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ARISE: Authentic Reference-Informed Stability Enhancement for Continual Multimodal Forgery Detection

2026-10-27 02:12:09
Yuchen Zhang, Yaxiong Wang, Yujiao Wu, Lianwei Wu, Qi Zhang, Li Zhu, Chaofeng Dong, Le Wu, Zhedong Zheng

Abstract

Multimodal forgery detection is commonly studied under a static assumption: training attacks are expected to approximate those encountered after deployment. This assumption becomes increasingly fragile as generators, editing systems, and multimodal large language models continually introduce new forgery mechanisms and forensic evidence. We formulate this problem as attack-incremental continual multimodal forgery detection, where the binary real/fake interface remains fixed while emerging attacks must be learned without forgetting previous ones. We introduce Fable-Bench, which organizes attack evolution through complementary joint-modality, text-side, and image-side protocols. We further propose ARISE (Authentic Reference-Informed Stability Enhancement), motivated by the open-ended forged class and the comparatively reusable geometry of authentic content. ARISE fits a real-only Gaussian mixture model to projected authentic replay representations as a compact historical reference. Meanwhile, the proposed Gaussian-Responsibility-Aware Stability Preservation (GRASP) derives a sample-adaptive anisotropic metric that strongly constrains historically stable representation directions while retaining plasticity elsewhere. Our Vulnerability-Aware Replay (VAR) further estimates stage-wise vulnerability from authentic-density degradation, forged-to-authentic boundary confusion, and authentic-mode occupancy drift, then assigns bounded replay emphasis to fragile stages. All adaptive signals are obtained from training-time replay statistics, while inference uses only the original multimodal backbone and binary classification head. Experiments across three attack-evolution protocols and multiple detector architectures demonstrate improved historical retention and final average performance over representative continual-learning baselines.

Abstract (translated)

URL

https://arxiv.org/abs/2610.36509

PDF

https://arxiv.org/pdf/2610.36509.pdf


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