Daily Papers

Though pre-training vision-language models have demonstrated significant benefits in boosting video-text retrieval performance from large-scale web videos, fine-tuning still plays a critical role with manually annotated clips with start and end times, which requires considerable human effort. To address this issue, we explore an alternative cheaper source of annotations, single timestamps, for video-text retrieval. We initialise clips from timestamps in a heuristic way to warm up a retrieval model. Then a video clip editing method is proposed to refine the initial rough boundaries to improve retrieval performance. A student-teacher network is introduced for video clip editing. The teacher model is employed to edit the clips in the training set whereas the student model trains on the edited clips. The teacher weights are updated from the student's after the student's performance increases. Our method is model agnostic and applicable to any retrieval models. We conduct experiments based on three state-of-the-art retrieval models, COOT, VideoCLIP and CLIP4Clip. Experiments conducted on three video retrieval datasets, YouCook2, DiDeMo and ActivityNet-Captions show that our edited clips consistently improve retrieval performance over initial clips across all the three retrieval models.

While recent neural sequence-to-sequence models have greatly improved the quality of speech synthesis, there has not been a system capable of fast training, fast inference and high-quality audio synthesis at the same time. We propose a student-teacher network capable of high-quality faster-than-real-time spectrogram synthesis, with low requirements on computational resources and fast training time. We show that self-attention layers are not necessary for generation of high quality audio. We utilize simple convolutional blocks with residual connections in both student and teacher networks and use only a single attention layer in the teacher model. Coupled with a MelGAN vocoder, our model's voice quality was rated significantly higher than Tacotron 2. Our model can be efficiently trained on a single GPU and can run in real time even on a CPU. We provide both our source code and audio samples in our GitHub repository.

We propose that the grokking phenomenon, where the train loss of a neural network decreases much earlier than its test loss, can arise due to a neural network transitioning from lazy training dynamics to a rich, feature learning regime. To illustrate this mechanism, we study the simple setting of vanilla gradient descent on a polynomial regression problem with a two layer neural network which exhibits grokking without regularization in a way that cannot be explained by existing theories. We identify sufficient statistics for the test loss of such a network, and tracking these over training reveals that grokking arises in this setting when the network first attempts to fit a kernel regression solution with its initial features, followed by late-time feature learning where a generalizing solution is identified after train loss is already low. We provide an asymptotic theoretical description of the grokking dynamics in this model using dynamical mean field theory (DMFT) for high dimensional data. We find that the key determinants of grokking are the rate of feature learning -- which can be controlled precisely by parameters that scale the network output -- and the alignment of the initial features with the target function y(x). We argue this delayed generalization arises when (1) the top eigenvectors of the initial neural tangent kernel and the task labels y(x) are misaligned, but (2) the dataset size is large enough so that it is possible for the network to generalize eventually, but not so large that train loss perfectly tracks test loss at all epochs, and (3) the network begins training in the lazy regime so does not learn features immediately. We conclude with evidence that this transition from lazy (linear model) to rich training (feature learning) can control grokking in more general settings, like on MNIST, one-layer Transformers, and student-teacher networks.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

For named entity recognition (NER) in zero-resource languages, utilizing knowledge distillation methods to transfer language-independent knowledge from the rich-resource source languages to zero-resource languages is an effective means. Typically, these approaches adopt a teacher-student architecture, where the teacher network is trained in the source language, and the student network seeks to learn knowledge from the teacher network and is expected to perform well in the target language. Despite the impressive performance achieved by these methods, we argue that they have two limitations. Firstly, the teacher network fails to effectively learn language-independent knowledge shared across languages due to the differences in the feature distribution between the source and target languages. Secondly, the student network acquires all of its knowledge from the teacher network and ignores the learning of target language-specific knowledge. Undesirably, these limitations would hinder the model's performance in the target language. This paper proposes an unsupervised prototype knowledge distillation network (ProKD) to address these issues. Specifically, ProKD presents a contrastive learning-based prototype alignment method to achieve class feature alignment by adjusting the distance among prototypes in the source and target languages, boosting the teacher network's capacity to acquire language-independent knowledge. In addition, ProKD introduces a prototypical self-training method to learn the intrinsic structure of the language by retraining the student network on the target data using samples' distance information from prototypes, thereby enhancing the student network's ability to acquire language-specific knowledge. Extensive experiments on three benchmark cross-lingual NER datasets demonstrate the effectiveness of our approach.

Point-cloud based 3D object detectors recently have achieved remarkable progress. However, most studies are limited to the development of network architectures for improving only their accuracy without consideration of the computational efficiency. In this paper, we first propose an autoencoder-style framework comprising channel-wise compression and decompression via interchange transfer-based knowledge distillation. To learn the map-view feature of a teacher network, the features from teacher and student networks are independently passed through the shared autoencoder; here, we use a compressed representation loss that binds the channel-wised compression knowledge from both student and teacher networks as a kind of regularization. The decompressed features are transferred in opposite directions to reduce the gap in the interchange reconstructions. Lastly, we present an head attention loss to match the 3D object detection information drawn by the multi-head self-attention mechanism. Through extensive experiments, we verify that our method can train the lightweight model that is well-aligned with the 3D point cloud detection task and we demonstrate its superiority using the well-known public datasets; e.g., Waymo and nuScenes.

Knowledge distillation (KD) is an effective training strategy to improve the lightweight student models under the guidance of cumbersome teachers. However, the large architecture difference across the teacher-student pairs limits the distillation gains. In contrast to previous adaptive distillation methods to reduce the teacher-student gap, we explore a novel training-free framework to search for the best student architectures for a given teacher. Our work first empirically show that the optimal model under vanilla training cannot be the winner in distillation. Secondly, we find that the similarity of feature semantics and sample relations between random-initialized teacher-student networks have good correlations with final distillation performances. Thus, we efficiently measure similarity matrixs conditioned on the semantic activation maps to select the optimal student via an evolutionary algorithm without any training. In this way, our student architecture search for Distillation WithOut Training (DisWOT) significantly improves the performance of the model in the distillation stage with at least 180times training acceleration. Additionally, we extend similarity metrics in DisWOT as new distillers and KD-based zero-proxies. Our experiments on CIFAR, ImageNet and NAS-Bench-201 demonstrate that our technique achieves state-of-the-art results on different search spaces. Our project and code are available at https://lilujunai.github.io/DisWOT-CVPR2023/.

As the globalization of semiconductor design and manufacturing processes continues, the demand for defect detection during integrated circuit fabrication stages is becoming increasingly critical, playing a significant role in enhancing the yield of semiconductor products. Traditional wafer map defect pattern detection methods involve manual inspection using electron microscopes to collect sample images, which are then assessed by experts for defects. This approach is labor-intensive and inefficient. Consequently, there is a pressing need to develop a model capable of automatically detecting defects as an alternative to manual operations. In this paper, we propose a method that initially employs a pre-trained VAE model to obtain the fault distribution information of the wafer map. This information serves as guidance, combined with the original image set for semi-supervised model training. During the semi-supervised training, we utilize a teacher-student network for iterative learning. The model presented in this paper is validated on the benchmark dataset WM-811K wafer dataset. The experimental results demonstrate superior classification accuracy and detection performance compared to state-of-the-art models, fulfilling the requirements for industrial applications. Compared to the original architecture, we have achieved significant performance improvement.

For a very long time, unsupervised learning for anomaly detection has been at the heart of image processing research and a stepping stone for high performance industrial automation process. With the emergence of CNN, several methods have been proposed such as Autoencoders, GAN, deep feature extraction, etc. In this paper, we propose a new method based on the promising concept of knowledge distillation which consists of training a network (the student) on normal samples while considering the output of a larger pretrained network (the teacher). The main contributions of this paper are twofold: First, a reduced student architecture with optimal layer selection is proposed, then a new Student-Teacher architecture with network bias reduction combining two teachers is proposed in order to jointly enhance the performance of anomaly detection and its localization accuracy. The proposed texture anomaly detector has an outstanding capability to detect defects in any texture and a fast inference time compared to the SOTA methods.

Deep Learning is often depicted as a trio of data-architecture-loss. Yet, recent Self Supervised Learning (SSL) solutions have introduced numerous additional design choices, e.g., a projector network, positive views, or teacher-student networks. These additions pose two challenges. First, they limit the impact of theoretical studies that often fail to incorporate all those intertwined designs. Second, they slow-down the deployment of SSL methods to new domains as numerous hyper-parameters need to be carefully tuned. In this study, we bring forward the surprising observation that--at least for pretraining datasets of up to a few hundred thousands samples--the additional designs introduced by SSL do not contribute to the quality of the learned representations. That finding not only provides legitimacy to existing theoretical studies, but also simplifies the practitioner's path to SSL deployment in numerous small and medium scale settings. Our finding answers a long-lasting question: the often-experienced sensitivity to training settings and hyper-parameters encountered in SSL come from their design, rather than the absence of supervised guidance.

The primary goal of knowledge distillation (KD) is to encapsulate the information of a model learned from a teacher network into a student network, with the latter being more compact than the former. Existing work, e.g., using Kullback-Leibler divergence for distillation, may fail to capture important structural knowledge in the teacher network and often lacks the ability for feature generalization, particularly in situations when teacher and student are built to address different classification tasks. We propose Wasserstein Contrastive Representation Distillation (WCoRD), which leverages both primal and dual forms of Wasserstein distance for KD. The dual form is used for global knowledge transfer, yielding a contrastive learning objective that maximizes the lower bound of mutual information between the teacher and the student networks. The primal form is used for local contrastive knowledge transfer within a mini-batch, effectively matching the distributions of features between the teacher and the student networks. Experiments demonstrate that the proposed WCoRD method outperforms state-of-the-art approaches on privileged information distillation, model compression and cross-modal transfer.

We introduce a design strategy for neural network macro-architecture based on self-similarity. Repeated application of a simple expansion rule generates deep networks whose structural layouts are precisely truncated fractals. These networks contain interacting subpaths of different lengths, but do not include any pass-through or residual connections; every internal signal is transformed by a filter and nonlinearity before being seen by subsequent layers. In experiments, fractal networks match the excellent performance of standard residual networks on both CIFAR and ImageNet classification tasks, thereby demonstrating that residual representations may not be fundamental to the success of extremely deep convolutional neural networks. Rather, the key may be the ability to transition, during training, from effectively shallow to deep. We note similarities with student-teacher behavior and develop drop-path, a natural extension of dropout, to regularize co-adaptation of subpaths in fractal architectures. Such regularization allows extraction of high-performance fixed-depth subnetworks. Additionally, fractal networks exhibit an anytime property: shallow subnetworks provide a quick answer, while deeper subnetworks, with higher latency, provide a more accurate answer.

While bigger and deeper neural network architectures continue to advance the state-of-the-art for many computer vision tasks, real-world adoption of these networks is impeded by hardware and speed constraints. Conventional model compression methods attempt to address this problem by modifying the architecture manually or using pre-defined heuristics. Since the space of all reduced architectures is very large, modifying the architecture of a deep neural network in this way is a difficult task. In this paper, we tackle this issue by introducing a principled method for learning reduced network architectures in a data-driven way using reinforcement learning. Our approach takes a larger `teacher' network as input and outputs a compressed `student' network derived from the `teacher' network. In the first stage of our method, a recurrent policy network aggressively removes layers from the large `teacher' model. In the second stage, another recurrent policy network carefully reduces the size of each remaining layer. The resulting network is then evaluated to obtain a reward -- a score based on the accuracy and compression of the network. Our approach uses this reward signal with policy gradients to train the policies to find a locally optimal student network. Our experiments show that we can achieve compression rates of more than 10x for models such as ResNet-34 while maintaining similar performance to the input `teacher' network. We also present a valuable transfer learning result which shows that policies which are pre-trained on smaller `teacher' networks can be used to rapidly speed up training on larger `teacher' networks.

Knowledge distillation aims to train a compact student network using soft supervision from a larger teacher network and hard supervision from ground truths. However, determining an optimal knowledge fusion ratio that balances these supervisory signals remains challenging. Prior methods generally resort to a constant or heuristic-based fusion ratio, which often falls short of a proper balance. In this study, we introduce a novel adaptive method for learning a sample-wise knowledge fusion ratio, exploiting both the correctness of teacher and student, as well as how well the student mimics the teacher on each sample. Our method naturally leads to the intra-sample trilateral geometric relations among the student prediction (S), teacher prediction (T), and ground truth (G). To counterbalance the impact of outliers, we further extend to the inter-sample relations, incorporating the teacher's global average prediction T for samples within the same class. A simple neural network then learns the implicit mapping from the intra- and inter-sample relations to an adaptive, sample-wise knowledge fusion ratio in a bilevel-optimization manner. Our approach provides a simple, practical, and adaptable solution for knowledge distillation that can be employed across various architectures and model sizes. Extensive experiments demonstrate consistent improvements over other loss re-weighting methods on image classification, attack detection, and click-through rate prediction.

Facial landmark detection is a vital step for numerous facial image analysis applications. Although some deep learning-based methods have achieved good performances in this task, they are often not suitable for running on mobile devices. Such methods rely on networks with many parameters, which makes the training and inference time-consuming. Training lightweight neural networks such as MobileNets are often challenging, and the models might have low accuracy. Inspired by knowledge distillation (KD), this paper presents a novel loss function to train a lightweight Student network (e.g., MobileNetV2) for facial landmark detection. We use two Teacher networks, a Tolerant-Teacher and a Tough-Teacher in conjunction with the Student network. The Tolerant-Teacher is trained using Soft-landmarks created by active shape models, while the Tough-Teacher is trained using the ground truth (aka Hard-landmarks) landmark points. To utilize the facial landmark points predicted by the Teacher networks, we define an Assistive Loss (ALoss) for each Teacher network. Moreover, we define a loss function called KD-Loss that utilizes the facial landmark points predicted by the two pre-trained Teacher networks (EfficientNet-b3) to guide the lightweight Student network towards predicting the Hard-landmarks. Our experimental results on three challenging facial datasets show that the proposed architecture will result in a better-trained Student network that can extract facial landmark points with high accuracy.

Learning representations that generalize under distribution shifts is critical for building robust machine learning models. However, despite significant efforts in recent years, algorithmic advances in this direction have been limited. In this work, we seek to understand the fundamental difficulty of out-of-distribution generalization with deep neural networks. We first empirically show that perhaps surprisingly, even allowing a neural network to explicitly fit the representations obtained from a teacher network that can generalize out-of-distribution is insufficient for the generalization of the student network. Then, by a theoretical study of two-layer ReLU networks optimized by stochastic gradient descent (SGD) under a structured feature model, we identify a fundamental yet unexplored feature learning proclivity of neural networks, feature contamination: neural networks can learn uncorrelated features together with predictive features, resulting in generalization failure under distribution shifts. Notably, this mechanism essentially differs from the prevailing narrative in the literature that attributes the generalization failure to spurious correlations. Overall, our results offer new insights into the non-linear feature learning dynamics of neural networks and highlight the necessity of considering inductive biases in out-of-distribution generalization.

Graph Convolutional Neural Networks (GCNs) possess strong capabilities for processing graph data in non-grid domains. They can capture the topological logical structure and node features in graphs and integrate them into nodes' final representations. GCNs have been extensively studied in various fields, such as recommendation systems, social networks, and protein molecular structures. With the increasing application of graph neural networks, research has focused on improving their performance while compressing their size. In this work, a plug-in module named Graph Knowledge Enhancement and Distillation Module (GKEDM) is proposed. GKEDM can enhance node representations and improve the performance of GCNs by extracting and aggregating graph information via multi-head attention mechanism. Furthermore, GKEDM can serve as an auxiliary transferor for knowledge distillation. With a specially designed attention distillation method, GKEDM can distill the knowledge of large teacher models into high-performance and compact student models. Experiments on multiple datasets demonstrate that GKEDM can significantly improve the performance of various GCNs with minimal overhead. Furthermore, it can efficiently transfer distilled knowledge from large teacher networks to small student networks via attention distillation.

State-of-the-art 3D object detectors are usually trained on large-scale datasets with high-quality 3D annotations. However, such 3D annotations are often expensive and time-consuming, which may not be practical for real applications. A natural remedy is to adopt semi-supervised learning (SSL) by leveraging a limited amount of labeled samples and abundant unlabeled samples. Current pseudolabeling-based SSL object detection methods mainly adopt a teacher-student framework, with a single fixed threshold strategy to generate supervision signals, which inevitably brings confused supervision when guiding the student network training. Besides, the data augmentation of the point cloud in the typical teacher-student framework is too weak, and only contains basic down sampling and flip-and-shift (i.e., rotate and scaling), which hinders the effective learning of feature information. Hence, we address these issues by introducing a novel approach of Hierarchical Supervision and Shuffle Data Augmentation (HSSDA), which is a simple yet effective teacher-student framework. The teacher network generates more reasonable supervision for the student network by designing a dynamic dual-threshold strategy. Besides, the shuffle data augmentation strategy is designed to strengthen the feature representation ability of the student network. Extensive experiments show that HSSDA consistently outperforms the recent state-of-the-art methods on different datasets. The code will be released at https://github.com/azhuantou/HSSDA.

This paper proposes a cross-modal distillation framework, PartDistill, which transfers 2D knowledge from vision-language models (VLMs) to facilitate 3D shape part segmentation. PartDistill addresses three major challenges in this task: the lack of 3D segmentation in invisible or undetected regions in the 2D projections, inaccurate and inconsistent 2D predictions by VLMs, and the lack of knowledge accumulation across different 3D shapes. PartDistill consists of a teacher network that uses a VLM to make 2D predictions and a student network that learns from the 2D predictions while extracting geometrical features from multiple 3D shapes to carry out 3D part segmentation. A bi-directional distillation, including forward and backward distillations, is carried out within the framework, where the former forward distills the 2D predictions to the student network, and the latter improves the quality of the 2D predictions, which subsequently enhances the final 3D part segmentation. Moreover, PartDistill can exploit generative models that facilitate effortless 3D shape creation for generating knowledge sources to be distilled. Through extensive experiments, PartDistill boosts the existing methods with substantial margins on widely used ShapeNetPart and PartE datasets, by more than 15% and 12% higher mIoU scores, respectively.

As a cornerstone of blockchain technology in the 3.0 era, smart contracts play a pivotal role in the evolution of blockchain systems. In order to address the limitations of existing smart contract vulnerability detection models with regard to their generalisation capability, an AF-STip smart contract vulnerability detection framework incorporating efficient knowledge migration is proposed. AF-STip employs the teacher network as the main model and migrates the knowledge processed by the smart contract to the student model using a data-free knowledge distillation method. The student model utilises this knowledge to enhance its vulnerability detection capabilities. The approach markedly enhances the model's capacity for feature extraction and cross-class adaptation, while concurrently reducing computational overhead.In order to further enhance the extraction of vulnerability features, an adaptive fusion module is proposed in this paper, which aims to strengthen the interaction and fusion of feature information.The experimental results demonstrate that the STip model attains an average F1 value detection score of 91.16% for the four vulnerabilities without disclosing the original smart contract data. To validate the viability of the proposed lightweight migration approach, the student model is deployed in a migration learning task targeting a novel vulnerability type, resulting in an accuracy of 91.02% and an F1 score of 90.46%. To the best of our knowledge, AF-STip is the inaugural model to apply data-free knowledge migration to smart contract vulnerability detection. While markedly reducing the computational overhead, the method still demonstrates exceptional performance in detecting novel vulnerabilities.

Knowledge distillation (KD) is a powerful model compression technique broadly used in practical deep learning applications. It is focused on training a small student network to mimic a larger teacher network. While it is widely known that KD can offer an improvement to student generalization in i.i.d setting, its performance under domain shift, i.e. the performance of student networks on data from domains unseen during training, has received little attention in the literature. In this paper we make a step towards bridging the research fields of knowledge distillation and domain generalization. We show that weight averaging techniques proposed in domain generalization literature, such as SWAD and SMA, also improve the performance of knowledge distillation under domain shift. In addition, we propose a simplistic weight averaging strategy that does not require evaluation on validation data during training and show that it performs on par with SWAD and SMA when applied to KD. We name our final distillation approach Weight-Averaged Knowledge Distillation (WAKD).

Knowledge distillation aims to learn a lightweight student network from a pre-trained teacher network. In practice, existing knowledge distillation methods are usually infeasible when the original training data is unavailable due to some privacy issues and data management considerations. Therefore, data-free knowledge distillation approaches proposed to collect training instances from the Internet. However, most of them have ignored the common distribution shift between the instances from original training data and webly collected data, affecting the reliability of the trained student network. To solve this problem, we propose a novel method dubbed ``Knowledge Distillation between Different Distributions" (KD^{3}), which consists of three components. Specifically, we first dynamically select useful training instances from the webly collected data according to the combined predictions of teacher network and student network. Subsequently, we align both the weighted features and classifier parameters of the two networks for knowledge memorization. Meanwhile, we also build a new contrastive learning block called MixDistribution to generate perturbed data with a new distribution for instance alignment, so that the student network can further learn a distribution-invariant representation. Intensive experiments on various benchmark datasets demonstrate that our proposed KD^{3} can outperform the state-of-the-art data-free knowledge distillation approaches.

Learning image representations without human supervision is an important and active research field. Several recent approaches have successfully leveraged the idea of making such a representation invariant under different types of perturbations, especially via contrastive-based instance discrimination training. Although effective visual representations should indeed exhibit such invariances, there are other important characteristics, such as encoding contextual reasoning skills, for which alternative reconstruction-based approaches might be better suited. With this in mind, we propose a teacher-student scheme to learn representations by training a convolutional net to reconstruct a bag-of-visual-words (BoW) representation of an image, given as input a perturbed version of that same image. Our strategy performs an online training of both the teacher network (whose role is to generate the BoW targets) and the student network (whose role is to learn representations), along with an online update of the visual-words vocabulary (used for the BoW targets). This idea effectively enables fully online BoW-guided unsupervised learning. Extensive experiments demonstrate the interest of our BoW-based strategy which surpasses previous state-of-the-art methods (including contrastive-based ones) in several applications. For instance, in downstream tasks such Pascal object detection, Pascal classification and Places205 classification, our method improves over all prior unsupervised approaches, thus establishing new state-of-the-art results that are also significantly better even than those of supervised pre-training. We provide the implementation code at https://github.com/valeoai/obow.

Knowledge distillation is a technique aimed at enhancing the performance of a smaller student network without increasing its parameter size by transferring knowledge from a larger, pre-trained teacher network. Previous approaches have predominantly focused on distilling global feature information while overlooking the importance of disentangling the diverse types of information embedded within different regions of the feature. In this work, we introduce multi-scale decoupling in the feature transfer process for the first time, where the decoupled local features are individually processed and integrated with contrastive learning. Moreover, compared to previous contrastive learning-based distillation methods, our approach not only reduces computational costs but also enhances efficiency, enabling performance improvements for the student network using only single-batch samples. Extensive evaluations on CIFAR-100 and ImageNet demonstrate our method's superiority, with some student networks distilled using our method even surpassing the performance of their pre-trained teacher networks. These results underscore the effectiveness of our approach in enabling student networks to thoroughly absorb knowledge from teacher networks.

In this paper, we introduce self-distillation and online clustering for self-supervised speech representation learning (DinoSR) which combines masked language modeling, self-distillation, and online clustering. We show that these concepts complement each other and result in a strong representation learning model for speech. DinoSR first extracts contextualized embeddings from the input audio with a teacher network, then runs an online clustering system on the embeddings to yield a machine-discovered phone inventory, and finally uses the discretized tokens to guide a student network. We show that DinoSR surpasses previous state-of-the-art performance in several downstream tasks, and provide a detailed analysis of the model and the learned discrete units. The source code will be made available after the anonymity period.

