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Register a new userCurriculum learning for language modeling
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Added by
Daniel Campos
Publication date
2021
fields
Informatics Engineering
and research's language is
English
Authors
Daniel Campos
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Language Models like ELMo and BERT have provided robust representations of natural language, which serve as the language understanding component for a diverse range of downstream tasks.Curriculum learning is a method that employs a structured training regime instead, which has been leveraged in computer vision and machine translation to improve model training speed and model performance. While language models have proven transformational for the natural language processing community, these models have proven expensive, energy-intensive, and challenging to train. In this work, we explore the effect of curriculum learning on language model pretraining using various linguistically motivated curricula and evaluate transfer performance on the GLUE Benchmark. Despite a broad variety of training methodologies and experiments we do not find compelling evidence that curriculum learning methods improve language model training.
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In the field of machine learning, the well-trained model is assumed to be able to recover the training labels, i.e. the synthetic labels predicted by the model should be as close to the ground-truth labels as possible. Inspired by this, we propose a self-guided curriculum strategy to encourage the learning of neural machine translation (NMT) models to follow the above recovery criterion, where we cast the recovery degree of each training example as its learning difficulty. Specifically, we adopt the sentence level BLEU score as the proxy of recovery degree. Different from existing curricula relying on linguistic prior knowledge or third-party language models, our chosen learning difficulty is more suitable to measure the degree of knowledge mastery of the NMT models. Experiments on translation benchmarks, including WMT14 English$Rightarrow$German and WMT17 Chinese$Rightarrow$English, demonstrate that our approach can consistently improve translation performance against strong baseline Transformer.
Dialogue policy learning based on reinforcement learning is difficult to be applied to real users to train dialogue agents from scratch because of the high cost. User simulators, which choose random user goals for the dialogue agent to train on, have been considered as an affordable substitute for real users. However, this random sampling method ignores the law of human learning, making the learned dialogue policy inefficient and unstable. We propose a novel framework, Automatic Curriculum Learning-based Deep Q-Network (ACL-DQN), which replaces the traditional random sampling method with a teacher policy model to realize the dialogue policy for automatic curriculum learning. The teacher model arranges a meaningful ordered curriculum and automatically adjusts it by monitoring the learning progress of the dialogue agent and the over-repetition penalty without any requirement of prior knowledge. The learning progress of the dialogue agent reflects the relationship between the dialogue agents ability and the sampled goals difficulty for sample efficiency. The over-repetition penalty guarantees the sampled diversity. Experiments show that the ACL-DQN significantly improves the effectiveness and stability of dialogue tasks with a statistically significant margin. Furthermore, the framework can be further improved by equipping with different curriculum schedules, which demonstrates that the framework has strong generalizability.
Emotion-controllable response generation is an attractive and valuable task that aims to make open-domain conversations more empathetic and engaging. Existing methods mainly enhance the emotion expression by adding regularization terms to standard cross-entropy loss and thus influence the training process. However, due to the lack of further consideration of content consistency, the common problem of response generation tasks, safe response, is intensified. Besides, query emotions that can help model the relationship between query and response are simply ignored in previous models, which would further hurt the coherence. To alleviate these problems, we propose a novel framework named Curriculum Dual Learning (CDL) which extends the emotion-controllable response generation to a dual task to generate emotional responses and emotional queries alternatively. CDL utilizes two rewards focusing on emotion and content to improve the duality. Additionally, it applies curriculum learning to gradually generate high-quality responses based on the difficulties of expressing various emotions. Experimental results show that CDL significantly outperforms the baselines in terms of coherence, diversity, and relation to emotion factors.
Sentence-level relation extraction mainly aims to classify the relation between two entities in a sentence. The sentence-level relation extraction corpus often contains data that are difficult for the model to infer or noise data. In this paper, we propose a curriculum learning-based relation extraction model that splits data by difficulty and utilizes them for learning. In the experiments with the representative sentence-level relation extraction datasets, TACRED and Re-TACRED, the proposed method obtained an F1-score of 75.0% and 91.4% respectively, which are the state-of-the-art performance.
This paper explores the task of answer-aware questions generation. Based on the attention-based pointer generator model, we propose to incorporate an auxiliary task of language modeling to help question generation in a hierarchical multi-task learning structure. Our joint-learning model enables the encoder to learn a better representation of the input sequence, which will guide the decoder to generate more coherent and fluent questions. On both SQuAD and MARCO datasets, our multi-task learning model boosts the performance, achieving state-of-the-art results. Moreover, human evaluation further proves the high quality of our generated questions.
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