing and Visualization Axes