The fashion e-commerce industry has witnessed significant growth in recent years, prompting exploring image-based virtual try-on techniques to incorporate Augmented Reality (AR) experiences into online shopping platforms. However, existing research has primarily overlooked a crucial aspect - the runtime of the underlying machine-learning model. While existing methods prioritize enhancing output quality, they often disregard the execution time, which restricts their applications on a limited range of devices. To address this gap, we propose Distilled Mobile Real-time Virtual Try-On (DM-VTON), a novel virtual try-on framework designed to achieve simplicity and efficiency. Our approach is based on a knowledge distillation scheme that leverages a strong Teacher network as supervision to guide a Student network without relying on human parsing. Notably, we introduce an efficient Mobile Generative Module within the Student network, significantly reducing the runtime while ensuring high-quality output. Additionally, we propose Virtual Try-on-guided Pose for Data Synthesis to address the limited pose variation observed in training images. Experimental results show that the proposed method can achieve 40 frames per second on a single Nvidia Tesla T4 GPU and only take up 37 MB of memory while producing almost the same output quality as other state-of-the-art methods. DM-VTON stands poised to facilitate the advancement of real-time AR applications, in addition to the generation of lifelike attired human figures tailored for diverse specialized training tasks. https://sites.google.com/view/ltnghia/research/DMVTON

The generalization and learning speed of a multi-class neural network can often be significantly improved by using soft targets that are a weighted average of the hard targets and the uniform distribution over labels. Smoothing the labels in this way prevents the network from becoming over-confident and label smoothing has been used in many state-of-the-art models, including image classification, language translation and speech recognition. Despite its widespread use, label smoothing is still poorly understood. Here we show empirically that in addition to improving generalization, label smoothing improves model calibration which can significantly improve beam-search. However, we also observe that if a teacher network is trained with label smoothing, knowledge distillation into a student network is much less effective. To explain these observations, we visualize how label smoothing changes the representations learned by the penultimate layer of the network. We show that label smoothing encourages the representations of training examples from the same class to group in tight clusters. This results in loss of information in the logits about resemblances between instances of different classes, which is necessary for distillation, but does not hurt generalization or calibration of the model's predictions.

We present Meta Pseudo Labels, a semi-supervised learning method that achieves a new state-of-the-art top-1 accuracy of 90.2% on ImageNet, which is 1.6% better than the existing state-of-the-art. Like Pseudo Labels, Meta Pseudo Labels has a teacher network to generate pseudo labels on unlabeled data to teach a student network. However, unlike Pseudo Labels where the teacher is fixed, the teacher in Meta Pseudo Labels is constantly adapted by the feedback of the student's performance on the labeled dataset. As a result, the teacher generates better pseudo labels to teach the student. Our code will be available at https://github.com/google-research/google-research/tree/master/meta_pseudo_labels.

Existing knowledge distillation methods typically work by imparting the knowledge of output logits or intermediate feature maps from the teacher network to the student network, which is very successful in multi-class single-label learning. However, these methods can hardly be extended to the multi-label learning scenario, where each instance is associated with multiple semantic labels, because the prediction probabilities do not sum to one and feature maps of the whole example may ignore minor classes in such a scenario. In this paper, we propose a novel multi-label knowledge distillation method. On one hand, it exploits the informative semantic knowledge from the logits by dividing the multi-label learning problem into a set of binary classification problems; on the other hand, it enhances the distinctiveness of the learned feature representations by leveraging the structural information of label-wise embeddings. Experimental results on multiple benchmark datasets validate that the proposed method can avoid knowledge counteraction among labels, thus achieving superior performance against diverse comparing methods. Our code is available at: https://github.com/penghui-yang/L2D

Knowledge distillation (KD) has gained a lot of attention in the field of model compression for edge devices thanks to its effectiveness in compressing large powerful networks into smaller lower-capacity models. Online distillation, in which both the teacher and the student are learning collaboratively, has also gained much interest due to its ability to improve on the performance of the networks involved. The Kullback-Leibler (KL) divergence ensures the proper knowledge transfer between the teacher and student. However, most online KD techniques present some bottlenecks under the network capacity gap. By cooperatively and simultaneously training, the models the KL distance becomes incapable of properly minimizing the teacher's and student's distributions. Alongside accuracy, critical edge device applications are in need of well-calibrated compact networks. Confidence calibration provides a sensible way of getting trustworthy predictions. We propose BD-KD: Balancing of Divergences for online Knowledge Distillation. We show that adaptively balancing between the reverse and forward divergences shifts the focus of the training strategy to the compact student network without limiting the teacher network's learning process. We demonstrate that, by performing this balancing design at the level of the student distillation loss, we improve upon both performance accuracy and calibration of the compact student network. We conducted extensive experiments using a variety of network architectures and show improvements on multiple datasets including CIFAR-10, CIFAR-100, Tiny-ImageNet, and ImageNet. We illustrate the effectiveness of our approach through comprehensive comparisons and ablations with current state-of-the-art online and offline KD techniques.

While depth tends to improve network performances, it also makes gradient-based training more difficult since deeper networks tend to be more non-linear. The recently proposed knowledge distillation approach is aimed at obtaining small and fast-to-execute models, and it has shown that a student network could imitate the soft output of a larger teacher network or ensemble of networks. In this paper, we extend this idea to allow the training of a student that is deeper and thinner than the teacher, using not only the outputs but also the intermediate representations learned by the teacher as hints to improve the training process and final performance of the student. Because the student intermediate hidden layer will generally be smaller than the teacher's intermediate hidden layer, additional parameters are introduced to map the student hidden layer to the prediction of the teacher hidden layer. This allows one to train deeper students that can generalize better or run faster, a trade-off that is controlled by the chosen student capacity. For example, on CIFAR-10, a deep student network with almost 10.4 times less parameters outperforms a larger, state-of-the-art teacher network.

We introduce LLaVA-MoD, a novel framework designed to enable the efficient training of small-scale Multimodal Language Models (s-MLLM) by distilling knowledge from large-scale MLLM (l-MLLM). Our approach tackles two fundamental challenges in MLLM distillation. First, we optimize the network structure of s-MLLM by integrating a sparse Mixture of Experts (MoE) architecture into the language model, striking a balance between computational efficiency and model expressiveness. Second, we propose a progressive knowledge transfer strategy to ensure comprehensive knowledge migration. This strategy begins with mimic distillation, where we minimize the Kullback-Leibler (KL) divergence between output distributions to enable the student model to emulate the teacher network's understanding. Following this, we introduce preference distillation via Direct Preference Optimization (DPO), where the key lies in treating l-MLLM as the reference model. During this phase, the s-MLLM's ability to discriminate between superior and inferior examples is significantly enhanced beyond l-MLLM, leading to a better student that surpasses its teacher, particularly in hallucination benchmarks. Extensive experiments demonstrate that LLaVA-MoD outperforms existing models across various multimodal benchmarks while maintaining a minimal number of activated parameters and low computational costs. Remarkably, LLaVA-MoD, with only 2B activated parameters, surpasses Qwen-VL-Chat-7B by an average of 8.8% across benchmarks, using merely 0.3% of the training data and 23% trainable parameters. These results underscore LLaVA-MoD's ability to effectively distill comprehensive knowledge from its teacher model, paving the way for the development of more efficient MLLMs. The code will be available on: https://github.com/shufangxun/LLaVA-MoD.

Fine-grained image labels are desirable for many computer vision applications, such as visual search or mobile AI assistant. These applications rely on image classification models that can produce hundreds of thousands (e.g. 100K) of diversified fine-grained image labels on input images. However, training a network at this vocabulary scale is challenging, and suffers from intolerable large model size and slow training speed, which leads to unsatisfying classification performance. A straightforward solution would be training separate expert networks (specialists), with each specialist focusing on learning one specific vertical (e.g. cars, birds...). However, deploying dozens of expert networks in a practical system would significantly increase system complexity and inference latency, and consumes large amounts of computational resources. To address these challenges, we propose a Knowledge Concentration method, which effectively transfers the knowledge from dozens of specialists (multiple teacher networks) into one single model (one student network) to classify 100K object categories. There are three salient aspects in our method: (1) a multi-teacher single-student knowledge distillation framework; (2) a self-paced learning mechanism to allow the student to learn from different teachers at various paces; (3) structurally connected layers to expand the student network capacity with limited extra parameters. We validate our method on OpenImage and a newly collected dataset, Entity-Foto-Tree (EFT), with 100K categories, and show that the proposed model performs significantly better than the baseline generalist model.

Deep neural networks (DNNs) continue to make significant advances, solving tasks from image classification to translation or reinforcement learning. One aspect of the field receiving considerable attention is efficiently executing deep models in resource-constrained environments, such as mobile or embedded devices. This paper focuses on this problem, and proposes two new compression methods, which jointly leverage weight quantization and distillation of larger teacher networks into smaller student networks. The first method we propose is called quantized distillation and leverages distillation during the training process, by incorporating distillation loss, expressed with respect to the teacher, into the training of a student network whose weights are quantized to a limited set of levels. The second method, differentiable quantization, optimizes the location of quantization points through stochastic gradient descent, to better fit the behavior of the teacher model. We validate both methods through experiments on convolutional and recurrent architectures. We show that quantized shallow students can reach similar accuracy levels to full-precision teacher models, while providing order of magnitude compression, and inference speedup that is linear in the depth reduction. In sum, our results enable DNNs for resource-constrained environments to leverage architecture and accuracy advances developed on more powerful devices.

Purpose: Automating tasks such as lung tumor localization and segmentation in radiological images can free valuable time for radiologists and other clinical personnel. Convolutional neural networks may be suited for such tasks, but require substantial amounts of labeled data to train. Obtaining labeled data is a challenge, especially in the medical domain. Methods: This paper investigates the use of a teacher-student design to utilize datasets with different types of supervision to train an automatic model performing pulmonary tumor segmentation on computed tomography images. The framework consists of two models: the student that performs end-to-end automatic tumor segmentation and the teacher that supplies the student additional pseudo-annotated data during training. Results: Using only a small proportion of semantically labeled data and a large number of bounding box annotated data, we achieved competitive performance using a teacher-student design. Models trained on larger amounts of semantic annotations did not perform better than those trained on teacher-annotated data. Conclusions: Our results demonstrate the potential of utilizing teacher-student designs to reduce the annotation load, as less supervised annotation schemes may be performed, without any real degradation in segmentation accuracy.

Knowledge distillation (KD) is generally considered as a technique for performing model compression and learned-label smoothing. However, in this paper, we study and investigate the KD approach from a new perspective: we study its efficacy in training a deeper network without any residual connections. We find that in most of the cases, non-residual student networks perform equally or better than their residual versions trained on raw data without KD (baseline network). Surprisingly, in some cases, they surpass the accuracy of baseline networks even with the inferior teachers. After a certain depth of non-residual student network, the accuracy drop, coming from the removal of residual connections, is substantial, and training with KD boosts the accuracy of the student up to a great extent; however, it does not fully recover the accuracy drop. Furthermore, we observe that the conventional teacher-student view of KD is incomplete and does not adequately explain our findings. We propose a novel interpretation of KD with the Trainee-Mentor hypothesis, which provides a holistic view of KD. We also present two viewpoints, loss landscape, and feature reuse, to explain the interplay between residual connections and KD. We substantiate our claims through extensive experiments on residual networks.

We propose Parallel WaveGAN, a distillation-free, fast, and small-footprint waveform generation method using a generative adversarial network. In the proposed method, a non-autoregressive WaveNet is trained by jointly optimizing multi-resolution spectrogram and adversarial loss functions, which can effectively capture the time-frequency distribution of the realistic speech waveform. As our method does not require density distillation used in the conventional teacher-student framework, the entire model can be easily trained. Furthermore, our model is able to generate high-fidelity speech even with its compact architecture. In particular, the proposed Parallel WaveGAN has only 1.44 M parameters and can generate 24 kHz speech waveform 28.68 times faster than real-time on a single GPU environment. Perceptual listening test results verify that our proposed method achieves 4.16 mean opinion score within a Transformer-based text-to-speech framework, which is comparative to the best distillation-based Parallel WaveNet system.

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

Domain adaptive detection aims to improve the generality of a detector, learned from the labeled source domain, on the unlabeled target domain. In this work, drawing inspiration from the concept of stability from the control theory that a robust system requires to remain consistent both externally and internally regardless of disturbances, we propose a novel framework that achieves unsupervised domain adaptive detection through stability analysis. In specific, we treat discrepancies between images and regions from different domains as disturbances, and introduce a novel simple but effective Network Stability Analysis (NSA) framework that considers various disturbances for domain adaptation. Particularly, we explore three types of perturbations including heavy and light image-level disturbances and instancelevel disturbance. For each type, NSA performs external consistency analysis on the outputs from raw and perturbed images and/or internal consistency analysis on their features, using teacher-student models. By integrating NSA into Faster R-CNN, we immediately achieve state-of-the-art results. In particular, we set a new record of 52.7% mAP on Cityscapes-to-FoggyCityscapes, showing the potential of NSA for domain adaptive detection. It is worth noticing, our NSA is designed for general purpose, and thus applicable to one-stage detection model (e.g., FCOS) besides the adopted one, as shown by experiments. https://github.com/tiankongzhang/NSA.

Layer-wise model fusion via optimal transport, named OTFusion, applies soft neuron association for unifying different pre-trained networks to save computational resources. While enjoying its success, OTFusion requires the input networks to have the same number of layers. To address this issue, we propose a novel model fusion framework, named CLAFusion, to fuse neural networks with a different number of layers, which we refer to as heterogeneous neural networks, via cross-layer alignment. The cross-layer alignment problem, which is an unbalanced assignment problem, can be solved efficiently using dynamic programming. Based on the cross-layer alignment, our framework balances the number of layers of neural networks before applying layer-wise model fusion. Our experiments indicate that CLAFusion, with an extra finetuning process, improves the accuracy of residual networks on the CIFAR10, CIFAR100, and Tiny-ImageNet datasets. Furthermore, we explore its practical usage for model compression and knowledge distillation when applying to the teacher-student setting.

A key property of deep neural networks (DNNs) is their ability to learn new features during training. This intriguing aspect of deep learning stands out most clearly in recently reported Grokking phenomena. While mainly reflected as a sudden increase in test accuracy, Grokking is also believed to be a beyond lazy-learning/Gaussian Process (GP) phenomenon involving feature learning. Here we apply a recent development in the theory of feature learning, the adaptive kernel approach, to two teacher-student models with cubic-polynomial and modular addition teachers. We provide analytical predictions on feature learning and Grokking properties of these models and demonstrate a mapping between Grokking and the theory of phase transitions. We show that after Grokking, the state of the DNN is analogous to the mixed phase following a first-order phase transition. In this mixed phase, the DNN generates useful internal representations of the teacher that are sharply distinct from those before the transition.

Building extraction - needed for inventory management and planning of urban environment - is affected by the misalignment between labels and off-nadir source imagery in training data. Teacher-Student learning of noise-tolerant convolutional neural networks (CNNs) is the existing solution, but the Student networks typically have lower accuracy and cannot surpass the Teacher's performance. This paper proposes a supervised domain adaptation (SDA) of encoder-decoder networks (EDNs) between noisy and clean datasets to tackle the problem. EDNs are configured with high-performing lightweight encoders such as EfficientNet, ResNeSt, and MobileViT. The proposed method is compared against the existing Teacher-Student learning methods like knowledge distillation (KD) and deep mutual learning (DML) with three newly developed datasets. The methods are evaluated for different urban buildings (low-rise, mid-rise, high-rise, and skyscrapers), where misalignment increases with the increase in building height and spatial resolution. For a robust experimental design, 43 lightweight CNNs, five optimisers, nine loss functions, and seven EDNs are benchmarked to obtain the best-performing EDN for SDA. The SDA of the best-performing EDN from our study significantly outperformed KD and DML with up to 0.943, 0.868, 0.912, and 0.697 F1 scores in the low-rise, mid-rise, high-rise, and skyscrapers respectively. The proposed method and the experimental findings will be beneficial in training robust CNNs for building extraction.

Real-time perception, or streaming perception, is a crucial aspect of autonomous driving that has yet to be thoroughly explored in existing research. To address this gap, we present DAMO-StreamNet, an optimized framework that combines recent advances from the YOLO series with a comprehensive analysis of spatial and temporal perception mechanisms, delivering a cutting-edge solution. The key innovations of DAMO-StreamNet are (1) A robust neck structure incorporating deformable convolution, enhancing the receptive field and feature alignment capabilities (2) A dual-branch structure that integrates short-path semantic features and long-path temporal features, improving motion state prediction accuracy. (3) Logits-level distillation for efficient optimization, aligning the logits of teacher and student networks in semantic space. (4) A real-time forecasting mechanism that updates support frame features with the current frame, ensuring seamless streaming perception during inference. Our experiments demonstrate that DAMO-StreamNet surpasses existing state-of-the-art methods, achieving 37.8% (normal size (600, 960)) and 43.3% (large size (1200, 1920)) sAP without using extra data. This work not only sets a new benchmark for real-time perception but also provides valuable insights for future research. Additionally, DAMO-StreamNet can be applied to various autonomous systems, such as drones and robots, paving the way for real-time perception. The code is at https://github.com/zhiqic/DAMO-StreamNet.

Grokking is the intriguing phenomenon where a model learns to generalize long after it has fit the training data. We show both analytically and numerically that grokking can surprisingly occur in linear networks performing linear tasks in a simple teacher-student setup with Gaussian inputs. In this setting, the full training dynamics is derived in terms of the training and generalization data covariance matrix. We present exact predictions on how the grokking time depends on input and output dimensionality, train sample size, regularization, and network initialization. We demonstrate that the sharp increase in generalization accuracy may not imply a transition from "memorization" to "understanding", but can simply be an artifact of the accuracy measure. We provide empirical verification for our calculations, along with preliminary results indicating that some predictions also hold for deeper networks, with non-linear activations.

This paper explores three novel approaches to improve the performance of speaker verification (SV) systems based on deep neural networks (DNN) using Multi-head Self-Attention (MSA) mechanisms and memory layers. Firstly, we propose the use of a learnable vector called Class token to replace the average global pooling mechanism to extract the embeddings. Unlike global average pooling, our proposal takes into account the temporal structure of the input what is relevant for the text-dependent SV task. The class token is concatenated to the input before the first MSA layer, and its state at the output is used to predict the classes. To gain additional robustness, we introduce two approaches. First, we have developed a Bayesian estimation of the class token. Second, we have added a distilled representation token for training a teacher-student pair of networks using the Knowledge Distillation (KD) philosophy, which is combined with the class token. This distillation token is trained to mimic the predictions from the teacher network, while the class token replicates the true label. All the strategies have been tested on the RSR2015-Part II and DeepMine-Part 1 databases for text-dependent SV, providing competitive results compared to the same architecture using the average pooling mechanism to extract average embeddings.

We aim to improve the performance of regressing hand keypoints and segmenting pixel-level hand masks under new imaging conditions (e.g., outdoors) when we only have labeled images taken under very different conditions (e.g., indoors). In the real world, it is important that the model trained for both tasks works under various imaging conditions. However, their variation covered by existing labeled hand datasets is limited. Thus, it is necessary to adapt the model trained on the labeled images (source) to unlabeled images (target) with unseen imaging conditions. While self-training domain adaptation methods (i.e., learning from the unlabeled target images in a self-supervised manner) have been developed for both tasks, their training may degrade performance when the predictions on the target images are noisy. To avoid this, it is crucial to assign a low importance (confidence) weight to the noisy predictions during self-training. In this paper, we propose to utilize the divergence of two predictions to estimate the confidence of the target image for both tasks. These predictions are given from two separate networks, and their divergence helps identify the noisy predictions. To integrate our proposed confidence estimation into self-training, we propose a teacher-student framework where the two networks (teachers) provide supervision to a network (student) for self-training, and the teachers are learned from the student by knowledge distillation. Our experiments show its superiority over state-of-the-art methods in adaptation settings with different lighting, grasping objects, backgrounds, and camera viewpoints. Our method improves by 4% the multi-task score on HO3D compared to the latest adversarial adaptation method. We also validate our method on Ego4D, egocentric videos with rapid changes in imaging conditions outdoors.

Knowledge distillation (KD) has been recognized as an effective tool to compress and accelerate models. However, current KD approaches generally suffer from an accuracy drop and/or an excruciatingly long distillation process. In this paper, we tackle the issue by first providing a new insight into a phenomenon that we call the Inter-Block Optimization Entanglement (IBOE), which makes the conventional end-to-end KD approaches unstable with noisy gradients. We then propose StableKD, a novel KD framework that breaks the IBOE and achieves more stable optimization. StableKD distinguishes itself through two operations: Decomposition and Recomposition, where the former divides a pair of teacher and student networks into several blocks for separate distillation, and the latter progressively merges them back, evolving towards end-to-end distillation. We conduct extensive experiments on CIFAR100, Imagewoof, and ImageNet datasets with various teacher-student pairs. Compared to other KD approaches, our simple yet effective StableKD greatly boosts the model accuracy by 1% ~ 18%, speeds up the convergence up to 10 times, and outperforms them with only 40% of the training data.

Data-free Knowledge Distillation (DFKD) has gained popularity recently, with the fundamental idea of carrying out knowledge transfer from a Teacher neural network to a Student neural network in the absence of training data. However, in the Adversarial DFKD framework, the student network's accuracy, suffers due to the non-stationary distribution of the pseudo-samples under multiple generator updates. To this end, at every generator update, we aim to maintain the student's performance on previously encountered examples while acquiring knowledge from samples of the current distribution. Thus, we propose a meta-learning inspired framework by treating the task of Knowledge-Acquisition (learning from newly generated samples) and Knowledge-Retention (retaining knowledge on previously met samples) as meta-train and meta-test, respectively. Hence, we dub our method as Learning to Retain while Acquiring. Moreover, we identify an implicit aligning factor between the Knowledge-Retention and Knowledge-Acquisition tasks indicating that the proposed student update strategy enforces a common gradient direction for both tasks, alleviating interference between the two objectives. Finally, we support our hypothesis by exhibiting extensive evaluation and comparison of our method with prior arts on multiple datasets.

Despite the success of deep learning models on instance segmentation, current methods still suffer from catastrophic forgetting in continual learning scenarios. In this paper, our contributions for continual instance segmentation are threefold. First, we propose the Y-knowledge distillation (Y-KD), a technique that shares a common feature extractor between the teacher and student networks. As the teacher is also updated with new data in Y-KD, the increased plasticity results in new modules that are specialized on new classes. Second, our Y-KD approach is supported by a dynamic architecture method that trains task-specific modules with a unique instance segmentation head, thereby significantly reducing forgetting. Third, we complete our approach by leveraging checkpoint averaging as a simple method to manually balance the trade-off between performance on the various sets of classes, thus increasing control over the model's behavior without any additional cost. These contributions are united in our model that we name the Dynamic Y-KD network. We perform extensive experiments on several single-step and multi-steps incremental learning scenarios, and we show that our approach outperforms previous methods both on past and new classes. For instance, compared to recent work, our method obtains +2.1% mAP on old classes in 15-1, +7.6% mAP on new classes in 19-1 and reaches 91.5% of the mAP obtained by joint-training on all classes in 15-5.

Conventional 2D human pose estimation methods typically require extensive labeled annotations, which are both labor-intensive and expensive. In contrast, semi-supervised 2D human pose estimation can alleviate the above problems by leveraging a large amount of unlabeled data along with a small portion of labeled data. Existing semi-supervised 2D human pose estimation methods update the network through backpropagation, ignoring crucial historical information from the previous training process. Therefore, we propose a novel semi-supervised 2D human pose estimation method by utilizing a newly designed Teacher-Reviewer-Student framework. Specifically, we first mimic the phenomenon that human beings constantly review previous knowledge for consolidation to design our framework, in which the teacher predicts results to guide the student's learning and the reviewer stores important historical parameters to provide additional supervision signals. Secondly, we introduce a Multi-level Feature Learning strategy, which utilizes the outputs from different stages of the backbone to estimate the heatmap to guide network training, enriching the supervisory information while effectively capturing keypoint relationships. Finally, we design a data augmentation strategy, i.e., Keypoint-Mix, to perturb pose information by mixing different keypoints, thus enhancing the network's ability to discern keypoints. Extensive experiments on publicly available datasets, demonstrate our method achieves significant improvements compared to the existing methods.

