Daily Papers

Scaling multilingual representation learning beyond the hundred most frequent languages is challenging, in particular to cover the long tail of low-resource languages. A promising approach has been to train one-for-all multilingual models capable of cross-lingual transfer, but these models often suffer from insufficient capacity and interference between unrelated languages. Instead, we move away from this approach and focus on training multiple language (family) specific representations, but most prominently enable all languages to still be encoded in the same representational space. To achieve this, we focus on teacher-student training, allowing all encoders to be mutually compatible for bitext mining, and enabling fast learning of new languages. We introduce a new teacher-student training scheme which combines supervised and self-supervised training, allowing encoders to take advantage of monolingual training data, which is valuable in the low-resource setting. Our approach significantly outperforms the original LASER encoder. We study very low-resource languages and handle 50 African languages, many of which are not covered by any other model. For these languages, we train sentence encoders, mine bitexts, and validate the bitexts by training NMT systems.

Knowledge distillation~(KD) has proven to be a highly effective approach for enhancing model performance through a teacher-student training scheme. However, most existing distillation methods are designed under the assumption that the teacher and student models belong to the same model family, particularly the hint-based approaches. By using centered kernel alignment (CKA) to compare the learned features between heterogeneous teacher and student models, we observe significant feature divergence. This divergence illustrates the ineffectiveness of previous hint-based methods in cross-architecture distillation. To tackle the challenge in distilling heterogeneous models, we propose a simple yet effective one-for-all KD framework called OFA-KD, which significantly improves the distillation performance between heterogeneous architectures. Specifically, we project intermediate features into an aligned latent space such as the logits space, where architecture-specific information is discarded. Additionally, we introduce an adaptive target enhancement scheme to prevent the student from being disturbed by irrelevant information. Extensive experiments with various architectures, including CNN, Transformer, and MLP, demonstrate the superiority of our OFA-KD framework in enabling distillation between heterogeneous architectures. Specifically, when equipped with our OFA-KD, the student models achieve notable performance improvements, with a maximum gain of 8.0% on the CIFAR-100 dataset and 0.7% on the ImageNet-1K dataset. PyTorch code and checkpoints can be found at https://github.com/Hao840/OFAKD.

In recent years, deep neural networks have been successful in both industry and academia, especially for computer vision tasks. The great success of deep learning is mainly due to its scalability to encode large-scale data and to maneuver billions of model parameters. However, it is a challenge to deploy these cumbersome deep models on devices with limited resources, e.g., mobile phones and embedded devices, not only because of the high computational complexity but also the large storage requirements. To this end, a variety of model compression and acceleration techniques have been developed. As a representative type of model compression and acceleration, knowledge distillation effectively learns a small student model from a large teacher model. It has received rapid increasing attention from the community. This paper provides a comprehensive survey of knowledge distillation from the perspectives of knowledge categories, training schemes, teacher-student architecture, distillation algorithms, performance comparison and applications. Furthermore, challenges in knowledge distillation are briefly reviewed and comments on future research are discussed and forwarded.

Learning image representations without human supervision is an important and active research field. Several recent approaches have successfully leveraged the idea of making such a representation invariant under different types of perturbations, especially via contrastive-based instance discrimination training. Although effective visual representations should indeed exhibit such invariances, there are other important characteristics, such as encoding contextual reasoning skills, for which alternative reconstruction-based approaches might be better suited. With this in mind, we propose a teacher-student scheme to learn representations by training a convolutional net to reconstruct a bag-of-visual-words (BoW) representation of an image, given as input a perturbed version of that same image. Our strategy performs an online training of both the teacher network (whose role is to generate the BoW targets) and the student network (whose role is to learn representations), along with an online update of the visual-words vocabulary (used for the BoW targets). This idea effectively enables fully online BoW-guided unsupervised learning. Extensive experiments demonstrate the interest of our BoW-based strategy which surpasses previous state-of-the-art methods (including contrastive-based ones) in several applications. For instance, in downstream tasks such Pascal object detection, Pascal classification and Places205 classification, our method improves over all prior unsupervised approaches, thus establishing new state-of-the-art results that are also significantly better even than those of supervised pre-training. We provide the implementation code at https://github.com/valeoai/obow.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.