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Register a new userTeachers pet: understanding and mitigating biases in distillation
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Added by
Michal Lukasik
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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Knowledge distillation is widely used as a means of improving the performance of a relatively simple student model using the predictions from a complex teacher model. Several works have shown that distillation significantly boosts the students overall performance; however, are these gains uniform across all data subgroups? In this paper, we show that distillation can harm performance on certain subgroups, e.g., classes with few associated samples. We trace this behaviour to errors made by the teacher distribution being transferred to and amplified by the student model. To mitigate this problem, we present techniques which soften the teacher influence for subgroups where it is less reliable. Experiments on several image classification benchmarks show that these modifications of distillation maintain boost in overall accuracy, while additionally ensuring improvement in subgroup performance.
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As machine learning methods are deployed in real-world settings such as healthcare, legal systems, and social science, it is crucial to recognize how they shape social biases and stereotypes in these sensitive decision-making processes. Among such real-world deployments are large-scale pretrained language models (LMs) that can be potentially dangerous in manifesting undesirable representational biases - harmful biases resulting from stereotyping that propagate negative generalizations involving gender, race, religion, and other social constructs. As a step towards improving the fairness of LMs, we carefully define several sources of representational biases before proposing new benchmarks and metrics to measure them. With these tools, we propose steps towards mitigating social biases during text generation. Our empirical results and human evaluation demonstrate effectiveness in mitigating bias while retaining crucial contextual information for high-fidelity text generation, thereby pushing forward the performance-fairness Pareto frontier.
In ordinary distillation, student networks are trained with soft labels (SLs) given by pretrained teacher networks, and students are expected to improve upon teachers since SLs are stronger supervision than the original hard labels. However, when considering adversarial robustness, teachers may become unreliable and adversarial distillation may not work: teachers are pretrained on their own adversarial data, and it is too demanding to require that teachers are also good at every adversarial data queried by students. Therefore, in this paper, we propose reliable introspective adversarial distillation (IAD) where students partially instead of fully trust their teachers. Specifically, IAD distinguishes between three cases given a query of a natural data (ND) and the corresponding adversarial data (AD): (a) if a teacher is good at AD, its SL is fully trusted; (b) if a teacher is good at ND but not AD, its SL is partially trusted and the student also takes its own SL into account; (c) otherwise, the student only relies on its own SL. Experiments demonstrate the effectiveness of IAD for improving upon teachers in terms of adversarial robustness.
Machine learning is a tool for building models that accurately represent input training data. When undesired biases concerning demographic groups are in the training data, well-trained models will reflect those biases. We present a framework for mitigating such biases by including a variable for the group of interest and simultaneously learning a predictor and an adversary. The input to the network X, here text or census data, produces a prediction Y, such as an analogy completion or income bracket, while the adversary tries to model a protected variable Z, here gender or zip code. The objective is to maximize the predictors ability to predict Y while minimizing the adversarys ability to predict Z. Applied to analogy completion, this method results in accurate predictions that exhibit less evidence of stereotyping Z. When applied to a classification task using the UCI Adult (Census) Dataset, it results in a predictive model that does not lose much accuracy while achieving very close to equality of odds (Hardt, et al., 2016). The method is flexible and applicable to multiple definitions of fairness as well as a wide range of gradient-based learning models, including both regression and classification tasks.
Can a neural network minimizing cross-entropy learn linearly separable data? Despite progress in the theory of deep learning, this question remains unsolved. Here we prove that SGD globally optimizes this learning problem for a two-layer network with Leaky ReLU activations. The learned network can in principle be very complex. However, empirical evidence suggests that it often turns out to be approximately linear. We provide theoretical support for this phenomenon by proving that if network weights converge to two weight clusters, this will imply an approximately linear decision boundary. Finally, we show a condition on the optimization that leads to weight clustering. We provide empirical results that validate our theoretical analysis.
Knowledge Distillation (KD) is a model-agnostic technique to improve model quality while having a fixed capacity budget. It is a commonly used technique for model compression, where a larger capacity teacher model with better quality is used to train a more compact student model with better inference efficiency. Through distillation, one hopes to benefit from students compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student models training dynamics remains under-explored. In this paper, we categorize teachers knowledge into three hierarchical levels and study its effects on knowledge distillation: (1) knowledge of the `universe, where KD brings a regularization effect through label smoothing; (2) domain knowledge, where teacher injects class relationships prior to students logit layer geometry; and (3) instance specific knowledge, where teacher rescales student models per-instance gradients based on its measurement on the event difficulty. Using systematic analyses and extensive empirical studies on both synthetic and real-world datasets, we confirm that the aforementioned three factors play a major role in knowledge distillation. Furthermore, based on our findings, we diagnose some of the failure cases of applying KD from recent studies.
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