With the rising demand for high-resolution (HR) images, No-Reference Image Quality Assessment (NR-IQA) gains more attention, as it can ecaluate image quality in real-time on mobile devices and enhance user experience. However, existing NR-IQA methods often resize or crop the HR images into small resolution, which leads to a loss of important details. And most of them are of high computational complexity, which hinders their application on mobile devices due to limited computational resources. To address these challenges, we propose MobileIQA, a novel approach that utilizes lightweight backbones to efficiently assess image quality while preserving image details through high-resolution input. MobileIQA employs the proposed multi-view attention learning (MAL) module to capture diverse opinions, simulating subjective opinions provided by different annotators during the dataset annotation process. The model uses a teacher model to guide the learning of a student model through knowledge distillation. This method significantly reduces computational complexity while maintaining high performance. Experiments demonstrate that MobileIQA outperforms novel IQA methods on evaluation metrics and computational efficiency. The code is available at https://github.com/chencn2020/MobileIQA.

Hypergraph Neural Networks (HGNNs) have recently attracted much attention and exhibited satisfactory performance due to their superiority in high-order correlation modeling. However, it is noticed that the high-order modeling capability of hypergraph also brings increased computation complexity, which hinders its practical industrial deployment. In practice, we find that one key barrier to the efficient deployment of HGNNs is the high-order structural dependencies during inference. In this paper, we propose to bridge the gap between the HGNNs and inference-efficient Multi-Layer Perceptron (MLPs) to eliminate the hypergraph dependency of HGNNs and thus reduce computational complexity as well as improve inference speed. Specifically, we introduce LightHGNN and LightHGNN^+ for fast inference with low complexity. LightHGNN directly distills the knowledge from teacher HGNNs to student MLPs via soft labels, and LightHGNN^+ further explicitly injects reliable high-order correlations into the student MLPs to achieve topology-aware distillation and resistance to over-smoothing. Experiments on eight hypergraph datasets demonstrate that even without hypergraph dependency, the proposed LightHGNNs can still achieve competitive or even better performance than HGNNs and outperform vanilla MLPs by 16.3 on average. Extensive experiments on three graph datasets further show the average best performance of our LightHGNNs compared with all other methods. Experiments on synthetic hypergraphs with 5.5w vertices indicate LightHGNNs can run 100times faster than HGNNs, showcasing their ability for latency-sensitive deployments.

Knowledge Distillation (KD) consists of transferring “knowledge” from one machine learning model (the teacher) to another (the student). Commonly, the teacher is a high-capacity model with formidable performance, while the student is more compact. By transferring knowledge, one hopes to benefit from the student’s compactness, without sacrificing too much performance. We study KD from a new perspective: rather than compressing models, we train students parameterized identically to their teachers. Surprisingly, these Born-Again Networks (BANs), outperform their teachers significantly, both on computer vision and language modeling tasks. Our experiments with BANs based on DenseNets demonstrate state-of-the-art performance on the CIFAR-10 (3.5%) and CIFAR-100 (15.5%) datasets, by validation error. Additional experiments explore two distillation objectives: (i) Confidence-Weighted by Teacher Max (CWTM) and (ii) Dark Knowledge with Permuted Predictions (DKPP). Both methods elucidate the essential components of KD, demonstrating the effect of the teacher outputs on both predicted and non-predicted classes.

Recently, research efforts have been concentrated on revealing how pre-trained model makes a difference in neural network performance. Self-supervision and semi-supervised learning technologies have been extensively explored by the community and are proven to be of great potential in obtaining a powerful pre-trained model. However, these models require huge training costs (i.e., hundreds of millions of images or training iterations). In this paper, we propose to improve existing baseline networks via knowledge distillation from off-the-shelf pre-trained big powerful models. Different from existing knowledge distillation frameworks which require student model to be consistent with both soft-label generated by teacher model and hard-label annotated by humans, our solution performs distillation by only driving prediction of the student model consistent with that of the teacher model. Therefore, our distillation setting can get rid of manually labeled data and can be trained with extra unlabeled data to fully exploit capability of teacher model for better learning. We empirically find that such simple distillation settings perform extremely effective, for example, the top-1 accuracy on ImageNet-1k validation set of MobileNetV3-large and ResNet50-D can be significantly improved from 75.2% to 79% and 79.1% to 83%, respectively. We have also thoroughly analyzed what are dominant factors that affect the distillation performance and how they make a difference. Extensive downstream computer vision tasks, including transfer learning, object detection and semantic segmentation, can significantly benefit from the distilled pretrained models. All our experiments are implemented based on PaddlePaddle, codes and a series of improved pretrained models with ssld suffix are available in PaddleClas.

Word-level handwritten optical character recognition (OCR) remains a challenge for morphologically rich languages like Bangla. The complexity arises from the existence of a large number of alphabets, the presence of several diacritic forms, and the appearance of complex conjuncts. The difficulty is exacerbated by the fact that some graphemes occur infrequently but remain indispensable, so addressing the class imbalance is required for satisfactory results. This paper addresses this issue by introducing two knowledge distillation methods: Leveraging Isolated Letter Accumulations By Ordering Teacher Insights (LILA-BOTI) and Super Teacher LILA-BOTI. In both cases, a Convolutional Recurrent Neural Network (CRNN) student model is trained with the dark knowledge gained from a printed isolated character recognition teacher model. We conducted inter-dataset testing on BN-HTRd and BanglaWriting as our evaluation protocol, thus setting up a challenging problem where the results would better reflect the performance on unseen data. Our evaluations achieved up to a 3.5% increase in the F1-Macro score for the minor classes and up to 4.5% increase in our overall word recognition rate when compared with the base model (No KD) and conventional KD.

Despite recent community revelations about the advancements and potential applications of Large Language Models (LLMs) in understanding Text-Attributed Graph (TAG), the deployment of LLMs for production is hindered by its high computational and storage requirements, as well as long latencies during model inference. Simultaneously, although traditional Graph Neural Networks (GNNs) are light weight and adept at learning structural features of graphs, their ability to grasp the complex semantics in TAG is somewhat constrained for real applications. To address these limitations, we concentrate on the downstream task of node classification in TAG and propose a novel graph knowledge distillation framework, termed Linguistic Graph Knowledge Distillation (LinguGKD), using LLMs as teacher models and GNNs as student models for knowledge distillation. It involves TAG-oriented instruction tuning of LLM on designed tailored prompts, followed by propagating knowledge and aligning the hierarchically learned node features from the teacher LLM to the student GNN in latent space, employing a layer-adaptive contrastive learning strategy. Through extensive experiments on a variety of LLM and GNN models and multiple benchmark datasets, the proposed LinguGKD significantly boosts the student GNN's predictive accuracy and convergence rate, without the need of extra data or model parameters. Compared to teacher LLM, distilled GNN achieves superior inference speed equipped with much fewer computing and storage demands, when surpassing the teacher LLM's classification accuracy on some of benchmark datasets.

Unsupervised learning poses one of the most difficult challenges in computer vision today. The task has an immense practical value with many applications in artificial intelligence and emerging technologies, as large quantities of unlabeled videos can be collected at relatively low cost. In this paper, we address the unsupervised learning problem in the context of detecting the main foreground objects in single images. We train a student deep network to predict the output of a teacher pathway that performs unsupervised object discovery in videos or large image collections. Our approach is different from published methods on unsupervised object discovery. We move the unsupervised learning phase during training time, then at test time we apply the standard feed-forward processing along the student pathway. This strategy has the benefit of allowing increased generalization possibilities during training, while remaining fast at testing. Our unsupervised learning algorithm can run over several generations of student-teacher training. Thus, a group of student networks trained in the first generation collectively create the teacher at the next generation. In experiments our method achieves top results on three current datasets for object discovery in video, unsupervised image segmentation and saliency detection. At test time the proposed system is fast, being one to two orders of magnitude faster than published unsupervised methods.

Knowledge distillation (KD) is a general neural network training approach that uses a teacher model to guide the student model. Existing works mainly study KD from the network output side (e.g., trying to design a better KD loss function), while few have attempted to understand it from the input side. Especially, its interplay with data augmentation (DA) has not been well understood. In this paper, we ask: Why do some DA schemes (e.g., CutMix) inherently perform much better than others in KD? What makes a "good" DA in KD? Our investigation from a statistical perspective suggests that a good DA scheme should reduce the covariance of the teacher-student cross-entropy. A practical metric, the stddev of teacher's mean probability (T. stddev), is further presented and well justified empirically. Besides the theoretical understanding, we also introduce a new entropy-based data-mixing DA scheme, CutMixPick, to further enhance CutMix. Extensive empirical studies support our claims and demonstrate how we can harvest considerable performance gains simply by using a better DA scheme in knowledge distillation.

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.

Pre-trained language models (e.g., BERT (Devlin et al., 2018) and its variants) have achieved remarkable success in varieties of NLP tasks. However, these models usually consist of hundreds of millions of parameters which brings challenges for fine-tuning and online serving in real-life applications due to latency and capacity constraints. In this work, we present a simple and effective approach to compress large Transformer (Vaswani et al., 2017) based pre-trained models, termed as deep self-attention distillation. The small model (student) is trained by deeply mimicking the self-attention module, which plays a vital role in Transformer networks, of the large model (teacher). Specifically, we propose distilling the self-attention module of the last Transformer layer of the teacher, which is effective and flexible for the student. Furthermore, we introduce the scaled dot-product between values in the self-attention module as the new deep self-attention knowledge, in addition to the attention distributions (i.e., the scaled dot-product of queries and keys) that have been used in existing works. Moreover, we show that introducing a teacher assistant (Mirzadeh et al., 2019) also helps the distillation of large pre-trained Transformer models. Experimental results demonstrate that our monolingual model outperforms state-of-the-art baselines in different parameter size of student models. In particular, it retains more than 99% accuracy on SQuAD 2.0 and several GLUE benchmark tasks using 50% of the Transformer parameters and computations of the teacher model. We also obtain competitive results in applying deep self-attention distillation to multilingual pre-trained models.

To bridge the gaps between topology-aware Graph Neural Networks (GNNs) and inference-efficient Multi-Layer Perceptron (MLPs), GLNN proposes to distill knowledge from a well-trained teacher GNN into a student MLP. Despite their great progress, comparatively little work has been done to explore the reliability of different knowledge points (nodes) in GNNs, especially their roles played during distillation. In this paper, we first quantify the knowledge reliability in GNN by measuring the invariance of their information entropy to noise perturbations, from which we observe that different knowledge points (1) show different distillation speeds (temporally); (2) are differentially distributed in the graph (spatially). To achieve reliable distillation, we propose an effective approach, namely Knowledge-inspired Reliable Distillation (KRD), that models the probability of each node being an informative and reliable knowledge point, based on which we sample a set of additional reliable knowledge points as supervision for training student MLPs. Extensive experiments show that KRD improves over the vanilla MLPs by 12.62% and outperforms its corresponding teacher GNNs by 2.16% averaged over 7 datasets and 3 GNN architectures.

In this paper, we propose Neural-Symbolic Collaborative Distillation (NesyCD), a novel knowledge distillation method for learning the complex reasoning abilities of Large Language Models (LLMs, e.g., \textgreater 13B). We argue that complex reasoning tasks are difficult for Small Language Models (SLMs, e.g., leq 7B), as these tasks demand not only general cognitive abilities but also specialized knowledge, which is often sparse and difficult for these neural-based SLMs to effectively capture. Therefore, NesyCD distills the general capabilities and specialized knowledge in LLMs using different manners. On the one hand, we distill only general abilities from teacher LLMs into the student SLMs of parameterized neural networks. On the other hand, for the specialized abilities and uncommon knowledge of a complex reasoning task, we employ a symbolic knowledge distillation approach to obtain and store the specialized knowledge within a symbolic knowledge base (KB). By decoupling general and specialized capabilities, the proposed NesyCD can achieve superior performance cost-effectively, utilizing smaller models and blending parameterized neural networks with symbolic KB. Moreover, the specialized KB generalizes well and is comprehended and manipulated by humans. Our experiments show that NesyCD significantly boosts SLMs' complex reasoning performance on in-domain (BBH, GSM8K) and out-of-domain (AGIEval, ARC) datasets. Notably, our approach enabled the LLaMA3-8B and Qwen2-7B to surpass GPT-3.5-turbo in performance and come close to matching LLaMA3-70B, despite the latter having nine times more parameters. Our code will be available at https://github.com/Xnhyacinth/NesyCD.

Weight-sharing neural architecture search (NAS) is an effective technique for automating efficient neural architecture design. Weight-sharing NAS builds a supernet that assembles all the architectures as its sub-networks and jointly trains the supernet with the sub-networks. The success of weight-sharing NAS heavily relies on distilling the knowledge of the supernet to the sub-networks. However, we find that the widely used distillation divergence, i.e., KL divergence, may lead to student sub-networks that over-estimate or under-estimate the uncertainty of the teacher supernet, leading to inferior performance of the sub-networks. In this work, we propose to improve the supernet training with a more generalized alpha-divergence. By adaptively selecting the alpha-divergence, we simultaneously prevent the over-estimation or under-estimation of the uncertainty of the teacher model. We apply the proposed alpha-divergence based supernets training to both slimmable neural networks and weight-sharing NAS, and demonstrate significant improvements. Specifically, our discovered model family, AlphaNet, outperforms prior-art models on a wide range of FLOPs regimes, including BigNAS, Once-for-All networks, and AttentiveNAS. We achieve ImageNet top-1 accuracy of 80.0% with only 444M FLOPs. Our code and pretrained models are available at https://github.com/facebookresearch/AlphaNet.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Although humans engaged in face-to-face conversation simultaneously communicate both verbally and non-verbally, methods for joint and unified synthesis of speech audio and co-speech 3D gesture motion from text are a new and emerging field. These technologies hold great promise for more human-like, efficient, expressive, and robust synthetic communication, but are currently held back by the lack of suitably large datasets, as existing methods are trained on parallel data from all constituent modalities. Inspired by student-teacher methods, we propose a straightforward solution to the data shortage, by simply synthesising additional training material. Specifically, we use unimodal synthesis models trained on large datasets to create multimodal (but synthetic) parallel training data, and then pre-train a joint synthesis model on that material. In addition, we propose a new synthesis architecture that adds better and more controllable prosody modelling to the state-of-the-art method in the field. Our results confirm that pre-training on large amounts of synthetic data improves the quality of both the speech and the motion synthesised by the multimodal model, with the proposed architecture yielding further benefits when pre-trained on the synthetic data. See https://shivammehta25.github.io/MAGI/ for example output.

Detecting anomalies in images is an important task, especially in real-time computer vision applications. In this work, we focus on computational efficiency and propose a lightweight feature extractor that processes an image in less than a millisecond on a modern GPU. We then use a student-teacher approach to detect anomalous features. We train a student network to predict the extracted features of normal, i.e., anomaly-free training images. The detection of anomalies at test time is enabled by the student failing to predict their features. We propose a training loss that hinders the student from imitating the teacher feature extractor beyond the normal images. It allows us to drastically reduce the computational cost of the student-teacher model, while improving the detection of anomalous features. We furthermore address the detection of challenging logical anomalies that involve invalid combinations of normal local features, for example, a wrong ordering of objects. We detect these anomalies by efficiently incorporating an autoencoder that analyzes images globally. We evaluate our method, called EfficientAD, on 32 datasets from three industrial anomaly detection dataset collections. EfficientAD sets new standards for both the detection and the localization of anomalies. At a latency of two milliseconds and a throughput of six hundred images per second, it enables a fast handling of anomalies. Together with its low error rate, this makes it an economical solution for real-world applications and a fruitful basis for future research.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

Analyzing memes on the internet has emerged as a crucial endeavor due to the impact this multi-modal form of content wields in shaping online discourse. Memes have become a powerful tool for expressing emotions and sentiments, possibly even spreading hate and misinformation, through humor and sarcasm. In this paper, we present the overview of the Memotion 3 shared task, as part of the DeFactify 2 workshop at AAAI-23. The task released an annotated dataset of Hindi-English code-mixed memes based on their Sentiment (Task A), Emotion (Task B), and Emotion intensity (Task C). Each of these is defined as an individual task and the participants are ranked separately for each task. Over 50 teams registered for the shared task and 5 made final submissions to the test set of the Memotion 3 dataset. CLIP, BERT modifications, ViT etc. were the most popular models among the participants along with approaches such as Student-Teacher model, Fusion, and Ensembling. The best final F1 score for Task A is 34.41, Task B is 79.77 and Task C is 59.82.

In this paper, we tackle an emerging computer vision task, open-vocabulary universal image segmentation, that aims to perform semantic/instance/panoptic segmentation (background semantic labeling + foreground instance segmentation) for arbitrary categories of text-based descriptions in inference time. We first build a baseline method by directly adopting pre-trained CLIP models without finetuning or distillation. We then develop MaskCLIP, a Transformer-based approach with a MaskCLIP Visual Encoder, which is an encoder-only module that seamlessly integrates mask tokens with a pre-trained ViT CLIP model for semantic/instance segmentation and class prediction. MaskCLIP learns to efficiently and effectively utilize pre-trained partial/dense CLIP features within the MaskCLIP Visual Encoder that avoids the time-consuming student-teacher training process. MaskCLIP outperforms previous methods for semantic/instance/panoptic segmentation on ADE20K and PASCAL datasets. We show qualitative illustrations for MaskCLIP with online custom categories. Project website: https://maskclip.github.io.

Large Foundation Models like Dust3r can produce high quality outputs such as pointmaps, camera intrinsics, and depth estimation, given stereo-image pairs as input. However, the application of these outputs on tasks like Visual Localization requires a large amount of inference time and compute resources. To address these limitations, in this paper, we propose the use of a knowledge distillation pipeline, where we aim to build a student-teacher model with Dust3r as the teacher and explore multiple architectures of student models that are trained using the 3D reconstructed points output by Dust3r. Our goal is to build student models that can learn scene-specific representations and output 3D points with replicable performance such as Dust3r. The data set we used to train our models is 12Scenes. We test two main architectures of models: a CNN-based architecture and a Vision Transformer based architecture. For each architecture, we also compare the use of pre-trained models against models built from scratch. We qualitatively compare the reconstructed 3D points output by the student model against Dust3r's and discuss the various features learned by the student model. We also perform ablation studies on the models through hyperparameter tuning. Overall, we observe that the Vision Transformer presents the best performance visually and quantitatively.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

To endow models with greater understanding of physics and motion, it is useful to enable them to perceive how solid surfaces move and deform in real scenes. This can be formalized as Tracking-Any-Point (TAP), which requires the algorithm to be able to track any point corresponding to a solid surface in a video, potentially densely in space and time. Large-scale ground-truth training data for TAP is only available in simulation, which currently has limited variety of objects and motion. In this work, we demonstrate how large-scale, unlabeled, uncurated real-world data can improve a TAP model with minimal architectural changes, using a self-supervised student-teacher setup. We demonstrate state-of-the-art performance on the TAP-Vid benchmark surpassing previous results by a wide margin: for example, TAP-Vid-DAVIS performance improves from 61.3% to 66.4%, and TAP-Vid-Kinetics from 57.2% to 61.5%.

Object detection (OD), a crucial vision task, remains challenged by the lack of large training datasets with precise object localization labels. In this work, we propose ALWOD, a new framework that addresses this problem by fusing active learning (AL) with weakly and semi-supervised object detection paradigms. Because the performance of AL critically depends on the model initialization, we propose a new auxiliary image generator strategy that utilizes an extremely small labeled set, coupled with a large weakly tagged set of images, as a warm-start for AL. We then propose a new AL acquisition function, another critical factor in AL success, that leverages the student-teacher OD pair disagreement and uncertainty to effectively propose the most informative images to annotate. Finally, to complete the AL loop, we introduce a new labeling task delegated to human annotators, based on selection and correction of model-proposed detections, which is both rapid and effective in labeling the informative images. We demonstrate, across several challenging benchmarks, that ALWOD significantly narrows the gap between the ODs trained on few partially labeled but strategically selected image instances and those that rely on the fully-labeled data. Our code is publicly available on https://github.com/seqam-lab/ALWOD.

Recently, the self-supervised learning framework data2vec has shown inspiring performance for various modalities using a masked student-teacher approach. However, it remains open whether such a framework generalizes to the unique challenges of 3D point clouds. To answer this question, we extend data2vec to the point cloud domain and report encouraging results on several downstream tasks. In an in-depth analysis, we discover that the leakage of positional information reveals the overall object shape to the student even under heavy masking and thus hampers data2vec to learn strong representations for point clouds. We address this 3D-specific shortcoming by proposing point2vec, which unleashes the full potential of data2vec-like pre-training on point clouds. Our experiments show that point2vec outperforms other self-supervised methods on shape classification and few-shot learning on ModelNet40 and ScanObjectNN, while achieving competitive results on part segmentation on ShapeNetParts. These results suggest that the learned representations are strong and transferable, highlighting point2vec as a promising direction for self-supervised learning of point cloud representations.

Test-time adaptation (TTA) is the problem of updating a pre-trained source model at inference time given test input(s) from a different target domain. Most existing TTA approaches assume the setting in which the target domain is stationary, i.e., all the test inputs come from a single target domain. However, in many practical settings, the test input distribution might exhibit a lifelong/continual shift over time. Moreover, existing TTA approaches also lack the ability to provide reliable uncertainty estimates, which is crucial when distribution shifts occur between the source and target domain. To address these issues, we present PETAL (Probabilistic lifElong Test-time Adaptation with seLf-training prior), which solves lifelong TTA using a probabilistic approach, and naturally results in (1) a student-teacher framework, where the teacher model is an exponential moving average of the student model, and (2) regularizing the model updates at inference time using the source model as a regularizer. To prevent model drift in the lifelong/continual TTA setting, we also propose a data-driven parameter restoration technique which contributes to reducing the error accumulation and maintaining the knowledge of recent domains by restoring only the irrelevant parameters. In terms of predictive error rate as well as uncertainty based metrics such as Brier score and negative log-likelihood, our method achieves better results than the current state-of-the-art for online lifelong test-time adaptation across various benchmarks, such as CIFAR-10C, CIFAR-100C, ImageNetC, and ImageNet3DCC datasets. The source code for our approach is accessible at https://github.com/dhanajitb/petal.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

Most translation tasks among languages belong to the zero-resource translation problem where parallel corpora are unavailable. Multilingual neural machine translation (MNMT) enables one-pass translation using shared semantic space for all languages compared to the two-pass pivot translation but often underperforms the pivot-based method. In this paper, we propose a novel method, named as Unified Multilingual Multiple teacher-student Model for NMT (UM4). Our method unifies source-teacher, target-teacher, and pivot-teacher models to guide the student model for the zero-resource translation. The source teacher and target teacher force the student to learn the direct source to target translation by the distilled knowledge on both source and target sides. The monolingual corpus is further leveraged by the pivot-teacher model to enhance the student model. Experimental results demonstrate that our model of 72 directions significantly outperforms previous methods on the WMT benchmark.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

We study unsupervised domain adaptation (UDA) for semantic segmentation. Currently, a popular UDA framework lies in self-training which endows the model with two-fold abilities: (i) learning reliable semantics from the labeled images in the source domain, and (ii) adapting to the target domain via generating pseudo labels on the unlabeled images. We find that, by decreasing/increasing the proportion of training samples from the target domain, the 'learning ability' is strengthened/weakened while the 'adapting ability' goes in the opposite direction, implying a conflict between these two abilities, especially for a single model. To alleviate the issue, we propose a novel dual teacher-student (DTS) framework and equip it with a bidirectional learning strategy. By increasing the proportion of target-domain data, the second teacher-student model learns to 'Focus on Your Target' while the first model is not affected. DTS is easily plugged into existing self-training approaches. In a standard UDA scenario (training on synthetic, labeled data and real, unlabeled data), DTS shows consistent gains over the baselines and sets new state-of-the-art results of 76.5\% and 75.1\% mIoUs on GTAvrightarrowCityscapes and SYNTHIArightarrowCityscapes, respectively.

