Balancing Multimodal Learning via Functional Progress

Multimodal learning often suffers from modality imbalance, where modalities that converge faster dominate optimization while others remain undertrained. Existing approaches typically mitigate this issue by strengthening the weak modality or adjusting optimization gradients. However, such strategies mainly compensate for optimization rate discrepancies, often at the expense of the strong modality's optimization capacity, without analyzing how these discrepancies arise at the modality level. Based on theoretical insights and empirical observations, we argue that the discrepancy of learning pace arises from differences in the mapping difficulty between modality-specific feature space and the shared label space. To address this issue, we propose Balanced Multimodal Label Reshaping (BMLR), the first method that promotes multimodal balance from the label-side design. BMLR reshapes the cross-modal label space to equalize mapping difficulty across modalities, thereby facilitating modality interaction and injecting richer inter-class information into each modality. Extensive experiments across multiple architectures demonstrate that BMLR consistently improves multimodal performance and exhibits strong compatibility with diverse model designs. The source code will be released soon.

Multimodal learning has attracted increasing attention due to its practicality. However, it often suffers from insufficient optimization, where the multimodal model underperforms even compared to its unimodal counterparts. Existing methods attribute this problem to the imbalanced learning between modalities and solve it by gradient modulation. This paper argues that balanced learning is not the optimal setting for multimodal learning. On the contrary, imbalanced learning driven by the performance-dominant modality that has superior unimodal performance can contribute to better multimodal performance. And the under-optimization problem is caused by insufficient learning of the performance-dominant modality. To this end, we propose the Performance-Dominant Modality Prioritization (PDMP) strategy to assist multimodal learning. Specifically, PDMP firstly mines the performance-dominant modality via the performance ranking of the independently trained unimodal model. Then PDMP introduces asymmetric coefficients to modulate the gradients of each modality, enabling the performance-dominant modality to dominate the optimization. Since PDMP only relies on the unimodal performance ranking, it is independent of the structures and fusion methods of the multimodal model and has great potential for practical scenarios. Finally, extensive experiments on various datasets validate the superiority of PDMP.

Multimodal learning (MML) falls into the optimization dilemma due to the modality imbalance phenomenon, leading to suboptimal overall performance in practice. While many attempts primarily focus on balancing the optimization dynamics across modalities to address this issue, we identify a subtle yet critical flaw: optimization yields asymmetric gains in predictive certainty, with the strong modality more confident than the weak one, driving imbalanced modality contributions. In this paper, our analysis reveals that this flaw stems from unimodal characteristics rather than multimodal learning, and this confidence discrepancy can be corrected by positive cross-modal intervention. Based on this insight, we propose multimodal Max Confidence Regularization (MaxCR) to dynamically intervene in modality semantic confidence. Specifically, the semantic confidence of each modality is tracked using a nonlinear sparsity measure. We then design max suppression and max excitation based on this measure to regularize strong and weak modalities, respectively. They penalize and encourage the top-1 confidence, thereby constraining multimodal prediction. To this end, strong and weak modalities are expected to make calibrated confidence, thereby improving the overall performance. Empirical experiments on widely used datasets reveal the superiority of our method through comparison with various state-of-the-art (SOTA) multimodal learning baselines.