Disentangling Curriculum Learning in NLP: Towards a Unifying Taxonomy
Despite more than a decade of curriculum learning (CL) research in NLP, the field lacks a principled account of which difficulty function or scheduler to use for a given problem. To understand what has hindered progress towards this account, we propose a fine-grained taxonomy separating difficulty evaluation from training scheduling to enable systematic analysis of CL strategies. For difficulty evaluation, we distinguish attribution source and task dependence, revealing difficulty as a perspectival concept encoding different assumptions about what makes an instance hard to learn. For schedulin