While various models and computational tools have been proposed for structure and property analysis of molecules, generating molecules that conform to all desired structures and properties remains a challenge. Here, we introduce a multi-constraint molecular generation large language model, TSMMG, which, akin to a student, incorporates knowledge from various small models and tools, namely, the 'teachers'. To train TSMMG, we construct a large set of text-molecule pairs by extracting molecular knowledge from these 'teachers', enabling it to generate novel molecules that conform to the descriptions through various text prompts. We experimentally show that TSMMG remarkably performs in generating molecules meeting complex, natural language-described property requirements across two-, three-, and four-constraint tasks, with an average molecular validity of over 99% and success ratio of 82.58%, 68.03%, and 67.48%, respectively. The model also exhibits adaptability through zero-shot testing, creating molecules that satisfy combinations of properties that have not been encountered. It can comprehend text inputs with various language styles, extending beyond the confines of outlined prompts, as confirmed through empirical validation. Additionally, the knowledge distillation feature of TSMMG contributes to the continuous enhancement of small models, while the innovative approach to dataset construction effectively addresses the issues of data scarcity and quality, which positions TSMMG as a promising tool in the domains of drug discovery and materials science.

In this paper, we propose a new Self-Supervised Learning (SSL) algorithm called data2vec-aqc, for speech representation learning from unlabeled speech data. Our goal is to improve SSL for speech in domains where both unlabeled and labeled data are limited. Building on the recently introduced data2vec, we introduce additional modules to the data2vec framework that leverage the benefit of data augmentations, quantized representations, and clustering. The interaction between these modules helps solve the cross-contrastive loss as an additional self-supervised objective. data2vec-aqc achieves up to 14.1% and 20.9% relative WER improvement over the existing state-of-the-art data2vec system over the test-clean and test-other sets, respectively of LibriSpeech, without the use of any language model (LM). Our proposed model also achieves up to 17.8\% relative WER gains over the baseline data2vec when fine-tuned on a subset of the Switchboard dataset. Code: https://github.com/Speech-Lab-IITM/data2vec-aqc.

Instruction tuning is critical to large language models (LLMs) for achieving better instruction following and task adaptation capabilities but its success heavily relies on the training data quality. Many recent methods focus on improving the data quality but often overlook the compatibility of the data with the student model being finetuned. This paper introduces Selective Reflection-Tuning, a novel paradigm that synergizes a teacher LLM's reflection and introspection for improving existing data quality with the data selection capability of the student LLM, to automatically refine existing instruction-tuning data. This teacher-student collaboration produces high-quality and student-compatible instruction-response pairs, resulting in sample-efficient instruction tuning and LLMs of superior performance. Selective Reflection-Tuning is a data augmentation and synthesis that generally improves LLM finetuning and self-improvement without collecting brand-new data. We apply our method to Alpaca and WizardLM data and achieve much stronger and top-tier 7B and 13B LLMs.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

Knowledge distillation (KD) has been extensively employed to transfer the knowledge from a large teacher model to the smaller students, where the parameters of the teacher are fixed (or partially) during training. Recent studies show that this mode may cause difficulties in knowledge transfer due to the mismatched model capacities. To alleviate the mismatch problem, teacher-student joint training methods, e.g., online distillation, have been proposed, but it always requires expensive computational cost. In this paper, we present a parameter-efficient and student-friendly knowledge distillation method, namely PESF-KD, to achieve efficient and sufficient knowledge transfer by updating relatively few partial parameters. Technically, we first mathematically formulate the mismatch as the sharpness gap between their predictive distributions, where we show such a gap can be narrowed with the appropriate smoothness of the soft label. Then, we introduce an adapter module for the teacher and only update the adapter to obtain soft labels with appropriate smoothness. Experiments on a variety of benchmarks show that PESF-KD can significantly reduce the training cost while obtaining competitive results compared to advanced online distillation methods. Code will be released upon acceptance.

Knowledge distillation trains a smaller student model to match the output distribution of a larger teacher to maximize the end-task performance under computational constraints. However, existing literature on language model distillation primarily focuses on compressing encoder-only models that are then specialized by task-specific supervised finetuning. We need to rethink this setup for more recent large language models with tens to hundreds of billions of parameters. Task-specific finetuning is impractical at this scale, and model performance is often measured using zero/few-shot prompting. Thus, in this work, we advocate for task-agnostic zero-shot evaluated distillation for large language models without access to end-task finetuning data. We propose a teacher-free task-agnostic distillation method, which uses a truncated version of the larger model for initialization, and continues pretraining this model using a language modeling objective. Our teacher-free method shines in a distillation regime where it is infeasible to fit both the student and teacher into the GPU memory. Despite its simplicity, our method can effectively reduce the model size by 50\%, matching or outperforming the vanilla distillation method on perplexity and accuracy on 13 zero-shot end-tasks while being 1.5x computationally efficient.

The current 3D human pose estimators face challenges in adapting to new datasets due to the scarcity of 2D-3D pose pairs in target domain training sets. We present the Multi-Hypothesis \textbf{Pose Synthesis Domain Adaptation} (PoSynDA) framework to overcome this issue without extensive target domain annotation. Utilizing a diffusion-centric structure, PoSynDA simulates the 3D pose distribution in the target domain, filling the data diversity gap. By incorporating a multi-hypothesis network, it creates diverse pose hypotheses and aligns them with the target domain. Target-specific source augmentation obtains the target domain distribution data from the source domain by decoupling the scale and position parameters. The teacher-student paradigm and low-rank adaptation further refine the process. PoSynDA demonstrates competitive performance on benchmarks, such as Human3.6M, MPI-INF-3DHP, and 3DPW, even comparable with the target-trained MixSTE model~zhang2022mixste. This work paves the way for the practical application of 3D human pose estimation. The code is available at https://github.com/hbing-l/PoSynDA.

Black-Box Knowledge Distillation (B2KD) is a formulated problem for cloud-to-edge model compression with invisible data and models hosted on the server. B2KD faces challenges such as limited Internet exchange and edge-cloud disparity of data distributions. In this paper, we formalize a two-step workflow consisting of deprivatization and distillation, and theoretically provide a new optimization direction from logits to cell boundary different from direct logits alignment. With its guidance, we propose a new method Mapping-Emulation KD (MEKD) that distills a black-box cumbersome model into a lightweight one. Our method does not differentiate between treating soft or hard responses, and consists of: 1) deprivatization: emulating the inverse mapping of the teacher function with a generator, and 2) distillation: aligning low-dimensional logits of the teacher and student models by reducing the distance of high-dimensional image points. For different teacher-student pairs, our method yields inspiring distillation performance on various benchmarks, and outperforms the previous state-of-the-art approaches.

Large Language Models (LLMs) face significant challenges at inference time due to their high computational demands. To address this, we present Performance-Guided Knowledge Distillation (PGKD), a cost-effective and high-throughput solution for production text classification applications. PGKD utilizes teacher-student Knowledge Distillation to distill the knowledge of LLMs into smaller, task-specific models. PGKD establishes an active learning routine between the student model and the LLM; the LLM continuously generates new training data leveraging hard-negative mining, student model validation performance, and early-stopping protocols to inform the data generation. By employing a cyclical, performance-aware approach tailored for highly multi-class, sparsely annotated datasets prevalent in industrial text classification, PGKD effectively addresses training challenges and outperforms traditional BERT-base models and other knowledge distillation methods on several multi-class classification datasets. Additionally, cost and latency benchmarking reveals that models fine-tuned with PGKD are up to 130X faster and 25X less expensive than LLMs for inference on the same classification task. While PGKD is showcased for text classification tasks, its versatile framework can be extended to any LLM distillation task, including language generation, making it a powerful tool for optimizing performance across a wide range of AI applications.

Large Language Models (LLMs) have exhibited impressive capabilities in various tasks, yet their vast parameter sizes restrict their applicability in resource-constrained settings. Knowledge distillation (KD) offers a viable solution by transferring expertise from large teacher models to compact student models. However, traditional KD techniques face specific challenges when applied to LLMs, including restricted access to LLM outputs, significant teacher-student capacity gaps, and the inherited mis-calibration issue. In this work, we present PLaD, a novel preference-based LLM distillation framework. PLaD exploits the teacher-student capacity discrepancy to generate pseudo-preference pairs where teacher outputs are preferred over student outputs. Then, PLaD leverages a ranking loss to re-calibrate student's estimation of sequence likelihood, which steers the student's focus towards understanding the relative quality of outputs instead of simply imitating the teacher. PLaD bypasses the need for access to teacher LLM's internal states, tackles the student's expressivity limitations, and mitigates the student mis-calibration issue. Through extensive experiments on two sequence generation tasks and with various LLMs, we demonstrate the effectiveness of our proposed PLaD framework.

With the rise of powerful closed-sourced LLMs (ChatGPT, GPT-4), there are increasing interests in distilling the capabilies of close-sourced LLMs to smaller open-sourced LLMs. Previous distillation methods usually prompt ChatGPT to generate a set of instructions and answers, for the student model to learn. However, such standard distillation approach neglects the merits and conditions of the student model. Inspired by modern teaching principles, we design a personalised distillation process, in which the student attempts to solve a task first, then the teacher provides an adaptive refinement for the student to improve. Instead of feeding the student with teacher's prior, personalised distillation enables personalised learning for the student model, as it only learns on examples it makes mistakes upon and learns to improve its own solution. On code generation, personalised distillation consistently outperforms standard distillation with only one third of the data. With only 2.5-3K personalised examples that incur a data-collection cost of 4-6$, we boost CodeGen-mono-16B by 7% to achieve 36.4% pass@1 and StarCoder by 12.2% to achieve 45.8% pass@1 on HumanEval.

We present the first neural relighting approach for rendering high-fidelity personalized hands that can be animated in real-time under novel illumination. Our approach adopts a teacher-student framework, where the teacher learns appearance under a single point light from images captured in a light-stage, allowing us to synthesize hands in arbitrary illuminations but with heavy compute. Using images rendered by the teacher model as training data, an efficient student model directly predicts appearance under natural illuminations in real-time. To achieve generalization, we condition the student model with physics-inspired illumination features such as visibility, diffuse shading, and specular reflections computed on a coarse proxy geometry, maintaining a small computational overhead. Our key insight is that these features have strong correlation with subsequent global light transport effects, which proves sufficient as conditioning data for the neural relighting network. Moreover, in contrast to bottleneck illumination conditioning, these features are spatially aligned based on underlying geometry, leading to better generalization to unseen illuminations and poses. In our experiments, we demonstrate the efficacy of our illumination feature representations, outperforming baseline approaches. We also show that our approach can photorealistically relight two interacting hands at real-time speeds. https://sh8.io/#/relightable_hands

When facing changing environments in the real world, the lightweight model on client devices suffers from severe performance drops under distribution shifts. The main limitations of the existing device model lie in (1) unable to update due to the computation limit of the device, (2) the limited generalization ability of the lightweight model. Meanwhile, recent large models have shown strong generalization capability on the cloud while they can not be deployed on client devices due to poor computation constraints. To enable the device model to deal with changing environments, we propose a new learning paradigm of Cloud-Device Collaborative Continual Adaptation, which encourages collaboration between cloud and device and improves the generalization of the device model. Based on this paradigm, we further propose an Uncertainty-based Visual Prompt Adapted (U-VPA) teacher-student model to transfer the generalization capability of the large model on the cloud to the device model. Specifically, we first design the Uncertainty Guided Sampling (UGS) to screen out challenging data continuously and transmit the most out-of-distribution samples from the device to the cloud. Then we propose a Visual Prompt Learning Strategy with Uncertainty guided updating (VPLU) to specifically deal with the selected samples with more distribution shifts. We transmit the visual prompts to the device and concatenate them with the incoming data to pull the device testing distribution closer to the cloud training distribution. We conduct extensive experiments on two object detection datasets with continually changing environments. Our proposed U-VPA teacher-student framework outperforms previous state-of-the-art test time adaptation and device-cloud collaboration methods. The code and datasets will be released.

Scaling multilingual representation learning beyond the hundred most frequent languages is challenging, in particular to cover the long tail of low-resource languages. A promising approach has been to train one-for-all multilingual models capable of cross-lingual transfer, but these models often suffer from insufficient capacity and interference between unrelated languages. Instead, we move away from this approach and focus on training multiple language (family) specific representations, but most prominently enable all languages to still be encoded in the same representational space. To achieve this, we focus on teacher-student training, allowing all encoders to be mutually compatible for bitext mining, and enabling fast learning of new languages. We introduce a new teacher-student training scheme which combines supervised and self-supervised training, allowing encoders to take advantage of monolingual training data, which is valuable in the low-resource setting. Our approach significantly outperforms the original LASER encoder. We study very low-resource languages and handle 50 African languages, many of which are not covered by any other model. For these languages, we train sentence encoders, mine bitexts, and validate the bitexts by training NMT systems.

In recent years, speech generation has seen remarkable progress, now achieving one-shot generation capability that is often virtually indistinguishable from real human voice. Integrating such advancements in speech generation with large language models might revolutionize a wide range of applications. However, certain applications, such as assistive conversational systems, require natural and conversational speech generation tools that also operate efficiently in real time. Current state-of-the-art models like VALL-E and SoundStorm, powered by hierarchical neural audio codecs, require large neural components and extensive training data to work well. In contrast, MQTTS aims to build more compact conversational TTS models while capitalizing on smaller-scale real-life conversational speech data. However, its autoregressive nature yields high inference latency and thus limits its real-time usage. In order to mitigate the current limitations of the state-of-the-art TTS models while capitalizing on their strengths, in this work we introduce the Pheme model series that 1) offers compact yet high-performing models, 2) allows for parallel speech generation of 3) natural conversational speech, and 4) it can be trained efficiently on smaller-scale conversational data, cutting data demands by more than 10x but still matching the quality of the autoregressive TTS models. We also show that through simple teacher-student distillation we can meet significant improvements in voice quality for single-speaker setups on top of pretrained Pheme checkpoints, relying solely on synthetic speech generated by much larger teacher models. Audio samples and pretrained models are available online.

Behavior cloning (BC) currently stands as a dominant paradigm for learning real-world visual manipulation. However, in tasks that require locally corrective behaviors like multi-part assembly, learning robust policies purely from human demonstrations remains challenging. Reinforcement learning (RL) can mitigate these limitations by allowing policies to acquire locally corrective behaviors through task reward supervision and exploration. This paper explores the use of RL fine-tuning to improve upon BC-trained policies in precise manipulation tasks. We analyze and overcome technical challenges associated with using RL to directly train policy networks that incorporate modern architectural components like diffusion models and action chunking. We propose training residual policies on top of frozen BC-trained diffusion models using standard policy gradient methods and sparse rewards, an approach we call ResiP (Residual for Precise manipulation). Our experimental results demonstrate that this residual learning framework can significantly improve success rates beyond the base BC-trained models in high-precision assembly tasks by learning corrective actions. We also show that by combining ResiP with teacher-student distillation and visual domain randomization, our method can enable learning real-world policies for robotic assembly directly from RGB images. Find videos and code at https://residual-assembly.github.io.

End-to-end autonomous driving aims to build a fully differentiable system that takes raw sensor data as inputs and directly outputs the planned trajectory or control signals of the ego vehicle. State-of-the-art methods usually follow the `Teacher-Student' paradigm. The Teacher model uses privileged information (ground-truth states of surrounding agents and map elements) to learn the driving strategy. The student model only has access to raw sensor data and conducts behavior cloning on the data collected by the teacher model. By eliminating the noise of the perception part during planning learning, state-of-the-art works could achieve better performance with significantly less data compared to those coupled ones. However, under the current Teacher-Student paradigm, the student model still needs to learn a planning head from scratch, which could be challenging due to the redundant and noisy nature of raw sensor inputs and the casual confusion issue of behavior cloning. In this work, we aim to explore the possibility of directly adopting the strong teacher model to conduct planning while letting the student model focus more on the perception part. We find that even equipped with a SOTA perception model, directly letting the student model learn the required inputs of the teacher model leads to poor driving performance, which comes from the large distribution gap between predicted privileged inputs and the ground-truth. To this end, we propose DriveAdapter, which employs adapters with the feature alignment objective function between the student (perception) and teacher (planning) modules. Additionally, since the pure learning-based teacher model itself is imperfect and occasionally breaks safety rules, we propose a method of action-guided feature learning with a mask for those imperfect teacher features to further inject the priors of hand-crafted rules into the learning process.

Non-autoregressive text to speech (TTS) models such as FastSpeech can synthesize speech significantly faster than previous autoregressive models with comparable quality. The training of FastSpeech model relies on an autoregressive teacher model for duration prediction (to provide more information as input) and knowledge distillation (to simplify the data distribution in output), which can ease the one-to-many mapping problem (i.e., multiple speech variations correspond to the same text) in TTS. However, FastSpeech has several disadvantages: 1) the teacher-student distillation pipeline is complicated and time-consuming, 2) the duration extracted from the teacher model is not accurate enough, and the target mel-spectrograms distilled from teacher model suffer from information loss due to data simplification, both of which limit the voice quality. In this paper, we propose FastSpeech 2, which addresses the issues in FastSpeech and better solves the one-to-many mapping problem in TTS by 1) directly training the model with ground-truth target instead of the simplified output from teacher, and 2) introducing more variation information of speech (e.g., pitch, energy and more accurate duration) as conditional inputs. Specifically, we extract duration, pitch and energy from speech waveform and directly take them as conditional inputs in training and use predicted values in inference. We further design FastSpeech 2s, which is the first attempt to directly generate speech waveform from text in parallel, enjoying the benefit of fully end-to-end inference. Experimental results show that 1) FastSpeech 2 achieves a 3x training speed-up over FastSpeech, and FastSpeech 2s enjoys even faster inference speed; 2) FastSpeech 2 and 2s outperform FastSpeech in voice quality, and FastSpeech 2 can even surpass autoregressive models. Audio samples are available at https://speechresearch.github.io/fastspeech2/.

Learning visual knowledge from massive weakly-labeled web videos has attracted growing research interests thanks to the large corpus of easily accessible video data on the Internet. However, for video action recognition, the action of interest might only exist in arbitrary clips of untrimmed web videos, resulting in high label noises in the temporal space. To address this issue, we introduce a new method for pre-training video action recognition models using queried web videos. Instead of trying to filter out, we propose to convert the potential noises in these queried videos to useful supervision signals by defining the concept of Sub-Pseudo Label (SPL). Specifically, SPL spans out a new set of meaningful "middle ground" label space constructed by extrapolating the original weak labels during video querying and the prior knowledge distilled from a teacher model. Consequently, SPL provides enriched supervision for video models to learn better representations. SPL is fairly simple and orthogonal to popular teacher-student self-training frameworks without extra training cost. We validate the effectiveness of our method on four video action recognition datasets and a weakly-labeled image dataset to study the generalization ability. Experiments show that SPL outperforms several existing pre-training strategies using pseudo-labels and the learned representations lead to competitive results when fine-tuning on HMDB-51 and UCF-101 compared with recent pre-training methods.

Advanced Large language models (LLMs) like GPT-4 or LlaMa 3 provide superior performance in complex human-like interactions. But they are costly, or too large for edge devices such as smartphones and harder to self-host, leading to security and privacy concerns. This paper introduces a novel interpretable knowledge distillation approach to enhance the performance of smaller, more economical LLMs that firms can self-host. We study this problem in the context of building a customer service agent aimed at achieving high customer satisfaction through goal-oriented dialogues. Unlike traditional knowledge distillation, where the "student" model learns directly from the "teacher" model's responses via fine-tuning, our interpretable "strategy" teaching approach involves the teacher providing strategies to improve the student's performance in various scenarios. This method alternates between a "scenario generation" step and a "strategies for improvement" step, creating a customized library of scenarios and optimized strategies for automated prompting. The method requires only black-box access to both student and teacher models; hence it can be used without manipulating model parameters. In our customer service application, the method improves performance, and the learned strategies are transferable to other LLMs and scenarios beyond the training set. The method's interpretabilty helps safeguard against potential harms through human audit.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

Domain adaptation methods for 2D human pose estimation typically require continuous access to the source data during adaptation, which can be challenging due to privacy, memory, or computational constraints. To address this limitation, we focus on the task of source-free domain adaptation for pose estimation, where a source model must adapt to a new target domain using only unlabeled target data. Although recent advances have introduced source-free methods for classification tasks, extending them to the regression task of pose estimation is non-trivial. In this paper, we present Prior-guided Self-training (POST), a pseudo-labeling approach that builds on the popular Mean Teacher framework to compensate for the distribution shift. POST leverages prediction-level and feature-level consistency between a student and teacher model against certain image transformations. In the absence of source data, POST utilizes a human pose prior that regularizes the adaptation process by directing the model to generate more accurate and anatomically plausible pose pseudo-labels. Despite being simple and intuitive, our framework can deliver significant performance gains compared to applying the source model directly to the target data, as demonstrated in our extensive experiments and ablation studies. In fact, our approach achieves comparable performance to recent state-of-the-art methods that use source data for adaptation.

NeRF synthesizes novel views of a scene with unprecedented quality by fitting a neural radiance field to RGB images. However, NeRF requires querying a deep Multi-Layer Perceptron (MLP) millions of times, leading to slow rendering times, even on modern GPUs. In this paper, we demonstrate that real-time rendering is possible by utilizing thousands of tiny MLPs instead of one single large MLP. In our setting, each individual MLP only needs to represent parts of the scene, thus smaller and faster-to-evaluate MLPs can be used. By combining this divide-and-conquer strategy with further optimizations, rendering is accelerated by three orders of magnitude compared to the original NeRF model without incurring high storage costs. Further, using teacher-student distillation for training, we show that this speed-up can be achieved without sacrificing visual quality.

Recently, neural networks purely based on attention were shown to address image understanding tasks such as image classification. However, these visual transformers are pre-trained with hundreds of millions of images using an expensive infrastructure, thereby limiting their adoption. In this work, we produce a competitive convolution-free transformer by training on Imagenet only. We train them on a single computer in less than 3 days. Our reference vision transformer (86M parameters) achieves top-1 accuracy of 83.1% (single-crop evaluation) on ImageNet with no external data. More importantly, we introduce a teacher-student strategy specific to transformers. It relies on a distillation token ensuring that the student learns from the teacher through attention. We show the interest of this token-based distillation, especially when using a convnet as a teacher. This leads us to report results competitive with convnets for both Imagenet (where we obtain up to 85.2% accuracy) and when transferring to other tasks. We share our code and models.

An obstacle to artificial general intelligence is set by continual learning of multiple tasks of different nature. Recently, various heuristic tricks, both from machine learning and from neuroscience angles, were proposed, but they lack a unified theory ground. Here, we focus on continual learning in single-layered and multi-layered neural networks of binary weights. A variational Bayesian learning setting is thus proposed, where the neural networks are trained in a field-space, rather than gradient-ill-defined discrete-weight space, and furthermore, weight uncertainty is naturally incorporated, and modulates synaptic resources among tasks. From a physics perspective, we translate the variational continual learning into Franz-Parisi thermodynamic potential framework, where previous task knowledge acts as a prior and a reference as well. We thus interpret the continual learning of the binary perceptron in a teacher-student setting as a Franz-Parisi potential computation. The learning performance can then be analytically studied with mean-field order parameters, whose predictions coincide with numerical experiments using stochastic gradient descent methods. Based on the variational principle and Gaussian field approximation of internal preactivations in hidden layers, we also derive the learning algorithm considering weight uncertainty, which solves the continual learning with binary weights using multi-layered neural networks, and performs better than the currently available metaplasticity algorithm. Our proposed principled frameworks also connect to elastic weight consolidation, weight-uncertainty modulated learning, and neuroscience inspired metaplasticity, providing a theory-grounded method for the real-world multi-task learning with deep networks.

We present the Process Engineering Operations Assistant (PEOA), an AI-driven framework designed to solve complex problems in the chemical and process industries. The framework employs a modular architecture orchestrated by a meta-agent, which serves as the central coordinator, managing an action generator and instruction-tuned small-scale language models (expert models). The action generator decomposes complex problems into sub-tasks and identifies suitable expert models to execute each, delivering precise solutions for multi-step problem-solving. Key techniques include advanced knowledge modeling using property graphs for improved information retrieval, facilitating more accurate and contextually relevant solutions. Additionally, the framework utilizes a teacher-student transfer-learning approach with GPT-4 (Omni) to fine-tune the action generator and expert models for domain adaptation, alongside an iterative problem-solving mechanism with sophisticated error handling. Custom datasets were developed to evaluate the framework against leading proprietary language models on various engineering tasks. The results demonstrate the framework effectiveness in automating calculations, accelerating prototyping, and providing AI-augmented decision support for industrial processes, marking a significant advancement in process engineering capabilities.

