4.7 Article

Transfer Learning-Motivated Intelligent Fault Diagnosis Designs: A Survey, Insights, and Perspectives

Publisher

IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
DOI: 10.1109/TNNLS.2023.3290974

Keywords

Index Terms-Fault diagnosis (FD); knowledge calibration; knowledge compromise; transfer learning

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transfer learning has attracted attention as a new learning paradigm, and is used to develop fault diagnosis approaches for improving the safety and reliability of automation systems. This survey article provides a comprehensive review of transfer learning-motivated fault diagnosis methods and highlights open problems and potential research directions in this field. It also presents principles and a classification strategy for utilizing previous knowledge specifically for fault diagnosis tasks, aiming to contribute timely to transfer learning-motivated techniques in this area.
Over the last decade, transfer learning has attracted a great deal of attention as a new learning paradigm, based on which fault diagnosis (FD) approaches have been intensively developed to improve the safety and reliability of modern automation systems. Because of inevitable factors such as the varying work environment, performance degradation of components, and heterogeneity among similar automation systems, the FD method having long-term applicabilities becomes attractive. Motivated by these facts, transfer learning has been an indispensable tool that endows the FD methods with self-learning and adaptive abilities. On the presentation of basic knowledge in this field, a comprehensive review of transfer learning-motivated FD methods, whose two subclasses are developed based on knowledge calibration and knowledge compromise, is carried out in this survey article. Finally, some open problems, potential research directions, and conclusions are highlighted. Different from the existing reviews of transfer learning, this survey focuses on how to utilize previous knowledge specifically for the FD tasks, based on which three principles and a new classification strategy of transfer learning-motivated FD techniques are also presented. We hope that this work will constitute a timely contribution to transfer learning-motivated techniques regarding the FD topic.

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