A Unified Framework for Adaptive Representation Enhancement and Inversed Learning in Cross-Domain Recommendation
Cross-domain recommendation (CDR), aiming to extract and transfer knowledge across domains, has attracted wide attention for its efficacy in addressing data sparsity and cold-start problems. Despite significant advances in representation disentanglement to capture diverse user preferences, existing...
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Veröffentlicht in: | arXiv.org 2024-03 |
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Zusammenfassung: | Cross-domain recommendation (CDR), aiming to extract and transfer knowledge across domains, has attracted wide attention for its efficacy in addressing data sparsity and cold-start problems. Despite significant advances in representation disentanglement to capture diverse user preferences, existing methods usually neglect representation enhancement and lack rigorous decoupling constraints, thereby limiting the transfer of relevant information. To this end, we propose a Unified Framework for Adaptive Representation Enhancement and Inversed Learning in Cross-Domain Recommendation (AREIL). Specifically, we first divide user embeddings into domain-shared and domain-specific components to disentangle mixed user preferences. Then, we incorporate intra-domain and inter-domain information to adaptively enhance the ability of user representations. In particular, we propose a graph convolution module to capture high-order information, and a self-attention module to reveal inter-domain correlations and accomplish adaptive fusion. Next, we adopt domain classifiers and gradient reversal layers to achieve inversed representation learning in a unified framework. Finally, we employ a cross-entropy loss for measuring recommendation performance and jointly optimize the entire framework via multi-task learning. Extensive experiments on multiple datasets validate the substantial improvement in the recommendation performance of AREIL. Moreover, ablation studies and representation visualizations further illustrate the effectiveness of adaptive enhancement and inversed learning in CDR. |
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ISSN: | 2331-8422 |