Dialogue topic shift detection is to detect whether an ongoing topic has shifted or should shift in a dialogue, which can be divided into two categories, i.e., response-known task and response-unknown task. Currently, only a few investigated the latter, because it is still a challenge to predict the topic shift without the response information. In this paper, we first annotate a Chinese Natural Topic Dialogue (CNTD) corpus consisting of 1308 dialogues to fill the gap in the Chinese natural conversation topic corpus. And then we focus on the response-unknown task and propose a teacher-student framework based on hierarchical contrastive learning to predict the topic shift without the response. Specifically, the response at high-level teacher-student is introduced to build the contrastive learning between the response and the context, while the label contrastive learning is constructed at low-level student. The experimental results on our Chinese CNTD and English TIAGE show the effectiveness of our proposed model.

Diffusion-based image super-resolution (SR) methods have shown promise in reconstructing high-resolution images with fine details from low-resolution counterparts. However, these approaches typically require tens or even hundreds of iterative samplings, resulting in significant latency. Recently, techniques have been devised to enhance the sampling efficiency of diffusion-based SR models via knowledge distillation. Nonetheless, when aligning the knowledge of student and teacher models, these solutions either solely rely on pixel-level loss constraints or neglect the fact that diffusion models prioritize varying levels of information at different time steps. To accomplish effective and efficient image super-resolution, we propose a time-aware diffusion distillation method, named TAD-SR. Specifically, we introduce a novel score distillation strategy to align the data distribution between the outputs of the student and teacher models after minor noise perturbation. This distillation strategy enables the student network to concentrate more on the high-frequency details. Furthermore, to mitigate performance limitations stemming from distillation, we integrate a latent adversarial loss and devise a time-aware discriminator that leverages diffusion priors to effectively distinguish between real images and generated images. Extensive experiments conducted on synthetic and real-world datasets demonstrate that the proposed method achieves comparable or even superior performance compared to both previous state-of-the-art (SOTA) methods and the teacher model in just one sampling step. Codes are available at https://github.com/LearningHx/TAD-SR.

3D object detection is essential for understanding 3D scenes. Contemporary techniques often require extensive annotated training data, yet obtaining point-wise annotations for point clouds is time-consuming and laborious. Recent developments in semi-supervised methods seek to mitigate this problem by employing a teacher-student framework to generate pseudo-labels for unlabeled point clouds. However, these pseudo-labels frequently suffer from insufficient diversity and inferior quality. To overcome these hurdles, we introduce an Agent-based Diffusion Model for Semi-supervised 3D Object Detection (Diff3DETR). Specifically, an agent-based object query generator is designed to produce object queries that effectively adapt to dynamic scenes while striking a balance between sampling locations and content embedding. Additionally, a box-aware denoising module utilizes the DDIM denoising process and the long-range attention in the transformer decoder to refine bounding boxes incrementally. Extensive experiments on ScanNet and SUN RGB-D datasets demonstrate that Diff3DETR outperforms state-of-the-art semi-supervised 3D object detection methods.

Pretrained language models (LMs) have shown compelling performance on various downstream tasks, but unfortunately they require a tremendous amount of inference compute. Knowledge distillation finds a path to compress LMs to small ones with a teacher-student paradigm. However, when the capacity gap between the teacher and the student is large, a curse of capacity gap appears, invoking a deficiency in distilling LMs. While a few studies have been carried out to fill the gap, the curse is not yet well tackled. In this paper, we aim at lifting the curse of capacity gap via enlarging the capacity of the student without notably increasing the inference compute. Largely motivated by sparse activation regime of mixture of experts (MoE), we propose a mixture of minimal experts (MiniMoE), which imposes extra parameters to the student but introduces almost no additional inference compute. Experimental results on GLUE and CoNLL demonstrate the curse of capacity gap is lifted by the magic of MiniMoE to a large extent. MiniMoE also achieves the state-of-the-art performance at small FLOPs compared with a range of competitive baselines. With a compression rate as much as sim50times, MiniMoE preserves sim95\% GLUE score of the teacher.

This paper presents a study of semi-supervised learning with large convolutional networks. We propose a pipeline, based on a teacher/student paradigm, that leverages a large collection of unlabelled images (up to 1 billion). Our main goal is to improve the performance for a given target architecture, like ResNet-50 or ResNext. We provide an extensive analysis of the success factors of our approach, which leads us to formulate some recommendations to produce high-accuracy models for image classification with semi-supervised learning. As a result, our approach brings important gains to standard architectures for image, video and fine-grained classification. For instance, by leveraging one billion unlabelled images, our learned vanilla ResNet-50 achieves 81.2% top-1 accuracy on the ImageNet benchmark.

Large Language Models (LLMs) have revolutionized Natural Language Processing (NLP). Although convenient for research and practical applications, open-source LLMs with fewer parameters often suffer from severe hallucinations compared to their larger counterparts. This paper focuses on measuring and reducing hallucinations in BLOOM 7B, a representative of such weaker open-source LLMs that are publicly available for research and commercial applications. We introduce HaloCheck, a lightweight BlackBox knowledge-free framework designed to quantify the severity of hallucinations in LLMs. Additionally, we explore techniques like knowledge injection and teacher-student approaches to alleviate hallucinations in low-parameter LLMs. Our experiments effectively demonstrate the reduction of hallucinations in challenging domains for these LLMs.

The advent of scalable deep models and large datasets has improved the performance of Neural Machine Translation. Knowledge Distillation (KD) enhances efficiency by transferring knowledge from a teacher model to a more compact student model. However, KD approaches to Transformer architecture often rely on heuristics, particularly when deciding which teacher layers to distill from. In this paper, we introduce the 'Align-to-Distill' (A2D) strategy, designed to address the feature mapping problem by adaptively aligning student attention heads with their teacher counterparts during training. The Attention Alignment Module in A2D performs a dense head-by-head comparison between student and teacher attention heads across layers, turning the combinatorial mapping heuristics into a learning problem. Our experiments show the efficacy of A2D, demonstrating gains of up to +3.61 and +0.63 BLEU points for WMT-2022 De->Dsb and WMT-2014 En->De, respectively, compared to Transformer baselines.

Recently, neural networks have shown impressive progress across diverse fields, with speech processing being no exception. However, recent breakthroughs in this area require extensive offline training using large datasets and tremendous computing resources. Unfortunately, these models struggle to retain their previously acquired knowledge when learning new tasks continually, and retraining from scratch is almost always impractical. In this paper, we investigate the problem of learning sequence-to-sequence models for spoken language understanding in a class-incremental learning (CIL) setting and we propose COCONUT, a CIL method that relies on the combination of experience replay and contrastive learning. Through a modified version of the standard supervised contrastive loss applied only to the rehearsal samples, COCONUT preserves the learned representations by pulling closer samples from the same class and pushing away the others. Moreover, we leverage a multimodal contrastive loss that helps the model learn more discriminative representations of the new data by aligning audio and text features. We also investigate different contrastive designs to combine the strengths of the contrastive loss with teacher-student architectures used for distillation. Experiments on two established SLU datasets reveal the effectiveness of our proposed approach and significant improvements over the baselines. We also show that COCONUT can be combined with methods that operate on the decoder side of the model, resulting in further metrics improvements.

Masked Autoencoders (MAE) have been prevailing paradigms for large-scale vision representation pre-training. By reconstructing masked image patches from a small portion of visible image regions, MAE forces the model to infer semantic correlation within an image. Recently, some approaches apply semantic-rich teacher models to extract image features as the reconstruction target, leading to better performance. However, unlike the low-level features such as pixel values, we argue the features extracted by powerful teacher models already encode rich semantic correlation across regions in an intact image.This raises one question: is reconstruction necessary in Masked Image Modeling (MIM) with a teacher model? In this paper, we propose an efficient MIM paradigm named MaskAlign. MaskAlign simply learns the consistency of visible patch features extracted by the student model and intact image features extracted by the teacher model. To further advance the performance and tackle the problem of input inconsistency between the student and teacher model, we propose a Dynamic Alignment (DA) module to apply learnable alignment. Our experimental results demonstrate that masked modeling does not lose effectiveness even without reconstruction on masked regions. Combined with Dynamic Alignment, MaskAlign can achieve state-of-the-art performance with much higher efficiency. Code and models will be available at https://github.com/OpenPerceptionX/maskalign.

Despite the advanced intelligence abilities of large language models (LLMs) in various applications, they still face significant computational and storage demands. Knowledge Distillation (KD) has emerged as an effective strategy to improve the performance of a smaller LLM (i.e., the student model) by transferring knowledge from a high-performing LLM (i.e., the teacher model). Prevailing techniques in LLM distillation typically use a black-box model API to generate high-quality pretrained and aligned datasets, or utilize white-box distillation by altering the loss function to better transfer knowledge from the teacher LLM. However, these methods ignore the knowledge differences between the student and teacher LLMs across domains. This results in excessive focus on domains with minimal performance gaps and insufficient attention to domains with large gaps, reducing overall performance. In this paper, we introduce a new LLM distillation framework called DDK, which dynamically adjusts the composition of the distillation dataset in a smooth manner according to the domain performance differences between the teacher and student models, making the distillation process more stable and effective. Extensive evaluations show that DDK significantly improves the performance of student models, outperforming both continuously pretrained baselines and existing knowledge distillation methods by a large margin.

Molecule discovery is a pivotal research field, impacting everything from the medicines we take to the materials we use. Recently, Large Language Models (LLMs) have been widely adopted in molecule understanding and generation, yet the alignments between molecules and their corresponding captions remain a significant challenge. Previous endeavours often treat the molecule as a general SMILES string or molecular graph, neglecting the fine-grained alignments between the molecular sub-structures and the descriptive textual phrases, which are crucial for accurate and explainable predictions. In this case, we introduce MolReFlect, a novel teacher-student framework designed to contextually perform the molecule-caption alignments in a fine-grained way. Our approach initially leverages a larger teacher LLM to label the detailed alignments by directly extracting critical phrases from molecule captions or SMILES strings and implying them to corresponding sub-structures or characteristics. To refine these alignments, we propose In-Context Selective Reflection, which retrieves previous extraction results as context examples for teacher LLM to reflect and lets a smaller student LLM select from in-context reflection and previous extraction results. Finally, we enhance the learning process of the student LLM through Chain-of-Thought In-Context Molecule Tuning, integrating the fine-grained alignments and the reasoning processes within the Chain-of-Thought format. Our experimental results demonstrate that MolReFlect enables LLMs like Mistral-7B to significantly outperform the previous baselines, achieving SOTA performance on the ChEBI-20 dataset. This advancement not only enhances the generative capabilities of LLMs in the molecule-caption translation task, but also contributes to a more explainable framework.

Many recent breakthroughs in machine learning have been enabled by the pre-trained foundation models. By scaling up model parameters, training data, and computation resources, foundation models have significantly advanced the state-of-the-art in many applications. However, it is still an open question of how to use these models to perform downstream tasks efficiently. Knowledge distillation (KD) has been explored to tackle this challenge. KD transfers knowledge from a large teacher model to a smaller student model. While KD has been successful in improving student model performance, recent research has discovered that a powerful teacher does not necessarily lead to a powerful student, due to their huge capacity gap. In addition, the potential distribution shifts between the pre-training data and downstream tasks can make knowledge transfer in KD sub-optimal for improving downstream task performance. In this paper, we extend KD with an interactive communication process to help students of downstream tasks learn effectively from pre-trained foundation models. Our design is inspired by the way humans learn from teachers who can explain knowledge in a way that meets the students' needs. Specifically, we let each model (i.e., student and teacher) train two components: (1) an encoder encoding the model's hidden states to a message and (2) a decoder decoding any messages to its own hidden states. With encoder and decoder, not only can the teacher transfer rich information by encoding its hidden states, but also the student can send messages with information of downstream tasks to the teacher. Therefore, knowledge passing from teacher to student can be tailored to the student's capacity and downstream tasks' distributions. We conducted experiments on benchmark datasets to show that our communication mechanism outperforms state-of-the-art distillation techniques.

We introduce SONAR, a new multilingual and multimodal fixed-size sentence embedding space. Our single text encoder, covering 200 languages, substantially outperforms existing sentence embeddings such as LASER3 and LabSE on the xsim and xsim++ multilingual similarity search tasks. Speech segments can be embedded in the same SONAR embedding space using language-specific speech encoders trained in a teacher-student setting on speech transcription data. Our encoders outperform existing speech encoders on similarity search tasks. We also provide a text decoder for 200 languages, which allows us to perform text-to-text and speech-to-text machine translation, including for zero-shot language and modality combinations. Our text-to-text results are competitive compared to the state-of-the-art NLLB~1B model, despite the fixed-size bottleneck representation. Our zero-shot speech-to-text translation results compare favorably with strong supervised baselines such as Whisper.

Self-supervised learning (SSL) has made remarkable progress in visual representation learning. Some studies combine SSL with knowledge distillation (SSL-KD) to boost the representation learning performance of small models. In this study, we propose a Multi-mode Online Knowledge Distillation method (MOKD) to boost self-supervised visual representation learning. Different from existing SSL-KD methods that transfer knowledge from a static pre-trained teacher to a student, in MOKD, two different models learn collaboratively in a self-supervised manner. Specifically, MOKD consists of two distillation modes: self-distillation and cross-distillation modes. Among them, self-distillation performs self-supervised learning for each model independently, while cross-distillation realizes knowledge interaction between different models. In cross-distillation, a cross-attention feature search strategy is proposed to enhance the semantic feature alignment between different models. As a result, the two models can absorb knowledge from each other to boost their representation learning performance. Extensive experimental results on different backbones and datasets demonstrate that two heterogeneous models can benefit from MOKD and outperform their independently trained baseline. In addition, MOKD also outperforms existing SSL-KD methods for both the student and teacher models.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

Knowledge distillation (KD) has shown great promise in transferring knowledge from larger teacher models to smaller student models. However, existing KD strategies for large language models often minimize output distributions between student and teacher models indiscriminately for each token. This overlooks the imbalanced nature of tokens and their varying transfer difficulties. In response, we propose a distillation strategy called Self-Evolution KD. The core of this approach involves dynamically integrating teacher distribution and one-hot distribution of ground truth into the student distribution as prior knowledge, which promotes the distillation process. It adjusts the ratio of prior knowledge based on token learning difficulty, fully leveraging the teacher model's potential. Experimental results show our method brings an average improvement of approximately 1.4 SacreBLEU points across four translation directions in the WMT22 test sets. Further analysis indicates that the improvement comes from better knowledge transfer from teachers, confirming our hypothesis.

Leading open-source large language models (LLMs) such as Llama-3.1-Instruct-405B are extremely capable at generating text, answering questions, and solving a variety of natural language understanding tasks. However, they incur higher inference cost and latency compared to smaller LLMs. Knowledge distillation provides a way to use outputs from these large, capable teacher models to train smaller student models which can be used for inference at lower cost and latency, while retaining comparable accuracy. We investigate the efficacy of distillation using the Llama-3.1-405B-Instruct teacher and the smaller Llama-3.1-8B-Instruct and Llama-3.1-70B-Instruct student models. Contributions of this work include (a) We evaluate the generalizability of distillation with the above Llama-3.1 teacher-student pairs across different tasks and datasets (b) We show that using synthetic data during distillation significantly improves the accuracy of 8B and 70B models, and when used with reasoning chains, even matches or surpasses the zero-shot accuracy of 405B model on some datasets (c) We empirically show that distillation enables 8B and 70B models to internalize 405B's reasoning ability by using only standard fine-tuning (without customizing any loss function). This allows cost and latency-efficient student model inference. (d) We show pitfalls in evaluation of distillation, and present task-specific evaluation, including both human and LLM-grading, and ground-truth based traditional accuracy benchmarks. This methodical study brings out the fundamental importance of synthetic data quality in knowledge distillation, and of combining multiple, task-specific ways of accuracy and quality evaluation in assessing the effectiveness of distillation.

The recent surge in Multimodal Large Language Models (MLLMs) has showcased their remarkable potential for achieving generalized intelligence by integrating visual understanding into Large Language Models.Nevertheless, the sheer model size of MLLMs leads to substantial memory and computational demands that hinder their widespread deployment. In this work, we do not propose a new efficient model structure or train small-scale MLLMs from scratch. Instead, we focus on what matters for training small-scale MLLMs through knowledge distillation, which is the first step from the multimodal distillation perspective. Our extensive studies involve training strategies, model choices, and distillation algorithms in the knowledge distillation process. These results show that joint alignment for both tokens and logit alignment plays critical roles in teacher-student frameworks. In addition, we draw a series of intriguing observations from this study. By evaluating different benchmarks and proper strategy, even a 2.7B small-scale model can perform on par with larger models with 7B or 13B parameters. Our code and models will be publicly available for further research.

Speech encoders pretrained through self-supervised learning (SSL) have demonstrated remarkable performance in various downstream tasks, including Spoken Language Understanding (SLU) and Automatic Speech Recognition (ASR). For instance, fine-tuning SSL models for such tasks has shown significant potential, leading to improvements in the SOTA performance across challenging datasets. In contrast to existing research, this paper contributes by comparing the effectiveness of SSL approaches in the context of (i) the low-resource spoken Tunisian Arabic dialect and (ii) its combination with a low-resource SLU and ASR scenario, where only a few semantic annotations are available for fine-tuning. We conduct experiments using many SSL speech encoders on the TARIC-SLU dataset. We use speech encoders that were pre-trained on either monolingual or multilingual speech data. Some of them have also been refined without in-domain nor Tunisian data through multimodal supervised teacher-student paradigm. This study yields numerous significant findings that we are discussing in this paper.

Semi-Supervised Visual Grounding (SSVG) is a new challenge for its sparse labeled data with the need for multimodel understanding. A previous study, RefTeacher, makes the first attempt to tackle this task by adopting the teacher-student framework to provide pseudo confidence supervision and attention-based supervision. However, this approach is incompatible with current state-of-the-art visual grounding models, which follow the Transformer-based pipeline. These pipelines directly regress results without region proposals or foreground binary classification, rendering them unsuitable for fitting in RefTeacher due to the absence of confidence scores. Furthermore, the geometric difference in teacher and student inputs, stemming from different data augmentations, induces natural misalignment in attention-based constraints. To establish a compatible SSVG framework, our paper proposes the ACTive REtraining approach for Semi-Supervised Visual Grounding, abbreviated as ACTRESS. Initially, the model is enhanced by incorporating an additional quantized detection head to expose its detection confidence. Building upon this, ACTRESS consists of an active sampling strategy and a selective retraining strategy. The active sampling strategy iteratively selects high-quality pseudo labels by evaluating three crucial aspects: Faithfulness, Robustness, and Confidence, optimizing the utilization of unlabeled data. The selective retraining strategy retrains the model with periodic re-initialization of specific parameters, facilitating the model's escape from local minima. Extensive experiments demonstrates our superior performance on widely-used benchmark datasets.

Many complex tasks can be decomposed into simpler, independent parts. Discovering such underlying compositional structure has the potential to enable compositional generalization. Despite progress, our most powerful systems struggle to compose flexibly. It therefore seems natural to make models more modular to help capture the compositional nature of many tasks. However, it is unclear under which circumstances modular systems can discover hidden compositional structure. To shed light on this question, we study a teacher-student setting with a modular teacher where we have full control over the composition of ground truth modules. This allows us to relate the problem of compositional generalization to that of identification of the underlying modules. In particular we study modularity in hypernetworks representing a general class of multiplicative interactions. We show theoretically that identification up to linear transformation purely from demonstrations is possible without having to learn an exponential number of module combinations. We further demonstrate empirically that under the theoretically identified conditions, meta-learning from finite data can discover modular policies that generalize compositionally in a number of complex environments.

Knowledge distillation~(KD) has proven to be a highly effective approach for enhancing model performance through a teacher-student training scheme. However, most existing distillation methods are designed under the assumption that the teacher and student models belong to the same model family, particularly the hint-based approaches. By using centered kernel alignment (CKA) to compare the learned features between heterogeneous teacher and student models, we observe significant feature divergence. This divergence illustrates the ineffectiveness of previous hint-based methods in cross-architecture distillation. To tackle the challenge in distilling heterogeneous models, we propose a simple yet effective one-for-all KD framework called OFA-KD, which significantly improves the distillation performance between heterogeneous architectures. Specifically, we project intermediate features into an aligned latent space such as the logits space, where architecture-specific information is discarded. Additionally, we introduce an adaptive target enhancement scheme to prevent the student from being disturbed by irrelevant information. Extensive experiments with various architectures, including CNN, Transformer, and MLP, demonstrate the superiority of our OFA-KD framework in enabling distillation between heterogeneous architectures. Specifically, when equipped with our OFA-KD, the student models achieve notable performance improvements, with a maximum gain of 8.0% on the CIFAR-100 dataset and 0.7% on the ImageNet-1K dataset. PyTorch code and checkpoints can be found at https://github.com/Hao840/OFAKD.

In this work, we investigate the implicit regularization induced by teacher-student learning dynamics in self-distillation. To isolate its effect, we describe a simple experiment where we consider teachers at random initialization instead of trained teachers. Surprisingly, when distilling a student into such a random teacher, we observe that the resulting model and its representations already possess very interesting characteristics; (1) we observe a strong improvement of the distilled student over its teacher in terms of probing accuracy. (2) The learned representations are data-dependent and transferable between different tasks but deteriorate strongly if trained on random inputs. (3) The student checkpoint contains sparse subnetworks, so-called lottery tickets, and lies on the border of linear basins in the supervised loss landscape. These observations have interesting consequences for several important areas in machine learning: (1) Self-distillation can work solely based on the implicit regularization present in the gradient dynamics without relying on any dark knowledge, (2) self-supervised learning can learn features even in the absence of data augmentation and (3) training dynamics during the early phase of supervised training do not necessarily require label information. Finally, we shed light on an intriguing local property of the loss landscape: the process of feature learning is strongly amplified if the student is initialized closely to the teacher. These results raise interesting questions about the nature of the landscape that have remained unexplored so far. Code is available at https://github.com/safelix/dinopl.

We propose a novel task, G4C, to study teacher-student natural language interactions in a goal-driven and grounded environment. Dungeons and Dragons (D&D), a role-playing game, provides an ideal setting to investigate such interactions. Here, the Dungeon Master (DM), i.e., the teacher, guides the actions of several players -- students, each with their own personas and abilities -- to achieve shared goals grounded in a fantasy world. Our approach is to decompose and model these interactions into (1) the DM's intent to guide players toward a given goal; (2) the DM's guidance utterance to the players expressing this intent; and (3) a theory-of-mind (ToM) model that anticipates the players' reaction to the guidance one turn into the future. We develop a novel reinforcement learning (RL) method for training a DM that generates guidance for players by rewarding utterances where the intent matches the ToM-anticipated player actions. Human and automated evaluations show that a DM trained to explicitly model intents and incorporate ToM of the players using RL generates better-quality guidance that is 3x more likely to fulfill the DM's intent than a vanilla natural language generation (NLG) approach.

The lack of clean speech is a practical challenge to the development of speech enhancement systems, which means that there is an inevitable mismatch between their training criterion and evaluation metric. In response to this unfavorable situation, we propose a training and inference strategy that additionally uses enhanced speech as a target by improving the previously proposed noisy-target training (NyTT). Because homogeneity between in-domain noise and extraneous noise is the key to the effectiveness of NyTT, we train various student models by remixing 1) the teacher model's estimated speech and noise for enhanced-target training or 2) raw noisy speech and the teacher model's estimated noise for noisy-target training. Experimental results show that our proposed method outperforms several baselines, especially with the teacher/student inference, where predicted clean speech is derived successively through the teacher and final student models.

