اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدDistilling Knowledge via Knowledge Review
125
0
0.0
(
0
)
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
Knowledge distillation transfers knowledge from the teacher network to the student one, with the goal of greatly improving the performance of the student network. Previous methods mostly focus on proposing feature transformation and loss functions between the same levels features to improve the effectiveness. We differently study the factor of connection path cross levels between teacher and student networks, and reveal its great importance. For the first time in knowledge distillation, cross-stage connection paths are proposed. Our new review mechanism is effective and structurally simple. Our finally designed nested and compact framework requires negligible computation overhead, and outperforms other methods on a variety of tasks. We apply our method to classification, object detection, and instance segmentation tasks. All of them witness significant student network performance improvement. Code is available at https://github.com/Jia-Research-Lab/ReviewKD
قيم البحث
اقرأ أيضاً
Existing online knowledge distillation approaches either adopt the student with the best performance or construct an ensemble model for better holistic performance. However, the former strategy ignores other students information, while the latter inc
reases the computational complexity. In this paper, we propose a novel method for online knowledge distillation, termed FFSD, which comprises two key components: Feature Fusion and Self-Distillation, towards solving the above problems in a unified framework. Different from previous works, where all students are treated equally, the proposed FFSD splits them into a student leader and a common student set. Then, the feature fusion module converts the concatenation of feature maps from all common students into a fused feature map. The fused representation is used to assist the learning of the student leader. To enable the student leader to absorb more diverse information, we design an enhancement strategy to increase the diversity among students. Besides, a self-distillation module is adopted to convert the feature map of deeper layers into a shallower one. Then, the shallower layers are encouraged to mimic the transformed feature maps of the deeper layers, which helps the students to generalize better. After training, we simply adopt the student leader, which achieves superior performance, over the common students, without increasing the storage or inference cost. Extensive experiments on CIFAR-100 and ImageNet demonstrate the superiority of our FFSD over existing works. The code is available at https://github.com/SJLeo/FFSD.
Knowledge Distillation (KD) aims at transferring knowledge from a larger well-optimized teacher network to a smaller learnable student network.Existing KD methods have mainly considered two types of knowledge, namely the individual knowledge and the
relational knowledge. However, these two types of knowledge are usually modeled independently while the inherent correlations between them are largely ignored. It is critical for sufficient student network learning to integrate both individual knowledge and relational knowledge while reserving their inherent correlation. In this paper, we propose to distill the novel holistic knowledge based on an attributed graph constructed among instances. The holistic knowledge is represented as a unified graph-based embedding by aggregating individual knowledge from relational neighborhood samples with graph neural networks, the student network is learned by distilling the holistic knowledge in a contrastive manner. Extensive experiments and ablation studies are conducted on benchmark datasets, the results demonstrate the effectiveness of the proposed method. The code has been published in https://github.com/wyc-ruiker/HKD
Having access to multi-modal cues (e.g. vision and audio) empowers some cognitive tasks to be done faster compared to learning from a single modality. In this work, we propose to transfer knowledge across heterogeneous modalities, even though these d
ata modalities may not be semantically correlated. Rather than directly aligning the representations of different modalities, we compose audio, image, and video representations across modalities to uncover richer multi-modal knowledge. Our main idea is to learn a compositional embedding that closes the cross-modal semantic gap and captures the task-relevant semantics, which facilitates pulling together representations across modalities by compositional contrastive learning. We establish a new, comprehensive multi-modal distillation benchmark on three video datasets: UCF101, ActivityNet, and VGGSound. Moreover, we demonstrate that our model significantly outperforms a variety of existing knowledge distillation methods in transferring audio-visual knowledge to improve video representation learning. Code is released here: https://github.com/yanbeic/CCL.
Knowledge distillation (KD) has been actively studied for image classification tasks in deep learning, aiming to improve the performance of a student model based on the knowledge from a teacher model. However, there have been very few efforts for app
lying KD in image regression with a scalar response, and there is no KD method applicable to both tasks. Moreover, existing KD methods often require a practitioner to carefully choose or adjust the teacher and student architectures, making these methods less scalable in practice. Furthermore, although KD is usually conducted in scenarios with limited labeled data, very few techniques are developed to alleviate such data insufficiency. To solve the above problems in an all-in-one manner, we propose in this paper a unified KD framework based on conditional generative adversarial networks (cGANs), termed cGAN-KD. Fundamentally different from existing KD methods, cGAN-KD distills and transfers knowledge from a teacher model to a student model via cGAN-generated samples. This unique mechanism makes cGAN-KD suitable for both classification and regression tasks, compatible with other KD methods, and insensitive to the teacher and student architectures. Also, benefiting from the recent advances in cGAN methodology and our specially designed subsampling and filtering procedures, cGAN-KD also performs well when labeled data are scarce. An error bound of a student model trained in the cGAN-KD framework is derived in this work, which theoretically explains why cGAN-KD takes effect and guides the implementation of cGAN-KD in practice. Extensive experiments on CIFAR-10 and Tiny-ImageNet show that we can incorporate state-of-the-art KD methods into the cGAN-KD framework to reach a new state of the art. Also, experiments on RC-49 and UTKFace demonstrate the effectiveness of cGAN-KD in image regression tasks, where existing KD methods are inapplicable.
In recent years, many explanation methods have been proposed to explain individual classifications of deep neural networks. However, how to leverage the created explanations to improve the learning process has been less explored. As the privileged in
formation, the explanations of a model can be used to guide the learning process of the model itself. In the community, another intensively investigated privileged information used to guide the training of a model is the knowledge from a powerful teacher model. The goal of this work is to leverage the self-explanation to improve the learning process by borrowing ideas from knowledge distillation. We start by investigating the effective components of the knowledge transferred from the teacher network to the student network. Our investigation reveals that both the responses in non-ground-truth classes and class-similarity information in teachers outputs contribute to the success of the knowledge distillation. Motivated by the conclusion, we propose an implementation of introspective learning by distilling knowledge from online self-explanations. The models trained with the introspective learning procedure outperform the ones trained with the standard learning procedure, as well as the ones trained with different regularization methods. When compared to the models learned from peer networks or teacher networks, our models also show competitive performance and requires neither peers nor teachers.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
