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Register a new userDual Student: Breaking the Limits of the Teacher in Semi-supervised Learning
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Zhanghan Ke
Publication date
2019
fields
Informatics Engineering
and research's language is
English
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Recently, consistency-based methods have achieved state-of-the-art results in semi-supervised learning (SSL). These methods always involve two roles, an explicit or implicit teacher model and a student model, and penalize predictions under different perturbations by a consistency constraint. However, the weights of these two roles are tightly coupled since the teacher is essentially an exponential moving average (EMA) of the student. In this work, we show that the coupled EMA teacher causes a performance bottleneck. To address this problem, we introduce Dual Student, which replaces the teacher with another student. We also define a novel concept, stable sample, following which a stabilization constraint is designed for our structure to be trainable. Further, we discuss two variants of our method, which produce even higher performance. Extensive experiments show that our method improves the classification performance significantly on several main SSL benchmarks. Specifically, it reduces the error rate of the 13-layer CNN from 16.84% to 12.39% on CIFAR-10 with 1k labels and from 34.10% to 31.56% on CIFAR-100 with 10k labels. In addition, our method also achieves a clear improvement in domain adaptation.
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The Mean Teacher (MT) model of Tarvainen and Valpola has shown favorable performance on several semi-supervised benchmark datasets. MT maintains a teacher models weights as the exponential moving average of a student models weights and minimizes the divergence between their probability predictions under diverse perturbations of the inputs. However, MT is known to suffer from confirmation bias, that is, reinforcing incorrect teacher model predictions. In this work, we propose a simple yet effective method called Local Clustering (LC) to mitigate the effect of confirmation bias. In MT, each data point is considered independent of other points during training; however, data points are likely to be close to each other in feature space if they share similar features. Motivated by this, we cluster data points locally by minimizing the pairwise distance between neighboring data points in feature space. Combined with a standard classification cross-entropy objective on labeled data points, the misclassified unlabeled data points are pulled towards high-density regions of their correct class with the help of their neighbors, thus improving model performance. We demonstrate on semi-supervised benchmark datasets SVHN and CIFAR-10 that adding our LC loss to MT yields significant improvements compared to MT and performance comparable to the state of the art in semi-supervised learning.
The recently proposed self-ensembling methods have achieved promising results in deep semi-supervised learning, which penalize inconsistent predictions of unlabeled data under different perturbations. However, they only consider adding perturbations to each single data point, while ignoring the connections between data samples. In this paper, we propose a novel method, called Smooth Neighbors on Teacher Graphs (SNTG). In SNTG, a graph is constructed based on the predictions of the teacher model, i.e., the implicit self-ensemble of models. Then the graph serves as a similarity measure with respect to which the representations of similar neighboring points are learned to be smooth on the low-dimensional manifold. We achieve state-of-the-art results on semi-supervised learning benchmarks. The error rates are 9.89%, 3.99% for CIFAR-10 with 4000 labels, SVHN with 500 labels, respectively. In particular, the improvements are significant when the labels are fewer. For the non-augmented MNIST with only 20 labels, the error rate is reduced from previous 4.81% to 1.36%. Our method also shows robustness to noisy labels.
Semi-Supervised Learning (SSL) has achieved great success in overcoming the difficulties of labeling and making full use of unlabeled data. However, SSL has a limited assumption that the numbers of samples in different classes are balanced, and many SSL algorithms show lower performance for the datasets with the imbalanced class distribution. In this paper, we introduce a task of class-imbalanced semi-supervised learning (CISSL), which refers to semi-supervised learning with class-imbalanced data. In doing so, we consider class imbalance in both labeled and unlabeled sets. First, we analyze existing SSL methods in imbalanced environments and examine how the class imbalance affects SSL methods. Then we propose Suppressed Consistency Loss (SCL), a regularization method robust to class imbalance. Our method shows better performance than the conventional methods in the CISSL environment. In particular, the more severe the class imbalance and the smaller the size of the labeled data, the better our method performs.
In humans and animals, curriculum learning -- presenting data in a curated order - is critical to rapid learning and effective pedagogy. Yet in machine learning, curricula are not widely used and empirically often yield only moderate benefits. This stark difference in the importance of curriculum raises a fundamental theoretical question: when and why does curriculum learning help? In this work, we analyse a prototypical neural network model of curriculum learning in the high-dimensional limit, employing statistical physics methods. Curricula could in principle change both the learning speed and asymptotic performance of a model. To study the former, we provide an exact description of the online learning setting, confirming the long-standing experimental observation that curricula can modestly speed up learning. To study the latter, we derive performance in a batch learning setting, in which a network trains to convergence in successive phases of learning on dataset slices of varying difficulty. With standard training losses, curriculum does not provide generalisation benefit, in line with empirical observations. However, we show that by connecting different learning phases through simple Gaussian priors, curriculum can yield a large improvement in test performance. Taken together, our reduced analytical descriptions help reconcile apparently conflicting empirical results and trace regimes where curriculum learning yields the largest gains. More broadly, our results suggest that fully exploiting a curriculum may require explicit changes to the loss function at curriculum boundaries.
A unique cognitive capability of humans consists in their ability to acquire new knowledge and skills from a sequence of experiences. Meanwhile, artificial intelligence systems are good at learning only the last given task without being able to remember the databases learnt in the past. We propose a novel lifelong learning methodology by employing a Teacher-Student network framework. While the Student module is trained with a new given database, the Teacher module would remind the Student about the information learnt in the past. The Teacher, implemented by a Generative Adversarial Network (GAN), is trained to preserve and replay past knowledge corresponding to the probabilistic representations of previously learn databases. Meanwhile, the Student module is implemented by a Variational Autoencoder (VAE) which infers its latent variable representation from both the output of the Teacher module as well as from the newly available database. Moreover, the Student module is trained to capture both continuous and discrete underlying data representations across different domains. The proposed lifelong learning framework is applied in supervised, semi-supervised and unsupervised training. The code is available~: url{https://github.com/dtuzi123/Lifelong-Teacher-Student-Network-Learning}
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