Knowledge distillation (KD) is widely used for compressing a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, current KD methods for auto-regressive sequence models suffer from distribution mismatch between output sequences seen during training and those generated by the student during inference. To address this issue, we introduce Generalized Knowledge Distillation (GKD). Instead of solely relying on a fixed set of output sequences, GKD trains the student on its self-generated output sequences by leveraging feedback from the teacher on such sequences. Unlike supervised KD approaches, GKD also offers the flexibility to employ alternative loss functions between the student and teacher, which can be useful when the student lacks the expressivity to mimic the teacher's distribution. Furthermore, GKD facilitates the seamless integration of distillation with RL fine-tuning (RLHF). We demonstrate the efficacy of GKD for distilling auto-regressive language models on summarization, translation, and arithmetic reasoning tasks, and task-agnostic distillation for instruction-tuning.

Training high-accuracy 3D detectors necessitates massive labeled 3D annotations with 7 degree-of-freedom, which is laborious and time-consuming. Therefore, the form of point annotations is proposed to offer significant prospects for practical applications in 3D detection, which is not only more accessible and less expensive but also provides strong spatial information for object localization. In this paper, we empirically discover that it is non-trivial to merely adapt Point-DETR to its 3D form, encountering two main bottlenecks: 1) it fails to encode strong 3D prior into the model, and 2) it generates low-quality pseudo labels in distant regions due to the extreme sparsity of LiDAR points. To overcome these challenges, we introduce Point-DETR3D, a teacher-student framework for weakly semi-supervised 3D detection, designed to fully capitalize on point-wise supervision within a constrained instance-wise annotation budget.Different from Point-DETR which encodes 3D positional information solely through a point encoder, we propose an explicit positional query initialization strategy to enhance the positional prior. Considering the low quality of pseudo labels at distant regions produced by the teacher model, we enhance the detector's perception by incorporating dense imagery data through a novel Cross-Modal Deformable RoI Fusion (D-RoI).Moreover, an innovative point-guided self-supervised learning technique is proposed to allow for fully exploiting point priors, even in student models.Extensive experiments on representative nuScenes dataset demonstrate our Point-DETR3D obtains significant improvements compared to previous works. Notably, with only 5% of labeled data, Point-DETR3D achieves over 90% performance of its fully supervised counterpart.

Unsupervised domain adaptive (UDA) algorithms can markedly enhance the performance of object detectors under conditions of domain shifts, thereby reducing the necessity for extensive labeling and retraining. Current domain adaptive object detection algorithms primarily cater to two-stage detectors, which tend to offer minimal improvements when directly applied to single-stage detectors such as YOLO. Intending to benefit the YOLO detector from UDA, we build a comprehensive domain adaptive architecture using a teacher-student cooperative system for the YOLO detector. In this process, we propose uncertainty learning to cope with pseudo-labeling generated by the teacher model with extreme uncertainty and leverage dynamic data augmentation to asymptotically adapt the teacher-student system to the environment. To address the inability of single-stage object detectors to align at multiple stages, we utilize a unified visual contrastive learning paradigm that aligns instance at backbone and head respectively, which steadily improves the robustness of the detectors in cross-domain tasks. In summary, we present an unsupervised domain adaptive YOLO detector based on visual contrastive learning (CLDA-YOLO), which achieves highly competitive results across multiple domain adaptive datasets without any reduction in inference speed.

The landscape of publicly available vision foundation models (VFMs), such as CLIP and Segment Anything Model (SAM), is expanding rapidly. VFMs are endowed with distinct capabilities stemming from their pre-training objectives. For instance, CLIP excels in semantic understanding, while SAM specializes in spatial understanding for segmentation. In this work, we introduce a simple recipe to efficiently merge VFMs into a unified model that assimilates their expertise. Our proposed method integrates multi-task learning, continual learning techniques, and teacher-student distillation. This strategy entails significantly less computational cost compared to traditional multi-task training from scratch. Additionally, it only demands a small fraction of the pre-training datasets that were initially used to train individual models. By applying our method to SAM and CLIP, we derive SAM-CLIP: a unified model that amalgamates the strengths of SAM and CLIP into a single backbone, making it apt for edge device applications. We show that SAM-CLIP learns richer visual representations, equipped with both localization and semantic features, suitable for a broad range of vision tasks. SAM-CLIP obtains improved performance on several head probing tasks when compared with SAM and CLIP. We further show that SAM-CLIP not only retains the foundational strengths of its precursor models but also introduces synergistic functionalities, most notably in zero-shot semantic segmentation, where SAM-CLIP establishes new state-of-the-art results on 5 benchmarks. It outperforms previous models that are specifically designed for this task by a large margin, including +6.8% and +5.9% mean IoU improvement on Pascal-VOC and COCO-Stuff datasets, respectively.

We propose sorting patch representations across views as a novel self-supervised learning signal to improve pretrained representations. To this end, we introduce NeCo: Patch Neighbor Consistency, a novel training loss that enforces patch-level nearest neighbor consistency across a student and teacher model, relative to reference batches. Our method leverages a differentiable sorting method applied on top of pretrained representations, such as DINOv2-registers to bootstrap the learning signal and further improve upon them. This dense post-pretraining leads to superior performance across various models and datasets, despite requiring only 19 hours on a single GPU. We demonstrate that this method generates high-quality dense feature encoders and establish several new state-of-the-art results: +5.5% and + 6% for non-parametric in-context semantic segmentation on ADE20k and Pascal VOC, and +7.2% and +5.7% for linear segmentation evaluations on COCO-Things and -Stuff.

With the popularity of implicit neural representations, or neural radiance fields (NeRF), there is a pressing need for editing methods to interact with the implicit 3D models for tasks like post-processing reconstructed scenes and 3D content creation. While previous works have explored NeRF editing from various perspectives, they are restricted in editing flexibility, quality, and speed, failing to offer direct editing response and instant preview. The key challenge is to conceive a locally editable neural representation that can directly reflect the editing instructions and update instantly. To bridge the gap, we propose a new interactive editing method and system for implicit representations, called Seal-3D, which allows users to edit NeRF models in a pixel-level and free manner with a wide range of NeRF-like backbone and preview the editing effects instantly. To achieve the effects, the challenges are addressed by our proposed proxy function mapping the editing instructions to the original space of NeRF models and a teacher-student training strategy with local pretraining and global finetuning. A NeRF editing system is built to showcase various editing types. Our system can achieve compelling editing effects with an interactive speed of about 1 second.

Causal language models have demonstrated remarkable capabilities, but their size poses significant challenges for deployment in resource-constrained environments. Knowledge distillation, a widely-used technique for transferring knowledge from a large teacher model to a small student model, presents a promising approach for model compression. A significant remaining issue lies in the major differences between teacher and student models, namely the substantial capacity gap, mode averaging, and mode collapse, which pose barriers during distillation. To address these issues, we introduce Temporally Adaptive Interpolated Distillation (TAID), a novel knowledge distillation approach that dynamically interpolates student and teacher distributions through an adaptive intermediate distribution, gradually shifting from the student's initial distribution towards the teacher's distribution. We provide a theoretical analysis demonstrating TAID's ability to prevent mode collapse and empirically show its effectiveness in addressing the capacity gap while balancing mode averaging and mode collapse. Our comprehensive experiments demonstrate TAID's superior performance across various model sizes and architectures in both instruction tuning and pre-training scenarios. Furthermore, we showcase TAID's practical impact by developing two state-of-the-art compact foundation models: TAID-LLM-1.5B for language tasks and TAID-VLM-2B for vision-language tasks. These results demonstrate TAID's effectiveness in creating high-performing and efficient models, advancing the development of more accessible AI technologies.

Human action understanding is crucial for the advancement of multimodal systems. While recent developments, driven by powerful large language models (LLMs), aim to be general enough to cover a wide range of categories, they often overlook the need for more specific capabilities. In this work, we address the more challenging task of Fine-grained Action Recognition (FAR), which focuses on detailed semantic labels within shorter temporal duration (e.g., "salto backward tucked with 1 turn"). Given the high costs of annotating fine-grained labels and the substantial data needed for fine-tuning LLMs, we propose to adopt semi-supervised learning (SSL). Our framework, SeFAR, incorporates several innovative designs to tackle these challenges. Specifically, to capture sufficient visual details, we construct Dual-level temporal elements as more effective representations, based on which we design a new strong augmentation strategy for the Teacher-Student learning paradigm through involving moderate temporal perturbation. Furthermore, to handle the high uncertainty within the teacher model's predictions for FAR, we propose the Adaptive Regulation to stabilize the learning process. Experiments show that SeFAR achieves state-of-the-art performance on two FAR datasets, FineGym and FineDiving, across various data scopes. It also outperforms other semi-supervised methods on two classical coarse-grained datasets, UCF101 and HMDB51. Further analysis and ablation studies validate the effectiveness of our designs. Additionally, we show that the features extracted by our SeFAR could largely promote the ability of multimodal foundation models to understand fine-grained and domain-specific semantics.

A pivotal challenge in robotics is achieving fast, safe, and robust dexterous grasping across a diverse range of objects, an important goal within industrial applications. However, existing methods often have very limited speed, dexterity, and generality, along with limited or no hardware safety guarantees. In this work, we introduce DextrAH-G, a depth-based dexterous grasping policy trained entirely in simulation that combines reinforcement learning, geometric fabrics, and teacher-student distillation. We address key challenges in joint arm-hand policy learning, such as high-dimensional observation and action spaces, the sim2real gap, collision avoidance, and hardware constraints. DextrAH-G enables a 23 motor arm-hand robot to safely and continuously grasp and transport a large variety of objects at high speed using multi-modal inputs including depth images, allowing generalization across object geometry. Videos at https://sites.google.com/view/dextrah-g.

High-quality annotation of fine-grained visual categories demands great expert knowledge, which is taxing and time consuming. Alternatively, learning fine-grained visual representation from enormous unlabeled images (e.g., species, brands) by self-supervised learning becomes a feasible solution. However, recent researches find that existing self-supervised learning methods are less qualified to represent fine-grained categories. The bottleneck lies in that the pre-text representation is built from every patch-wise embedding, while fine-grained categories are only determined by several key patches of an image. In this paper, we propose a Cross-level Multi-instance Distillation (CMD) framework to tackle the challenge. Our key idea is to consider the importance of each image patch in determining the fine-grained pre-text representation by multiple instance learning. To comprehensively learn the relation between informative patches and fine-grained semantics, the multi-instance knowledge distillation is implemented on both the region/image crop pairs from the teacher and student net, and the region-image crops inside the teacher / student net, which we term as intra-level multi-instance distillation and inter-level multi-instance distillation. Extensive experiments on CUB-200-2011, Stanford Cars and FGVC Aircraft show that the proposed method outperforms the contemporary method by upto 10.14% and existing state-of-the-art self-supervised learning approaches by upto 19.78% on both top-1 accuracy and Rank-1 retrieval metric.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

This work investigates the compatibility between label smoothing (LS) and knowledge distillation (KD). Contemporary findings addressing this thesis statement take dichotomous standpoints: Muller et al. (2019) and Shen et al. (2021b). Critically, there is no effort to understand and resolve these contradictory findings, leaving the primal question -- to smooth or not to smooth a teacher network? -- unanswered. The main contributions of our work are the discovery, analysis and validation of systematic diffusion as the missing concept which is instrumental in understanding and resolving these contradictory findings. This systematic diffusion essentially curtails the benefits of distilling from an LS-trained teacher, thereby rendering KD at increased temperatures ineffective. Our discovery is comprehensively supported by large-scale experiments, analyses and case studies including image classification, neural machine translation and compact student distillation tasks spanning across multiple datasets and teacher-student architectures. Based on our analysis, we suggest practitioners to use an LS-trained teacher with a low-temperature transfer to achieve high performance students. Code and models are available at https://keshik6.github.io/revisiting-ls-kd-compatibility/

Multiple Instance Learning (MIL) has demonstrated effectiveness in analyzing whole slide images (WSIs), yet it often encounters overfitting challenges in real-world applications, particularly in the form of attention over-concentration. While existing methods to alleviate this issue introduce complex modules or processing steps, such as multiple-stage training and teacher-student distillation, this paper proposes a simple yet effective regularization: Attention Entropy Maximization (AEM). Motivated by our investigation revealing a positive correlation between attention entropy and model performance, AEM incorporates a negative entropy loss for attention values into the standard MIL framework, penalizing overly concentrated attention and encouraging the model to consider a broader range of informative regions in WSIs, potentially improving its generalization capabilities. Compared to existing overfitting mitigation methods, our AEM approach offers advantages of simplicity, efficiency, and versatility. It requires no additional modules or processing steps, involves only one hyperparameter, and demonstrates compatibility with MIL frameworks and techniques. These advantages make AEM particularly attractive for practical applications. We evaluate AEM on three benchmark datasets, demonstrating consistent performance improvements over existing methods. Furthermore, AEM shows high versatility, integrating effectively with four feature extractors, two advanced MIL frameworks, three attention mechanisms, and Subsampling augmentation technique. The source code is available at https://github.com/dazhangyu123/AEM.

Open-world entity segmentation, as an emerging computer vision task, aims at segmenting entities in images without being restricted by pre-defined classes, offering impressive generalization capabilities on unseen images and concepts. Despite its promise, existing entity segmentation methods like Segment Anything Model (SAM) rely heavily on costly expert annotators. This work presents Self-supervised Open-world Hierarchical Entity Segmentation (SOHES), a novel approach that eliminates the need for human annotations. SOHES operates in three phases: self-exploration, self-instruction, and self-correction. Given a pre-trained self-supervised representation, we produce abundant high-quality pseudo-labels through visual feature clustering. Then, we train a segmentation model on the pseudo-labels, and rectify the noises in pseudo-labels via a teacher-student mutual-learning procedure. Beyond segmenting entities, SOHES also captures their constituent parts, providing a hierarchical understanding of visual entities. Using raw images as the sole training data, our method achieves unprecedented performance in self-supervised open-world segmentation, marking a significant milestone towards high-quality open-world entity segmentation in the absence of human-annotated masks. Project page: https://SOHES.github.io.

NLP models have been known to perform poorly on user-generated content (UGC), mainly because it presents a lot of lexical variations and deviates from the standard texts on which most of these models were trained. In this work, we focus on the robustness of LASER, a sentence embedding model, to UGC data. We evaluate this robustness by LASER's ability to represent non-standard sentences and their standard counterparts close to each other in the embedding space. Inspired by previous works extending LASER to other languages and modalities, we propose RoLASER, a robust English encoder trained using a teacher-student approach to reduce the distances between the representations of standard and UGC sentences. We show that with training only on standard and synthetic UGC-like data, RoLASER significantly improves LASER's robustness to both natural and artificial UGC data by achieving up to 2x and 11x better scores. We also perform a fine-grained analysis on artificial UGC data and find that our model greatly outperforms LASER on its most challenging UGC phenomena such as keyboard typos and social media abbreviations. Evaluation on downstream tasks shows that RoLASER performs comparably to or better than LASER on standard data, while consistently outperforming it on UGC data.

Knowledge distillation (KD) has been widely adopted to compress large language models (LLMs). Existing KD methods investigate various divergence measures including the Kullback-Leibler (KL), reverse Kullback-Leibler (RKL), and Jensen-Shannon (JS) divergences. However, due to limitations inherent in their assumptions and definitions, these measures fail to deliver effective supervision when few distribution overlap exists between the teacher and the student. In this paper, we show that the aforementioned KL, RKL, and JS divergences respectively suffer from issues of mode-averaging, mode-collapsing, and mode-underestimation, which deteriorates logits-based KD for diverse NLP tasks. We propose the Sinkhorn Knowledge Distillation (SinKD) that exploits the Sinkhorn distance to ensure a nuanced and precise assessment of the disparity between teacher and student distributions. Besides, profit by properties of the Sinkhorn metric, we can get rid of sample-wise KD that restricts the perception of divergence in each teacher-student sample pair. Instead, we propose a batch-wise reformulation to capture geometric intricacies of distributions across samples in the high-dimensional space. Comprehensive evaluation on GLUE and SuperGLUE, in terms of comparability, validity, and generalizability, highlights our superiority over state-of-the-art methods on all kinds of LLMs with encoder-only, encoder-decoder, and decoder-only architectures.

Large-scale pre-trained Vision Language Models (VLMs) have proven effective for zero-shot classification. Despite the success, most traditional VLMs-based methods are restricted by the assumption of partial source supervision or ideal vocabularies, which rarely satisfy the open-world scenario. In this paper, we aim at a more challenging setting, Realistic Zero-Shot Classification, which assumes no annotation but instead a broad vocabulary. To address this challenge, we propose the Self Structural Semantic Alignment (S^3A) framework, which extracts the structural semantic information from unlabeled data while simultaneously self-learning. Our S^3A framework adopts a unique Cluster-Vote-Prompt-Realign (CVPR) algorithm, which iteratively groups unlabeled data to derive structural semantics for pseudo-supervision. Our CVPR process includes iterative clustering on images, voting within each cluster to identify initial class candidates from the vocabulary, generating discriminative prompts with large language models to discern confusing candidates, and realigning images and the vocabulary as structural semantic alignment. Finally, we propose to self-learn the CLIP image encoder with both individual and structural semantic alignment through a teacher-student learning strategy. Our comprehensive experiments across various generic and fine-grained benchmarks demonstrate that the S^3A method offers substantial improvements over existing VLMs-based approaches, achieving a more than 15% accuracy improvement over CLIP on average. Our codes, models, and prompts are publicly released at https://github.com/sheng-eatamath/S3A.

In this paper, we focus on developing knowledge distillation (KD) for compact 3D detectors. We observe that off-the-shelf KD methods manifest their efficacy only when the teacher model and student counterpart share similar intermediate feature representations. This might explain why they are less effective in building extreme-compact 3D detectors where significant representation disparity arises due primarily to the intrinsic sparsity and irregularity in 3D point clouds. This paper presents a novel representation disparity-aware distillation (RDD) method to address the representation disparity issue and reduce performance gap between compact students and over-parameterized teachers. This is accomplished by building our RDD from an innovative perspective of information bottleneck (IB), which can effectively minimize the disparity of proposal region pairs from student and teacher in features and logits. Extensive experiments are performed to demonstrate the superiority of our RDD over existing KD methods. For example, our RDD increases mAP of CP-Voxel-S to 57.1% on nuScenes dataset, which even surpasses teacher performance while taking up only 42% FLOPs.

The whole slide image (WSI) classification is often formulated as a multiple instance learning (MIL) problem. Since the positive tissue is only a small fraction of the gigapixel WSI, existing MIL methods intuitively focus on identifying salient instances via attention mechanisms. However, this leads to a bias towards easy-to-classify instances while neglecting hard-to-classify instances. Some literature has revealed that hard examples are beneficial for modeling a discriminative boundary accurately. By applying such an idea at the instance level, we elaborate a novel MIL framework with masked hard instance mining (MHIM-MIL), which uses a Siamese structure (Teacher-Student) with a consistency constraint to explore the potential hard instances. With several instance masking strategies based on attention scores, MHIM-MIL employs a momentum teacher to implicitly mine hard instances for training the student model, which can be any attention-based MIL model. This counter-intuitive strategy essentially enables the student to learn a better discriminating boundary. Moreover, the student is used to update the teacher with an exponential moving average (EMA), which in turn identifies new hard instances for subsequent training iterations and stabilizes the optimization. Experimental results on the CAMELYON-16 and TCGA Lung Cancer datasets demonstrate that MHIM-MIL outperforms other latest methods in terms of performance and training cost. The code is available at: https://github.com/DearCaat/MHIM-MIL.

Test-time adaptation (TTA) intends to adapt the pretrained model to test distributions with only unlabeled test data streams. Most of the previous TTA methods have achieved great success on simple test data streams such as independently sampled data from single or multiple distributions. However, these attempts may fail in dynamic scenarios of real-world applications like autonomous driving, where the environments gradually change and the test data is sampled correlatively over time. In this work, we explore such practical test data streams to deploy the model on the fly, namely practical test-time adaptation (PTTA). To do so, we elaborate a Robust Test-Time Adaptation (RoTTA) method against the complex data stream in PTTA. More specifically, we present a robust batch normalization scheme to estimate the normalization statistics. Meanwhile, a memory bank is utilized to sample category-balanced data with consideration of timeliness and uncertainty. Further, to stabilize the training procedure, we develop a time-aware reweighting strategy with a teacher-student model. Extensive experiments prove that RoTTA enables continual testtime adaptation on the correlatively sampled data streams. Our method is easy to implement, making it a good choice for rapid deployment. The code is publicly available at https://github.com/BIT-DA/RoTTA

In this work, we tackle the problem of learning universal robotic dexterous grasping from a point cloud observation under a table-top setting. The goal is to grasp and lift up objects in high-quality and diverse ways and generalize across hundreds of categories and even the unseen. Inspired by successful pipelines used in parallel gripper grasping, we split the task into two stages: 1) grasp proposal (pose) generation and 2) goal-conditioned grasp execution. For the first stage, we propose a novel probabilistic model of grasp pose conditioned on the point cloud observation that factorizes rotation from translation and articulation. Trained on our synthesized large-scale dexterous grasp dataset, this model enables us to sample diverse and high-quality dexterous grasp poses for the object point cloud.For the second stage, we propose to replace the motion planning used in parallel gripper grasping with a goal-conditioned grasp policy, due to the complexity involved in dexterous grasping execution. Note that it is very challenging to learn this highly generalizable grasp policy that only takes realistic inputs without oracle states. We thus propose several important innovations, including state canonicalization, object curriculum, and teacher-student distillation. Integrating the two stages, our final pipeline becomes the first to achieve universal generalization for dexterous grasping, demonstrating an average success rate of more than 60\% on thousands of object instances, which significantly outperforms all baselines, meanwhile showing only a minimal generalization gap.

In recent years, deep neural networks have been successful in both industry and academia, especially for computer vision tasks. The great success of deep learning is mainly due to its scalability to encode large-scale data and to maneuver billions of model parameters. However, it is a challenge to deploy these cumbersome deep models on devices with limited resources, e.g., mobile phones and embedded devices, not only because of the high computational complexity but also the large storage requirements. To this end, a variety of model compression and acceleration techniques have been developed. As a representative type of model compression and acceleration, knowledge distillation effectively learns a small student model from a large teacher model. It has received rapid increasing attention from the community. This paper provides a comprehensive survey of knowledge distillation from the perspectives of knowledge categories, training schemes, teacher-student architecture, distillation algorithms, performance comparison and applications. Furthermore, challenges in knowledge distillation are briefly reviewed and comments on future research are discussed and forwarded.

Automated Program Repair (APR) improves software reliability by generating patches for a buggy program automatically. Recent APR techniques leverage deep learning (DL) to build models to learn to generate patches from existing patches and code corpora. While promising, DL-based APR techniques suffer from the abundant syntactically or semantically incorrect patches in the patch space. These patches often disobey the syntactic and semantic domain knowledge of source code and thus cannot be the correct patches to fix a bug. We propose a DL-based APR approach KNOD, which incorporates domain knowledge to guide patch generation in a direct and comprehensive way. KNOD has two major novelties, including (1) a novel three-stage tree decoder, which directly generates Abstract Syntax Trees of patched code according to the inherent tree structure, and (2) a novel domain-rule distillation, which leverages syntactic and semantic rules and teacher-student distributions to explicitly inject the domain knowledge into the decoding procedure during both the training and inference phases. We evaluate KNOD on three widely-used benchmarks. KNOD fixes 72 bugs on the Defects4J v1.2, 25 bugs on the QuixBugs, and 50 bugs on the additional Defects4J v2.0 benchmarks, outperforming all existing APR tools.

Although the vision-and-language pretraining (VLP) equipped cross-modal image-text retrieval (ITR) has achieved remarkable progress in the past two years, it suffers from a major drawback: the ever-increasing size of VLP models restricts its deployment to real-world search scenarios (where the high latency is unacceptable). To alleviate this problem, we present a novel plug-in dynamic contrastive distillation (DCD) framework to compress the large VLP models for the ITR task. Technically, we face the following two challenges: 1) the typical uni-modal metric learning approach is difficult to directly apply to the cross-modal tasks, due to the limited GPU memory to optimize too many negative samples during handling cross-modal fusion features. 2) it is inefficient to static optimize the student network from different hard samples, which have different effects on distillation learning and student network optimization. We try to overcome these challenges from two points. First, to achieve multi-modal contrastive learning, and balance the training costs and effects, we propose to use a teacher network to estimate the difficult samples for students, making the students absorb the powerful knowledge from pre-trained teachers, and master the knowledge from hard samples. Second, to dynamic learn from hard sample pairs, we propose dynamic distillation to dynamically learn samples of different difficulties, from the perspective of better balancing the difficulty of knowledge and students' self-learning ability. We successfully apply our proposed DCD strategy to two state-of-the-art vision-language pretrained models, i.e. ViLT and METER. Extensive experiments on MS-COCO and Flickr30K benchmarks show the effectiveness and efficiency of our DCD framework. Encouragingly, we can speed up the inference at least 129times compared to the existing ITR models.

