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تسجيل مستخدم جديدDoes Knowledge Distillation Really Work?
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Knowledge distillation is a popular technique for training a small student network to emulate a larger teacher model, such as an ensemble of networks. We show that while knowledge distillation can improve student generalization, it does not typically work as it is commonly understood: there often remains a surprisingly large discrepancy between the predictive distributions of the teacher and the student, even in cases when the student has the capacity to perfectly match the teacher. We identify difficulties in optimization as a key reason for why the student is unable to match the teacher. We also show how the details of the dataset used for distillation play a role in how closely the student matches the teacher -- and that more closely matching the teacher paradoxically does not always lead to better student generalization.
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In most cases deep learning architectures are trained disregarding the amount of operations and energy consumption. However, some applications, like embedded systems, can be resource-constrained during inference. A popular approach to reduce the size
of a deep learning architecture consists in distilling knowledge from a bigger network (teacher) to a smaller one (student). Directly training the student to mimic the teacher representation can be effective, but it requires that both share the same latent space dimensions. In this work, we focus instead on relative knowledge distillation (RKD), which considers the geometry of the respective latent spaces, allowing for dimension-agnostic transfer of knowledge. Specifically we introduce a graph-based RKD method, in which graphs are used to capture the geometry of latent spaces. Using classical computer vision benchmarks, we demonstrate the ability of the proposed method to efficiently distillate knowledge from the teacher to the student, leading to better accuracy for the same budget as compared to existing RKD alternatives.
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.
Knowledge distillation has become one of the most important model compression techniques by distilling knowledge from larger teacher networks to smaller student ones. Although great success has been achieved by prior distillation methods via delicate
ly designing various types of knowledge, they overlook the functional properties of neural networks, which makes the process of applying those techniques to new tasks unreliable and non-trivial. To alleviate such problem, in this paper, we initially leverage Lipschitz continuity to better represent the functional characteristic of neural networks and guide the knowledge distillation process. In particular, we propose a novel Lipschitz Continuity Guided Knowledge Distillation framework to faithfully distill knowledge by minimizing the distance between two neural networks Lipschitz constants, which enables teacher networks to better regularize student networks and improve the corresponding performance. We derive an explainable approximation algorithm with an explicit theoretical derivation to address the NP-hard problem of calculating the Lipschitz constant. Experimental results have shown that our method outperforms other benchmarks over several knowledge distillation tasks (e.g., classification, segmentation and object detection) on CIFAR-100, ImageNet, and PASCAL VOC datasets.
We present Meta Learning for Knowledge Distillation (MetaDistil), a simple yet effective alternative to traditional knowledge distillation (KD) methods where the teacher model is fixed during training. We show the teacher network can learn to better
transfer knowledge to the student network (i.e., learning to teach) with the feedback from the performance of the distilled student network in a meta learning framework. Moreover, we introduce a pilot update mechanism to improve the alignment between the inner-learner and meta-learner in meta learning algorithms that focus on an improved inner-learner. Experiments on various benchmarks show that MetaDistil can yield significant improvements compared with traditional KD algorithms and is less sensitive to the choice of different student capacity and hyperparameters, facilitating the use of KD on different tasks and models. The code is available at https://github.com/JetRunner/MetaDistil
Distillation-based learning boosts the performance of the miniaturized neural network based on the hypothesis that the representation of a teacher model can be used as structured and relatively weak supervision, and thus would be easily learned by a
miniaturized model. However, we find that the representation of a converged heavy model is still a strong constraint for training a small student model, which leads to a high lower bound of congruence loss. In this work, inspired by curriculum learning we consider the knowledge distillation from the perspective of curriculum learning by routing. Instead of supervising the student model with a converged teacher model, we supervised it with some anchor points selected from the route in parameter space that the teacher model passed by, as we called route constrained optimization (RCO). We experimentally demonstrate this simple operation greatly reduces the lower bound of congruence loss for knowledge distillation, hint and mimicking learning. On close-set classification tasks like CIFAR100 and ImageNet, RCO improves knowledge distillation by 2.14% and 1.5% respectively. For the sake of evaluating the generalization, we also test RCO on the open-set face recognition task MegaFace.
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