I’m Me, We’re Us, and I’m Us: Tri-directional Contrastive Learning on Hypergraphs
Why this work is in the frame
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Bibliographic record
Abstract
Although machine learning on hypergraphs has attracted considerable attention, most of the works have focused on (semi-)supervised learning, which may cause heavy labeling costs and poor generalization. Recently, contrastive learning has emerged as a successful unsupervised representation learning method. Despite the prosperous development of contrastive learning in other domains, contrastive learning on hypergraphs remains little explored. In this paper, we propose TriCL (Tri-directional Contrastive Learning), a general framework for contrastive learning on hypergraphs. Its main idea is tri-directional contrast, and specifically, it aims to maximize in two augmented views the agreement (a) between the same node, (b) between the same group of nodes, and (c) between each group and its members. Together with simple but surprisingly effective data augmentation and negative sampling schemes, these three forms of contrast enable TriCL to capture both node- and group-level structural information in node embeddings. Our extensive experiments using 14 baseline approaches, 10 datasets, and two tasks demonstrate the effectiveness of TriCL, and most noticeably, TriCL almost consistently outperforms not just unsupervised competitors but also (semi-)supervised competitors mostly by significant margins for node classification. The code and datasets are available at https://github.com/wooner49/TriCL.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it