In this paper, we introduce a novel knowledge distillation approach for the semantic segmentation task. Unlike previous methods that rely on power-trained teachers or other modalities to provide additional knowledge, our approach does not require complex teacher models or information from extra sensors. Specifically, for the teacher model training, we propose to noise the label and then incorporate it into input to effectively boost the lightweight teacher performance. To ensure the robustness of the teacher model against the introduced noise, we propose a dual-path consistency training strategy featuring a distance loss between the outputs of two paths. For the student model training, we keep it consistent with the standard distillation for simplicity. Our approach not only boosts the efficacy of knowledge distillation but also increases the flexibility in selecting teacher and student models. To demonstrate the advantages of our Label Assisted Distillation (LAD) method, we conduct extensive experiments on five challenging datasets including Cityscapes, ADE20K, PASCAL-VOC, COCO-Stuff 10K, and COCO-Stuff 164K, five popular models: FCN, PSPNet, DeepLabV3, STDC, and OCRNet, and results show the effectiveness and generalization of our approach. We posit that incorporating labels into the input, as demonstrated in our work, will provide valuable insights into related fields. Code is available at https://github.com/skyshoumeng/Label_Assisted_Distillation.

Image diffusion distillation achieves high-fidelity generation with very few sampling steps. However, applying these techniques directly to video diffusion often results in unsatisfactory frame quality due to the limited visual quality in public video datasets. This affects the performance of both teacher and student video diffusion models. Our study aims to improve video diffusion distillation while improving frame appearance using abundant high-quality image data. We propose motion consistency model (MCM), a single-stage video diffusion distillation method that disentangles motion and appearance learning. Specifically, MCM includes a video consistency model that distills motion from the video teacher model, and an image discriminator that enhances frame appearance to match high-quality image data. This combination presents two challenges: (1) conflicting frame learning objectives, as video distillation learns from low-quality video frames while the image discriminator targets high-quality images; and (2) training-inference discrepancies due to the differing quality of video samples used during training and inference. To address these challenges, we introduce disentangled motion distillation and mixed trajectory distillation. The former applies the distillation objective solely to the motion representation, while the latter mitigates training-inference discrepancies by mixing distillation trajectories from both the low- and high-quality video domains. Extensive experiments show that our MCM achieves the state-of-the-art video diffusion distillation performance. Additionally, our method can enhance frame quality in video diffusion models, producing frames with high aesthetic scores or specific styles without corresponding video data.

Vision transformers (ViTs) have become the popular structures and outperformed convolutional neural networks (CNNs) on various vision tasks. However, such powerful transformers bring a huge computation burden, because of the exhausting token-to-token comparison. The previous works focus on dropping insignificant tokens to reduce the computational cost of ViTs. But when the dropping ratio increases, this hard manner will inevitably discard the vital tokens, which limits its efficiency. To solve the issue, we propose a generic self-slimmed learning approach for vanilla ViTs, namely SiT. Specifically, we first design a novel Token Slimming Module (TSM), which can boost the inference efficiency of ViTs by dynamic token aggregation. As a general method of token hard dropping, our TSM softly integrates redundant tokens into fewer informative ones. It can dynamically zoom visual attention without cutting off discriminative token relations in the images, even with a high slimming ratio. Furthermore, we introduce a concise Feature Recalibration Distillation (FRD) framework, wherein we design a reverse version of TSM (RTSM) to recalibrate the unstructured token in a flexible auto-encoder manner. Due to the similar structure between teacher and student, our FRD can effectively leverage structure knowledge for better convergence. Finally, we conduct extensive experiments to evaluate our SiT. It demonstrates that our method can speed up ViTs by 1.7x with negligible accuracy drop, and even speed up ViTs by 3.6x while maintaining 97% of their performance. Surprisingly, by simply arming LV-ViT with our SiT, we achieve new state-of-the-art performance on ImageNet. Code is available at https://github.com/Sense-X/SiT.

Knowledge distillation plays a key role in compressing the Large Language Models (LLMs), which boosts a small-size student model under large teacher models' guidance. However, existing LLM distillation methods overly rely on student-generated outputs, which may introduce generation errors and misguide the distillation process. Moreover, the distillation loss functions introduced in previous art struggle to align the most informative part due to the complex distribution of LLMs' outputs. To address these problems, we propose a multi-granularity semantic revision method for LLM distillation. At the sequence level, we propose a sequence correction and re-generation (SCRG) strategy. SCRG first calculates the semantic cognitive difference between the teacher and student to detect the error token, then corrects it with the teacher-generated one, and re-generates the sequence to reduce generation errors and enhance generation diversity. At the token level, we design a distribution adaptive clipping Kullback-Leibler (DAC-KL) loss as the distillation objective function. DAC-KL loss exploits a learnable sub-network to adaptively extract semantically dense areas from the teacher's output, avoiding the interference of redundant information in the distillation process. Finally, at the span level, we leverage the span priors of a sequence to compute the probability correlations within spans, and constrain the teacher and student's probability correlations to be consistent, further enhancing the transfer of semantic information. Extensive experiments across different model families with parameters ranging from 0.1B to 13B demonstrate the superiority of our method compared to existing methods.

Sampling from diffusion models involves a slow iterative process that hinders their practical deployment, especially for interactive applications. To accelerate generation speed, recent approaches distill a multi-step diffusion model into a single-step student generator via variational score distillation, which matches the distribution of samples generated by the student to the teacher's distribution. However, these approaches use the reverse Kullback-Leibler (KL) divergence for distribution matching which is known to be mode seeking. In this paper, we generalize the distribution matching approach using a novel f-divergence minimization framework, termed f-distill, that covers different divergences with different trade-offs in terms of mode coverage and training variance. We derive the gradient of the f-divergence between the teacher and student distributions and show that it is expressed as the product of their score differences and a weighting function determined by their density ratio. This weighting function naturally emphasizes samples with higher density in the teacher distribution, when using a less mode-seeking divergence. We observe that the popular variational score distillation approach using the reverse-KL divergence is a special case within our framework. Empirically, we demonstrate that alternative f-divergences, such as forward-KL and Jensen-Shannon divergences, outperform the current best variational score distillation methods across image generation tasks. In particular, when using Jensen-Shannon divergence, f-distill achieves current state-of-the-art one-step generation performance on ImageNet64 and zero-shot text-to-image generation on MS-COCO. Project page: https://research.nvidia.com/labs/genair/f-distill

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

Layer-wise distillation is a powerful tool to compress large models (i.e. teacher models) into small ones (i.e., student models). The student distills knowledge from the teacher by mimicking the hidden representations of the teacher at every intermediate layer. However, layer-wise distillation is difficult. Since the student has a smaller model capacity than the teacher, it is often under-fitted. Furthermore, the hidden representations of the teacher contain redundant information that the student does not necessarily need for the target task's learning. To address these challenges, we propose a novel Task-aware layEr-wise Distillation (TED). TED designs task-aware filters to align the hidden representations of the student and the teacher at each layer. The filters select the knowledge that is useful for the target task from the hidden representations. As such, TED reduces the knowledge gap between the two models and helps the student to fit better on the target task. We evaluate TED in two scenarios: continual pre-training and fine-tuning. TED demonstrates significant and consistent improvements over existing distillation methods in both scenarios. Code is available at https://github.com/cliang1453/task-aware-distillation.

Knowledge distillation (KD) is widely used to train small, high-performing student language models (LMs) using large teacher LMs. While effective in fine-tuning, KD during pre-training faces challenges in efficiency, flexibility, and effectiveness. Existing methods either incur high computational costs due to online teacher inference, require tokenization matching between teacher and student LMs, or risk losing the difficulty and diversity of the teacher-generated training data. To address these issues, we propose MiniPLM, a KD framework for pre-training LMs by refining the training data distribution with the teacher's knowledge. For efficiency, MiniPLM performs offline teacher LM inference, allowing KD for multiple student LMs without adding training-time costs. For flexibility, MiniPLM operates solely on the training corpus, enabling KD across model families. For effectiveness, MiniPLM leverages the differences between large and small LMs to enhance the difficulty and diversity of the training data, helping student LMs acquire versatile and sophisticated knowledge. Extensive experiments demonstrate that MiniPLM boosts the student LMs' performance on 9 widely used downstream tasks, improves the language modeling capabilities, and reduces pre-training computation. The benefit of MiniPLM extends to large pre-training scales, evidenced by the extrapolation of the scaling curves. Further analysis reveals that MiniPLM supports KD across model families and enhances the utilization of pre-training data. Our model, code, and data are available at https://github.com/thu-coai/MiniPLM.

Several recent studies have elucidated why knowledge distillation (KD) improves model performance. However, few have researched the other advantages of KD in addition to its improving model performance. In this study, we have attempted to show that KD enhances the interpretability as well as the accuracy of models. We measured the number of concept detectors identified in network dissection for a quantitative comparison of model interpretability. We attributed the improvement in interpretability to the class-similarity information transferred from the teacher to student models. First, we confirmed the transfer of class-similarity information from the teacher to student model via logit distillation. Then, we analyzed how class-similarity information affects model interpretability in terms of its presence or absence and degree of similarity information. We conducted various quantitative and qualitative experiments and examined the results on different datasets, different KD methods, and according to different measures of interpretability. Our research showed that KD models by large models could be used more reliably in various fields.

Prompt learning has emerged as a valuable technique in enhancing vision-language models (VLMs) such as CLIP for downstream tasks in specific domains. Existing work mainly focuses on designing various learning forms of prompts, neglecting the potential of prompts as effective distillers for learning from larger teacher models. In this paper, we introduce an unsupervised domain prompt distillation framework, which aims to transfer the knowledge of a larger teacher model to a lightweight target model through prompt-driven imitation using unlabeled domain images. Specifically, our framework consists of two distinct stages. In the initial stage, we pre-train a large CLIP teacher model using domain (few-shot) labels. After pre-training, we leverage the unique decoupled-modality characteristics of CLIP by pre-computing and storing the text features as class vectors only once through the teacher text encoder. In the subsequent stage, the stored class vectors are shared across teacher and student image encoders for calculating the predicted logits. Further, we align the logits of both the teacher and student models via KL divergence, encouraging the student image encoder to generate similar probability distributions to the teacher through the learnable prompts. The proposed prompt distillation process eliminates the reliance on labeled data, enabling the algorithm to leverage a vast amount of unlabeled images within the domain. Finally, the well-trained student image encoders and pre-stored text features (class vectors) are utilized for inference. To our best knowledge, we are the first to (1) perform unsupervised domain-specific prompt-driven knowledge distillation for CLIP, and (2) establish a practical pre-storing mechanism of text features as shared class vectors between teacher and student. Extensive experiments on 11 datasets demonstrate the effectiveness of our method.

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 student's compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student model's training dynamics remains under-explored. In this paper, we categorize teacher's 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 student's logit layer geometry; and (3) instance specific knowledge, where teacher rescales student model's 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.

Despite the success of distillation in large language models (LLMs), most prior work applies identical loss functions to both teacher- and student-generated data. These strategies overlook the synergy between loss formulations and data types, leading to a suboptimal performance boost in student models. To address this, we propose DistiLLM-2, a contrastive approach that simultaneously increases the likelihood of teacher responses and decreases that of student responses by harnessing this synergy. Our extensive experiments show that DistiLLM-2 not only builds high-performing student models across a wide range of tasks, including instruction-following and code generation, but also supports diverse applications, such as preference alignment and vision-language extensions. These findings highlight the potential of a contrastive approach to enhance the efficacy of LLM distillation by effectively aligning teacher and student models across varied data types.

Distilling large language models (LLMs) typically involves transferring the teacher model's responses through supervised fine-tuning (SFT). However, this approach neglects the potential to distill both data (output content) and reward signals (quality evaluations). Extracting reliable reward signals directly from teacher models is challenging, as LLMs are optimized for generation rather than evaluation, often resulting in biased or inconsistent assessments. To address this limitation, we propose a novel distillation pipeline that transfers both responses and rewards. Our method generates pseudo-rewards through a self-supervised mechanism that leverages the inherent structure of both teacher and student responses, enabling reward learning without explicit external evaluation. The reward model subsequently guides reinforcement learning (RL), allowing iterative refinement of the student model after an SFT warm-up phase. Experiments on GSM8K and MMLU-PRO demonstrate that our method consistently outperforms traditional SFT-based approaches, enabling student models to surpass the performance of their teachers. This work highlights the potential for scalable, efficient distillation through structured self-supervised reward learning, reducing dependence on external reward supervision.

Large language models (LLMs) have demonstrated remarkable performance across various downstream tasks. However, the high computational and memory requirements of LLMs are a major bottleneck. To address this, parameter-efficient fine-tuning (PEFT) methods such as low-rank adaptation (LoRA) have been proposed to reduce computational costs while ensuring minimal loss in performance. Additionally, knowledge distillation (KD) has been a popular choice for obtaining compact student models from teacher models. In this work, we present KD-LoRA, a novel fine-tuning method that combines LoRA with KD. Our results demonstrate that KD-LoRA achieves performance comparable to full fine-tuning (FFT) and LoRA while significantly reducing resource requirements. Specifically, KD-LoRA retains 98% of LoRA's performance on the GLUE benchmark, while being 40% more compact. Additionally, KD-LoRA reduces GPU memory usage by 30% compared to LoRA, while decreasing inference time by 30% compared to both FFT and LoRA. We evaluate KD-LoRA across three encoder-only models: BERT, RoBERTa, and DeBERTaV3. Code is available at https://github.com/rambodazimi/KD-LoRA.

Knowledge distillation (KD) has been shown to be highly effective in guiding a student model with a larger teacher model and achieving practical benefits in improving the computational and memory efficiency for large language models (LLMs). State-of-the-art KD methods for LLMs mostly rely on minimizing explicit distribution distance between teacher and student probability predictions. Instead of optimizing these mandatory behaviour cloning objectives, we explore an imitation learning strategy for KD of LLMs. In particular, we minimize the imitation gap by matching the action-value moments of the teacher's behavior from both on- and off-policy perspectives. To achieve this action-value moment-matching goal, we propose an adversarial training algorithm to jointly estimate the moment-matching distance and optimize the student policy to minimize it. Results from both task-agnostic instruction-following experiments and task-specific experiments demonstrate the effectiveness of our method and achieve new state-of-the-art performance.

Monocular 3D object detection (Mono3D) holds noteworthy promise for autonomous driving applications owing to the cost-effectiveness and rich visual context of monocular camera sensors. However, depth ambiguity poses a significant challenge, as it requires extracting precise 3D scene geometry from a single image, resulting in suboptimal performance when transferring knowledge from a LiDAR-based teacher model to a camera-based student model. To address this issue, we introduce {\em Monocular Teaching Assistant Knowledge Distillation (MonoTAKD)} to enhance 3D perception in Mono3D. Our approach presents a robust camera-based teaching assistant model that effectively bridges the representation gap between different modalities for teacher and student models, addressing the challenge of inaccurate depth estimation. By defining 3D spatial cues as residual features that capture the differences between the teacher and the teaching assistant models, we leverage these cues into the student model, improving its 3D perception capabilities. Experimental results show that our MonoTAKD achieves state-of-the-art performance on the KITTI3D dataset. Additionally, we evaluate the performance on nuScenes and KITTI raw datasets to demonstrate the generalization of our model to multi-view 3D and unsupervised data settings. Our code will be available at https://github.com/hoiliu-0801/MonoTAKD.

Deploying large language models (LLMs) of several billion parameters can be impractical in most industrial use cases due to constraints such as cost, latency limitations, and hardware accessibility. Knowledge distillation (KD) offers a solution by compressing knowledge from resource-intensive large models to smaller ones. Various strategies exist, some relying on the text generated by the teacher model and optionally utilizing his logits to enhance learning. However, these methods based on logits often require both teacher and student models to share the same tokenizer, limiting their applicability across different LLM families. In this paper, we introduce Universal Logit Distillation (ULD) loss, grounded in optimal transport, to address this limitation. Our experimental results demonstrate the effectiveness of ULD loss in enabling distillation across models with different architectures and tokenizers, paving the way to a more widespread use of distillation techniques.

Neural Radiance Fields (NeRF) have been widely adopted as practical and versatile representations for 3D scenes, facilitating various downstream tasks. However, different architectures, including the plain Multi-Layer Perceptron (MLP), Tensors, low-rank Tensors, Hashtables, and their combinations, entail distinct trade-offs. For instance, representations based on Hashtables enable faster rendering but lack clear geometric meaning, thereby posing challenges for spatial-relation-aware editing. To address this limitation and maximize the potential of each architecture, we propose Progressive Volume Distillation with Active Learning (PVD-AL), a systematic distillation method that enables any-to-any conversion between diverse architectures. PVD-AL decomposes each structure into two parts and progressively performs distillation from shallower to deeper volume representation, leveraging effective information retrieved from the rendering process. Additionally, a three-level active learning technique provides continuous feedback from teacher to student during the distillation process, achieving high-performance outcomes. Experimental evidence showcases the effectiveness of our method across multiple benchmark datasets. For instance, PVD-AL can distill an MLP-based model from a Hashtables-based model at a 10~20X faster speed and 0.8dB~2dB higher PSNR than training the MLP-based model from scratch. Moreover, PVD-AL permits the fusion of diverse features among distinct structures, enabling models with multiple editing properties and providing a more efficient model to meet real-time requirements like mobile devices. Project website: https://sk-fun.fun/PVD-AL.

Multi-level feature fusion is a fundamental topic in computer vision. It has been exploited to detect, segment and classify objects at various scales. When multi-level features meet multi-modal cues, the optimal feature aggregation and multi-modal learning strategy become a hot potato. In this paper, we leverage the inherent multi-modal and multi-level nature of RGB-D salient object detection to devise a novel cascaded refinement network. In particular, first, we propose to regroup the multi-level features into teacher and student features using a bifurcated backbone strategy (BBS). Second, we introduce a depth-enhanced module (DEM) to excavate informative depth cues from the channel and spatial views. Then, RGB and depth modalities are fused in a complementary way. Our architecture, named Bifurcated Backbone Strategy Network (BBS-Net), is simple, efficient, and backbone-independent. Extensive experiments show that BBS-Net significantly outperforms eighteen SOTA models on eight challenging datasets under five evaluation measures, demonstrating the superiority of our approach (sim 4 % improvement in S-measure vs. the top-ranked model: DMRA-iccv2019). In addition, we provide a comprehensive analysis on the generalization ability of different RGB-D datasets and provide a powerful training set for future research.

The generalization capability of deep neural networks has been substantially improved by applying a wide spectrum of regularization methods, e.g., restricting function space, injecting randomness during training, augmenting data, etc. In this work, we propose a simple yet effective regularization method named progressive self-knowledge distillation (PS-KD), which progressively distills a model's own knowledge to soften hard targets (i.e., one-hot vectors) during training. Hence, it can be interpreted within a framework of knowledge distillation as a student becomes a teacher itself. Specifically, targets are adjusted adaptively by combining the ground-truth and past predictions from the model itself. We show that PS-KD provides an effect of hard example mining by rescaling gradients according to difficulty in classifying examples. The proposed method is applicable to any supervised learning tasks with hard targets and can be easily combined with existing regularization methods to further enhance the generalization performance. Furthermore, it is confirmed that PS-KD achieves not only better accuracy, but also provides high quality of confidence estimates in terms of calibration as well as ordinal ranking. Extensive experimental results on three different tasks, image classification, object detection, and machine translation, demonstrate that our method consistently improves the performance of the state-of-the-art baselines. The code is available at https://github.com/lgcnsai/PS-KD-Pytorch.

Pretrained language models like BERT have achieved good results on NLP tasks, but are impractical on resource-limited devices due to memory footprint. A large fraction of this footprint comes from the input embeddings with large input vocabulary and embedding dimensions. Existing knowledge distillation methods used for model compression cannot be directly applied to train student models with reduced vocabulary sizes. To this end, we propose a distillation method to align the teacher and student embeddings via mixed-vocabulary training. Our method compresses BERT-LARGE to a task-agnostic model with smaller vocabulary and hidden dimensions, which is an order of magnitude smaller than other distilled BERT models and offers a better size-accuracy trade-off on language understanding benchmarks as well as a practical dialogue task.

We provide a distillation scaling law that estimates distilled model performance based on a compute budget and its allocation between the student and teacher. Our findings reduce the risks associated with using distillation at scale; compute allocation for both the teacher and student models can now be done to maximize student performance. We provide compute optimal distillation recipes for when 1) a teacher exists, or 2) a teacher needs training. If many students are to be distilled, or a teacher already exists, distillation outperforms supervised pretraining until a compute level which grows predictably with student size. If one student is to be distilled and a teacher also needs training, supervised learning should be done instead. Additionally, we provide insights across our large scale study of distillation, which increase our understanding of distillation and inform experimental design.

Adversarial training has been widely used to enhance the robustness of neural network models against adversarial attacks. Despite the popularity of neural network models, a significant gap exists between the natural and robust accuracy of these models. In this paper, we identify one of the primary reasons for this gap is the common use of one-hot vectors as labels, which hinders the learning process for image recognition. Representing ambiguous images with one-hot vectors is imprecise and may lead the model to suboptimal solutions. To overcome this issue, we propose a novel method called Low Temperature Distillation (LTD) that generates soft labels using the modified knowledge distillation framework. Unlike previous approaches, LTD uses a relatively low temperature in the teacher model and fixed, but different temperatures for the teacher and student models. This modification boosts the model's robustness without encountering the gradient masking problem that has been addressed in defensive distillation. The experimental results demonstrate the effectiveness of the proposed LTD method combined with previous techniques, achieving robust accuracy rates of 58.19%, 31.13%, and 42.08% on CIFAR-10, CIFAR-100, and ImageNet data sets, respectively, without additional unlabeled data.

Knowledge distillation (KD) exploits a large well-trained model (i.e., teacher) to train a small student model on the same dataset for the same task. Treating teacher features as knowledge, prevailing methods of knowledge distillation train student by aligning its features with the teacher's, e.g., by minimizing the KL-divergence between their logits or L2 distance between their intermediate features. While it is natural to believe that better alignment of student features to the teacher better distills teacher knowledge, simply forcing this alignment does not directly contribute to the student's performance, e.g., classification accuracy. In this work, we propose to align student features with class-mean of teacher features, where class-mean naturally serves as a strong classifier. To this end, we explore baseline techniques such as adopting the cosine distance based loss to encourage the similarity between student features and their corresponding class-means of the teacher. Moreover, we train the student to produce large-norm features, inspired by other lines of work (e.g., model pruning and domain adaptation), which find the large-norm features to be more significant. Finally, we propose a rather simple loss term (dubbed ND loss) to simultaneously (1) encourage student to produce large-norm features, and (2) align the direction of student features and teacher class-means. Experiments on standard benchmarks demonstrate that our explored techniques help existing KD methods achieve better performance, i.e., higher classification accuracy on ImageNet and CIFAR100 datasets, and higher detection precision on COCO dataset. Importantly, our proposed ND loss helps the most, leading to the state-of-the-art performance on these benchmarks. The source code is available at https://github.com/WangYZ1608/Knowledge-Distillation-via-ND.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

Cervical disc herniation (CDH) is a prevalent musculoskeletal disorder that significantly impacts health and requires labor-intensive analysis from experts. Despite advancements in automated detection of medical imaging, two significant challenges hinder the real-world application of these methods. First, the computational complexity and resource demands present a significant gap for real-time application. Second, noise in MRI reduces the effectiveness of existing methods by distorting feature extraction. To address these challenges, we propose three key contributions: Firstly, we introduced MedDet, which leverages the multi-teacher single-student knowledge distillation for model compression and efficiency, meanwhile integrating generative adversarial training to enhance performance. Additionally, we customize the second-order nmODE to improve the model's resistance to noise in MRI. Lastly, we conducted comprehensive experiments on the CDH-1848 dataset, achieving up to a 5% improvement in mAP compared to previous methods. Our approach also delivers over 5 times faster inference speed, with approximately 67.8% reduction in parameters and 36.9% reduction in FLOPs compared to the teacher model. These advancements significantly enhance the performance and efficiency of automated CDH detection, demonstrating promising potential for future application in clinical practice. See project website https://steve-zeyu-zhang.github.io/MedDet

This technical report delves into an in-depth exploration of adversarial attacks specifically targeted at Deep Neural Networks (DNNs) utilized for image classification. The study also investigates defense mechanisms aimed at bolstering the robustness of machine learning models. The research focuses on comprehending the ramifications of two prominent attack methodologies: the Fast Gradient Sign Method (FGSM) and the Carlini-Wagner (CW) approach. These attacks are examined concerning three pre-trained image classifiers: Resnext50_32x4d, DenseNet-201, and VGG-19, utilizing the Tiny-ImageNet dataset. Furthermore, the study proposes the robustness of defensive distillation as a defense mechanism to counter FGSM and CW attacks. This defense mechanism is evaluated using the CIFAR-10 dataset, where CNN models, specifically resnet101 and Resnext50_32x4d, serve as the teacher and student models, respectively. The proposed defensive distillation model exhibits effectiveness in thwarting attacks such as FGSM. However, it is noted to remain susceptible to more sophisticated techniques like the CW attack. The document presents a meticulous validation of the proposed scheme. It provides detailed and comprehensive results, elucidating the efficacy and limitations of the defense mechanisms employed. Through rigorous experimentation and analysis, the study offers insights into the dynamics of adversarial attacks on DNNs, as well as the effectiveness of defensive strategies in mitigating their impact.

