Candidate Retention for Abductive Learning

Concept Bottleneck Models (CBMs) are a relevant tool for explainable Artificial Intelligence because they make their predictions through human-interpretable symbols. However, high task accuracy does not guarantee that these symbols are detected faithfully: jointly trained CBMs may encode task-specific shortcuts in the bottleneck, making their explanations unreliable. In this paper, we study concept-detection reliability by swapping independently trained concept detectors and classification heads that share the same symbolic vocabulary. We use the resulting performance degradation, concept-level metrics, and symbol-wise uncertainty estimates to identify concepts that are especially prone to spurious firing. Finally, we propose a reliability-aware training strategy in which a shared concept detector is optimized with multiple classification heads and penalized for relying on globally or instance-wise unreliable symbols. On CUB-200-2011 with full concept supervision, detectors and heads are almost freely interchangeable (swap drop below one accuracy point, relative retention above $99\%$, and no concept detected below chance), whereas on a controlled synthetic task we show that, as the concept-supervision weight is reduced, models keep near-perfect task accuracy while swapped accuracy and agreement with the ground-truth concepts collapse to chance. Our reliability-aware training substantially mitigates this leakage, roughly doubling swap accuracy in the leaky regime.

Continual learning studies how models can adapt to new tasks while retaining previously acquired knowledge. Although a broad spectrum of methods has been proposed to mitigate catastrophic forgetting, the field remains predominantly performance-driven, with limited insight into what forgetting actually corresponds to within the vision model's representation space. Prior work has primarily analyzed forgetting through task-level performance or coarse measures of representational drift, without disentangling output-level accessibility from changes in finer-grained internal structure. To this end, we propose a diagnostic framework that leverages Sparse Autoencoders (SAEs) to define a task-anchored latent feature space, enabling analysis of how task-specific information evolves at a finer granularity, where individual SAE latents are treated as concept proxies for recurring and relatively disentangled visual patterns in the model's internal computations. Within this framework, we decompose forgetting into apparent concept deletion, recoverability, and decodability. We show that a large portion of seemingly lost concept-level information can often be recovered under linearity assumption, with concept decodability degrading as more tasks are introduced. Overall, our findings suggest that a significant part of concept-level forgetting can be attributed to changes in the representational accessibility rather than complete information erasure.

Concept-bottleneck models (CBMs) are neural classifiers that compute predictions from high-level concepts extracted from the input. CBMs ensure stakeholders can understand the concepts -- and the predictions they entail -- by learning these from concept-level annotations, which are however seldom available. Recent CBM architectures work around this issue by obtaining annotations from Vision-Language Models (VLMs). While greatly broadening applicability, doing so can yield lower quality concepts and therefore less interpretable models. We strike for a middle ground by introducing Vision-plus-Human-guided CBM (VH-CBM), a hybrid approach that exploits both VLMs and a small amount of dense annotations. VH-CBM employs a Gaussian Process in the VLM's embedding space, which captures useful global information about the target domain, to propagate the expert's supervision to any target data point. Our empirical evaluation shows how VH-CBM predicts more accurate concepts than VLM-guided CBMs even when annotating as little as 1% of the data, while sporting better concept calibration and supporting active learning.