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Register a new userScene-adaptive Knowledge Distillation for Sequential Recommendation via Differentiable Architecture Search
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Added by
Lei Chen
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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Sequential recommender systems (SRS) have become a research hotspot due to its power in modeling user dynamic interests and sequential behavioral patterns. To maximize model expressive ability, a default choice is to apply a larger and deeper network architecture, which, however, often brings high network latency when generating online recommendations. Naturally, we argue that compressing the heavy recommendation models into middle- or light- weight neural networks is of great importance for practical production systems. To realize such a goal, we propose AdaRec, a knowledge distillation (KD) framework which compresses knowledge of a teacher model into a student model adaptively according to its recommendation scene by using differentiable Neural Architecture Search (NAS). Specifically, we introduce a target-oriented distillation loss to guide the structure search process for finding the student network architecture, and a cost-sensitive loss as constraints for model size, which achieves a superior trade-off between recommendation effectiveness and efficiency. In addition, we leverage Earth Movers Distance (EMD) to realize many-to-many layer mapping during knowledge distillation, which enables each intermediate student layer to learn from other intermediate teacher layers adaptively. Extensive experiments on real-world recommendation datasets demonstrate that our model achieves competitive or better accuracy with notable inference speedup comparing to strong counterparts, while discovering diverse neural architectures for sequential recommender models under different recommendation scenes.
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Knowledge distillation has become increasingly important in model compression. It boosts the performance of a miniaturized student network with the supervision of the output distribution and feature maps from a sophisticated teacher network. Some recent works introduce multi-teacher distillation to provide more supervision to the student network. However, the effectiveness of multi-teacher distillation methods are accompanied by costly computation resources. To tackle with both the efficiency and the effectiveness of knowledge distillation, we introduce the feature aggregation to imitate the multi-teacher distillation in the single-teacher distillation framework by extracting informative supervision from multiple teacher feature maps. Specifically, we introduce DFA, a two-stage Differentiable Feature Aggregation search method that motivated by DARTS in neural architecture search, to efficiently find the aggregations. In the first stage, DFA formulates the searching problem as a bi-level optimization and leverages a novel bridge loss, which consists of a student-to-teacher path and a teacher-to-student path, to find appropriate feature aggregations. The two paths act as two players against each other, trying to optimize the unified architecture parameters to the opposite directions while guaranteeing both expressivity and learnability of the feature aggregation simultaneously. In the second stage, DFA performs knowledge distillation with the derived feature aggregation. Experimental results show that DFA outperforms existing methods on CIFAR-100 and CINIC-10 datasets under various teacher-student settings, verifying the effectiveness and robustness of the design.
Practical autonomous driving systems face two crucial challenges: memory constraints and domain gap issues. In this paper, we present a novel approach to learn domain adaptive knowledge in models with limited memory, thus bestowing the model with the ability to deal with these issues in a comprehensive manner. We term this as Domain Adaptive Knowledge Distillation and address the same in the context of unsupervised domain-adaptive semantic segmentation by proposing a multi-level distillation strategy to effectively distil knowledge at different levels. Further, we introduce a novel cross entropy loss that leverages pseudo labels from the teacher. These pseudo teacher labels play a multifaceted role towards: (i) knowledge distillation from the teacher network to the student network & (ii) serving as a proxy for the ground truth for target domain images, where the problem is completely unsupervised. We introduce four paradigms for distilling domain adaptive knowledge and carry out extensive experiments and ablation studies on real-to-real as well as synthetic-to-real scenarios. Our experiments demonstrate the profound success of our proposed method.
Sequential Recommendation characterizes the evolving patterns by modeling item sequences chronologically. The essential target of it is to capture the item transition correlations. The recent developments of transformer inspire the community to design effective sequence encoders, textit{e.g.,} SASRec and BERT4Rec. However, we observe that these transformer-based models suffer from the cold-start issue, textit{i.e.,} performing poorly for short sequences. Therefore, we propose to augment short sequences while still preserving original sequential correlations. We introduce a new framework for textbf{A}ugmenting textbf{S}equential textbf{Re}commendation with textbf{P}seudo-prior items~(ASReP). We firstly pre-train a transformer with sequences in a reverse direction to predict prior items. Then, we use this transformer to generate fabricated historical items at the beginning of short sequences. Finally, we fine-tune the transformer using these augmented sequences from the time order to predict the next item. Experiments on two real-world datasets verify the effectiveness of ASReP. The code is available on url{https://github.com/DyGRec/ASReP}.
The sequential patterns within the user interactions are pivotal for representing the users preference and capturing latent relationships among items. The recent advancements of sequence modeling by Transformers advocate the community to devise more effective encoders for the sequential recommendation. Most existing sequential methods assume users are deterministic. However, item-item transitions might fluctuate significantly in several item aspects and exhibit randomness of user interests. This textit{stochastic characteristics} brings up a solid demand to include uncertainties in representing sequences and items. Additionally, modeling sequences and items with uncertainties expands users and items interaction spaces, thus further alleviating cold-start problems. In this work, we propose a Distribution-based Transformer for Sequential Recommendation (DT4SR), which injects uncertainties into sequential modeling. We use Elliptical Gaussian distributions to describe items and sequences with uncertainty. We describe the uncertainty in items and sequences as Elliptical Gaussian distribution. And we adopt Wasserstein distance to measure the similarity between distributions. We devise two novel Trans-formers for modeling mean and covariance, which guarantees the positive-definite property of distributions. The proposed method significantly outperforms the state-of-the-art methods. The experiments on three benchmark datasets also demonstrate its effectiveness in alleviating cold-start issues. The code is available inhttps://github.com/DyGRec/DT4SR.
This paper addresses the problem of model compression via knowledge distillation. To this end, we propose a new knowledge distillation method based on transferring feature statistics, specifically the channel-wise mean and variance, from the teacher to the student. Our method goes beyond the standard way of enforcing the mean and variance of the student to be similar to those of the teacher through an $L_2$ loss, which we found it to be of limited effectiveness. Specifically, we propose a new loss based on adaptive instance normalization to effectively transfer the feature statistics. The main idea is to transfer the learned statistics back to the teacher via adaptive instance normalization (conditioned on the student) and let the teacher network evaluate via a loss whether the statistics learned by the student are reliably transferred. We show that our distillation method outperforms other state-of-the-art distillation methods over a large set of experimental settings including different (a) network architectures, (b) teacher-student capacities, (c) datasets, and (d) domains.
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