Knowledge distillation (KD) has shown potential for learning compact models in dense object detection. However, the commonly used softmax-based distillation ignores the absolute classification scores for individual categories. Thus, the optimum of the distillation loss does not necessarily lead to the optimal student classification scores for dense object detectors. This cross-task protocol inconsistency is critical, especially for dense object detectors, since the foreground categories are extremely imbalanced. To address the issue of protocol differences between distillation and classification, we propose a novel distillation method with cross-task consistent protocols, tailored for the dense object detection. For classification distillation, we address the cross-task protocol inconsistency problem by formulating the classification logit maps in both teacher and student models as multiple binary-classification maps and applying a binary-classification distillation loss to each map. For localization distillation, we design an IoU-based Localization Distillation Loss that is free from specific network structures and can be compared with existing localization distillation losses. Our proposed method is simple but effective, and experimental results demonstrate its superiority over existing methods. Code is available at https://github.com/TinyTigerPan/BCKD.

Self-distillation (SD) is the process of first training a teacher model and then using its predictions to train a student model with the same architecture. Specifically, the student's objective function is big(xi*ell(teacher's predictions, student's predictions) + (1-xi)*ell(given labels, student's predictions)big), where ell is some loss function and xi is some parameter in [0,1]. Empirically, SD has been observed to provide performance gains in several settings. In this paper, we theoretically characterize the effect of SD in two supervised learning problems with noisy labels. We first analyze SD for regularized linear regression and show that in the high label noise regime, the optimal value of xi that minimizes the expected error in estimating the ground truth parameter is surprisingly greater than 1. Empirically, we show that xi > 1 works better than xi leq 1 even with the cross-entropy loss for several classification datasets when 50\% or 30\% of the labels are corrupted. Further, we quantify when optimal SD is better than optimal regularization. Next, we analyze SD in the case of logistic regression for binary classification with random label corruption and quantify the range of label corruption in which the student outperforms the teacher in terms of accuracy. To our knowledge, this is the first result of its kind for the cross-entropy loss.

We present a simple but effective pixel-level self-supervised distillation framework friendly to dense prediction tasks. Our method, called Pixel-Wise Contrastive Distillation (PCD), distills knowledge by attracting the corresponding pixels from student's and teacher's output feature maps. PCD includes a novel design called SpatialAdaptor which ``reshapes'' a part of the teacher network while preserving the distribution of its output features. Our ablation experiments suggest that this reshaping behavior enables more informative pixel-to-pixel distillation. Moreover, we utilize a plug-in multi-head self-attention module that explicitly relates the pixels of student's feature maps to enhance the effective receptive field, leading to a more competitive student. PCD outperforms previous self-supervised distillation methods on various dense prediction tasks. A backbone of ResNet-18-FPN distilled by PCD achieves 37.4 AP^bbox and 34.0 AP^mask on COCO dataset using the detector of Mask R-CNN. We hope our study will inspire future research on how to pre-train a small model friendly to dense prediction tasks in a self-supervised fashion.

Since visual perception can give rich information beyond text descriptions for world understanding, there has been increasing interest in leveraging visual grounding for language learning. Recently, vokenization (Tan and Bansal, 2020) has attracted attention by using the predictions of a text-to-image retrieval model as labels for language model supervision. Despite its success, the method suffers from approximation error of using finite image labels and the lack of vocabulary diversity of a small image-text dataset. To overcome these limitations, we present VidLanKD, a video-language knowledge distillation method for improving language understanding. We train a multi-modal teacher model on a video-text dataset, and then transfer its knowledge to a student language model with a text dataset. To avoid approximation error, we propose to use different knowledge distillation objectives. In addition, the use of a large-scale video-text dataset helps learn diverse and richer vocabularies. In our experiments, VidLanKD achieves consistent improvements over text-only language models and vokenization models, on several downstream language understanding tasks including GLUE, SQuAD, and SWAG. We also demonstrate the improved world knowledge, physical reasoning, and temporal reasoning capabilities of our model by evaluating on the GLUE-diagnostics, PIQA, and TRACIE datasets. Lastly, we present comprehensive ablation studies as well as visualizations of the learned text-to-video grounding results of our teacher and student language models. Our code and models are available at: https://github.com/zinengtang/VidLanKD

In this paper we apply self-knowledge distillation to text summarization which we argue can alleviate problems with maximum-likelihood training on single reference and noisy datasets. Instead of relying on one-hot annotation labels, our student summarization model is trained with guidance from a teacher which generates smoothed labels to help regularize training. Furthermore, to better model uncertainty during training, we introduce multiple noise signals for both teacher and student models. We demonstrate experimentally on three benchmarks that our framework boosts the performance of both pretrained and non-pretrained summarizers achieving state-of-the-art results.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Large pre-trained transformers are on top of contemporary semantic segmentation benchmarks, but come with high computational cost and a lengthy training. To lift this constraint, we look at efficient semantic segmentation from a perspective of comprehensive knowledge distillation and consider to bridge the gap between multi-source knowledge extractions and transformer-specific patch embeddings. We put forward the Transformer-based Knowledge Distillation (TransKD) framework which learns compact student transformers by distilling both feature maps and patch embeddings of large teacher transformers, bypassing the long pre-training process and reducing the FLOPs by >85.0%. Specifically, we propose two fundamental and two optimization modules: (1) Cross Selective Fusion (CSF) enables knowledge transfer between cross-stage features via channel attention and feature map distillation within hierarchical transformers; (2) Patch Embedding Alignment (PEA) performs dimensional transformation within the patchifying process to facilitate the patch embedding distillation; (3) Global-Local Context Mixer (GL-Mixer) extracts both global and local information of a representative embedding; (4) Embedding Assistant (EA) acts as an embedding method to seamlessly bridge teacher and student models with the teacher's number of channels. Experiments on Cityscapes, ACDC, and NYUv2 datasets show that TransKD outperforms state-of-the-art distillation frameworks and rivals the time-consuming pre-training method. Code is available at https://github.com/RuipingL/TransKD.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

The burgeoning complexity of contemporary deep learning models, while achieving unparalleled accuracy, has inadvertently introduced deployment challenges in resource-constrained environments. Knowledge distillation, a technique aiming to transfer knowledge from a high-capacity "teacher" model to a streamlined "student" model, emerges as a promising solution to this dilemma. This paper provides a comprehensive overview of the knowledge distillation paradigm, emphasizing its foundational principles such as the utility of soft labels and the significance of temperature scaling. Through meticulous examination, we elucidate the critical determinants of successful distillation, including the architecture of the student model, the caliber of the teacher, and the delicate balance of hyperparameters. While acknowledging its profound advantages, we also delve into the complexities and challenges inherent in the process. Our exploration underscores knowledge distillation's potential as a pivotal technique in optimizing the trade-off between model performance and deployment efficiency.

As a technique to bridge logit matching and probability distribution matching, temperature scaling plays a pivotal role in knowledge distillation (KD). Conventionally, temperature scaling is applied to both teacher's logits and student's logits in KD. Motivated by some recent works, in this paper, we drop instead temperature scaling on the student side, and systematically study the resulting variant of KD, dubbed transformed teacher matching (TTM). By reinterpreting temperature scaling as a power transform of probability distribution, we show that in comparison with the original KD, TTM has an inherent R\'enyi entropy term in its objective function, which serves as an extra regularization term. Extensive experiment results demonstrate that thanks to this inherent regularization, TTM leads to trained students with better generalization than the original KD. To further enhance student's capability to match teacher's power transformed probability distribution, we introduce a sample-adaptive weighting coefficient into TTM, yielding a novel distillation approach dubbed weighted TTM (WTTM). It is shown, by comprehensive experiments, that although WTTM is simple, it is effective, improves upon TTM, and achieves state-of-the-art accuracy performance. Our source code is available at https://github.com/zkxufo/TTM.

Transferring the reasoning capability from stronger large language models (LLMs) to smaller ones has been quite appealing, as smaller LLMs are more flexible to deploy with less expense. Among the existing solutions, knowledge distillation stands out due to its outstanding efficiency and generalization. However, existing methods suffer from several drawbacks, including limited knowledge diversity and the lack of rich contextual information. To solve the problems and facilitate the learning of compact language models, we propose TinyLLM, a novel knowledge distillation paradigm to learn a small student LLM from multiple large teacher LLMs. In particular, we encourage the student LLM to not only generate the correct answers but also understand the rationales behind these answers. Given that different LLMs possess diverse reasoning skills, we guide the student model to assimilate knowledge from various teacher LLMs. We further introduce an in-context example generator and a teacher-forcing Chain-of-Thought strategy to ensure that the rationales are accurate and grounded in contextually appropriate scenarios. Extensive experiments on six datasets across two reasoning tasks demonstrate the superiority of our method. Results show that TinyLLM can outperform large teacher LLMs significantly, despite having a considerably smaller model size.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

Pretrained models have become a commodity and offer strong results on a broad range of tasks. In this work, we focus on classification and seek to learn a unique encoder able to take from several complementary pretrained models. We aim at even stronger generalization across a variety of classification tasks. We propose to learn such an encoder via multi-teacher distillation. We first thoroughly analyse standard distillation when driven by multiple strong teachers with complementary strengths. Guided by this analysis, we gradually propose improvements to the basic distillation setup. Among those, we enrich the architecture of the encoder with a ladder of expendable projectors, which increases the impact of intermediate features during distillation, and we introduce teacher dropping, a regularization mechanism that better balances the teachers' influence. Our final distillation strategy leads to student models of the same capacity as any of the teachers, while retaining or improving upon the performance of the best teacher for each task. Project page and code: https://europe.naverlabs.com/unic

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

Diffusion models achieve high-quality sample generation at the cost of a lengthy multistep inference procedure. To overcome this, diffusion distillation techniques produce student generators capable of matching or surpassing the teacher in a single step. However, the student model's inference speed is limited by the size of the teacher architecture, preventing real-time generation for computationally heavy applications. In this work, we introduce Multi-Student Distillation (MSD), a framework to distill a conditional teacher diffusion model into multiple single-step generators. Each student generator is responsible for a subset of the conditioning data, thereby obtaining higher generation quality for the same capacity. MSD trains multiple distilled students, allowing smaller sizes and, therefore, faster inference. Also, MSD offers a lightweight quality boost over single-student distillation with the same architecture. We demonstrate MSD is effective by training multiple same-sized or smaller students on single-step distillation using distribution matching and adversarial distillation techniques. With smaller students, MSD gets competitive results with faster inference for single-step generation. Using 4 same-sized students, MSD significantly outperforms single-student baseline counterparts and achieves remarkable FID scores for one-step image generation: 1.20 on ImageNet-64x64 and 8.20 on zero-shot COCO2014.

While large language models (LLMs) show impressive decision-making abilities, current methods lack a mechanism for automatic self-improvement from errors during task execution. We propose LEAP, an iterative fine-tuning framework that continually improves LLM agents using feedback from AI expert teachers. Our key insight is to equip the expert teachers with a privileged state -- information that is available during training but hidden at test time. This allows even weak experts to provide precise guidance, significantly improving the student agent's performance without access to privileged information at test time. We evaluate LEAP on diverse decision-making benchmarks, including text-based games (ALFWorld), web navigation (WebShop), and interactive coding (Intercode Bash). Our experiments show that LEAP (1) outperforms behavior cloning and ReAct baselines (2) enables weak student models (e.g., Llama3-8B) to exceed the performance of strong teacher models (GPT4-o), and (3) allows weak models to self-improve using privileged versions of themselves. We also provide a theoretical analysis showing that LEAP's success hinges on balancing privileged information with the student's realizability, which we empirically validate. Our code is available at https://leap-llm.github.io

Students frequently make mistakes while solving mathematical problems, and traditional error correction methods are both time-consuming and labor-intensive. This paper introduces an innovative Virtual AI Teacher system designed to autonomously analyze and correct student Errors (VATE). Leveraging advanced large language models (LLMs), the system uses student drafts as a primary source for error analysis, which enhances understanding of the student's learning process. It incorporates sophisticated prompt engineering and maintains an error pool to reduce computational overhead. The AI-driven system also features a real-time dialogue component for efficient student interaction. Our approach demonstrates significant advantages over traditional and machine learning-based error correction methods, including reduced educational costs, high scalability, and superior generalizability. The system has been deployed on the Squirrel AI learning platform for elementary mathematics education, where it achieves 78.3\% accuracy in error analysis and shows a marked improvement in student learning efficiency. Satisfaction surveys indicate a strong positive reception, highlighting the system's potential to transform educational practices.

In natural language processing (NLP) tasks, slow inference speed and huge footprints in GPU usage remain the bottleneck of applying pre-trained deep models in production. As a popular method for model compression, knowledge distillation transfers knowledge from one or multiple large (teacher) models to a small (student) model. When multiple teacher models are available in distillation, the state-of-the-art methods assign a fixed weight to a teacher model in the whole distillation. Furthermore, most of the existing methods allocate an equal weight to every teacher model. In this paper, we observe that, due to the complexity of training examples and the differences in student model capability, learning differentially from teacher models can lead to better performance of student models distilled. We systematically develop a reinforced method to dynamically assign weights to teacher models for different training instances and optimize the performance of student model. Our extensive experimental results on several NLP tasks clearly verify the feasibility and effectiveness of our approach.

Adversarial training is a practical approach for improving the robustness of deep neural networks against adversarial attacks. Although bringing reliable robustness, the performance toward clean examples is negatively affected after adversarial training, which means a trade-off exists between accuracy and robustness. Recently, some studies have tried to use knowledge distillation methods in adversarial training, achieving competitive performance in improving the robustness but the accuracy for clean samples is still limited. In this paper, to mitigate the accuracy-robustness trade-off, we introduce the Multi-Teacher Adversarial Robustness Distillation (MTARD) to guide the model's adversarial training process by applying a strong clean teacher and a strong robust teacher to handle the clean examples and adversarial examples, respectively. During the optimization process, to ensure that different teachers show similar knowledge scales, we design the Entropy-Based Balance algorithm to adjust the teacher's temperature and keep the teachers' information entropy consistent. Besides, to ensure that the student has a relatively consistent learning speed from multiple teachers, we propose the Normalization Loss Balance algorithm to adjust the learning weights of different types of knowledge. A series of experiments conducted on public datasets demonstrate that MTARD outperforms the state-of-the-art adversarial training and distillation methods against various adversarial attacks.

This paper provides a detailed analysis of the NeuroPiano dataset, which comprise 104 audio recordings of student piano performances accompanied with 2255 textual feedback and ratings given by professional pianists. We offer a statistical overview of the dataset, focusing on the standardization of annotations and inter-annotator agreement across 12 evaluative questions concerning performance quality. We also explore the predictive relationship between audio features and teacher ratings via machine learning, as well as annotations provided for text analysis of the responses.

We present Noisy Student Training, a semi-supervised learning approach that works well even when labeled data is abundant. Noisy Student Training achieves 88.4% top-1 accuracy on ImageNet, which is 2.0% better than the state-of-the-art model that requires 3.5B weakly labeled Instagram images. On robustness test sets, it improves ImageNet-A top-1 accuracy from 61.0% to 83.7%, reduces ImageNet-C mean corruption error from 45.7 to 28.3, and reduces ImageNet-P mean flip rate from 27.8 to 12.2. Noisy Student Training extends the idea of self-training and distillation with the use of equal-or-larger student models and noise added to the student during learning. On ImageNet, we first train an EfficientNet model on labeled images and use it as a teacher to generate pseudo labels for 300M unlabeled images. We then train a larger EfficientNet as a student model on the combination of labeled and pseudo labeled images. We iterate this process by putting back the student as the teacher. During the learning of the student, we inject noise such as dropout, stochastic depth, and data augmentation via RandAugment to the student so that the student generalizes better than the teacher. Models are available at https://github.com/tensorflow/tpu/tree/master/models/official/efficientnet. Code is available at https://github.com/google-research/noisystudent.

Various visual foundation models have distinct strengths and weaknesses, both of which can be improved through heterogeneous multi-teacher knowledge distillation without labels, termed "agglomerative models." We build upon this body of work by studying the effect of the teachers' activation statistics, particularly the impact of the loss function on the resulting student model quality. We explore a standard toolkit of statistical normalization techniques to better align the different distributions and assess their effects. Further, we examine the impact on downstream teacher-matching metrics, which motivates the use of Hadamard matrices. With these matrices, we demonstrate useful properties, showing how they can be used for isotropic standardization, where each dimension of a multivariate distribution is standardized using the same scale. We call this technique "PHI Standardization" (PHI-S) and empirically demonstrate that it produces the best student model across the suite of methods studied.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Most NLP tasks are modeled as supervised learning and thus require labeled training data to train effective models. However, manually producing such data at sufficient quality and quantity is known to be costly and time-intensive. Current research addresses this bottleneck by exploring a novel paradigm called zero-shot learning via dataset generation. Here, a powerful LLM is prompted with a task description to generate labeled data that can be used to train a downstream NLP model. For instance, an LLM might be prompted to "generate 500 movie reviews with positive overall sentiment, and another 500 with negative sentiment." The generated data could then be used to train a binary sentiment classifier, effectively leveraging an LLM as a teacher to a smaller student model. With this demo, we introduce Fabricator, an open-source Python toolkit for dataset generation. Fabricator implements common dataset generation workflows, supports a wide range of downstream NLP tasks (such as text classification, question answering, and entity recognition), and is integrated with well-known libraries to facilitate quick experimentation. With Fabricator, we aim to support researchers in conducting reproducible dataset generation experiments using LLMs and help practitioners apply this approach to train models for downstream tasks.

Deep reinforcement learning (DRL) algorithms require substantial samples and computational resources to achieve higher performance, which restricts their practical application and poses challenges for further development. Given the constraint of limited resources, it is essential to leverage existing computational work (e.g., learned policies, samples) to enhance sample efficiency and reduce the computational resource consumption of DRL algorithms. Previous works to leverage existing computational work require intrusive modifications to existing algorithms and models, designed specifically for specific algorithms, lacking flexibility and universality. In this paper, we present the Snapshot Reinforcement Learning (SnapshotRL) framework, which enhances sample efficiency by simply altering environments, without making any modifications to algorithms and models. By allowing student agents to choose states in teacher trajectories as the initial state to sample, SnapshotRL can effectively utilize teacher trajectories to assist student agents in training, allowing student agents to explore a larger state space at the early training phase. We propose a simple and effective SnapshotRL baseline algorithm, S3RL, which integrates well with existing DRL algorithms. Our experiments demonstrate that integrating S3RL with TD3, SAC, and PPO algorithms on the MuJoCo benchmark significantly improves sample efficiency and average return, without extra samples and additional computational resources.

Large language models (LLMs) exhibit impressive emergent abilities in natural language processing, but their democratization is hindered due to huge computation requirements and closed-source nature. Recent research on advancing open-source smaller LMs by distilling knowledge from black-box LLMs has obtained promising results in the instruction-following ability. However, the reasoning ability which is more challenging to foster, is relatively rarely explored. In this paper, we propose a tailored learning approach to distill such reasoning ability to smaller LMs to facilitate the democratization of the exclusive reasoning ability. In contrast to merely employing LLM as a data annotator, we exploit the potential of LLM as a reasoning teacher by building an interactive multi-round learning paradigm. This paradigm enables the student to expose its deficiencies to the black-box teacher who then can provide customized training data in return. Further, to exploit the reasoning potential of the smaller LM, we propose self-reflection learning to motivate the student to learn from self-made mistakes. The learning from self-reflection and LLM are all tailored to the student's learning status, thanks to the seamless integration with the multi-round learning paradigm. Comprehensive experiments and analysis on mathematical and commonsense reasoning tasks demonstrate the effectiveness of our method. The code will be available at https://github.com/Raibows/Learn-to-Reason.

Neural machine translation (NMT) offers a novel alternative formulation of translation that is potentially simpler than statistical approaches. However to reach competitive performance, NMT models need to be exceedingly large. In this paper we consider applying knowledge distillation approaches (Bucila et al., 2006; Hinton et al., 2015) that have proven successful for reducing the size of neural models in other domains to the problem of NMT. We demonstrate that standard knowledge distillation applied to word-level prediction can be effective for NMT, and also introduce two novel sequence-level versions of knowledge distillation that further improve performance, and somewhat surprisingly, seem to eliminate the need for beam search (even when applied on the original teacher model). Our best student model runs 10 times faster than its state-of-the-art teacher with little loss in performance. It is also significantly better than a baseline model trained without knowledge distillation: by 4.2/1.7 BLEU with greedy decoding/beam search. Applying weight pruning on top of knowledge distillation results in a student model that has 13 times fewer parameters than the original teacher model, with a decrease of 0.4 BLEU.

Knowledge distillation transfers knowledge from a large model to a small one via task and distillation losses. In this paper, we observe a trade-off between task and distillation losses, i.e., introducing distillation loss limits the convergence of task loss. We believe that the trade-off results from the insufficient optimization of distillation loss. The reason is: The teacher has a lower task loss than the student, and a lower distillation loss drives the student more similar to the teacher, then a better-converged task loss could be obtained. To break the trade-off, we propose the Distillation-Oriented Trainer (DOT). DOT separately considers gradients of task and distillation losses, then applies a larger momentum to distillation loss to accelerate its optimization. We empirically prove that DOT breaks the trade-off, i.e., both losses are sufficiently optimized. Extensive experiments validate the superiority of DOT. Notably, DOT achieves a +2.59% accuracy improvement on ImageNet-1k for the ResNet50-MobileNetV1 pair. Conclusively, DOT greatly benefits the student's optimization properties in terms of loss convergence and model generalization. Code will be made publicly available.

Knowledge Distillation (KD) uses the teacher's prediction logits as soft labels to guide the student, while self-KD does not need a real teacher to require the soft labels. This work unifies the formulations of the two tasks by decomposing and reorganizing the generic KD loss into a Normalized KD (NKD) loss and customized soft labels for both target class (image's category) and non-target classes named Universal Self-Knowledge Distillation (USKD). We decompose the KD loss and find the non-target loss from it forces the student's non-target logits to match the teacher's, but the sum of the two non-target logits is different, preventing them from being identical. NKD normalizes the non-target logits to equalize their sum. It can be generally used for KD and self-KD to better use the soft labels for distillation loss. USKD generates customized soft labels for both target and non-target classes without a teacher. It smooths the target logit of the student as the soft target label and uses the rank of the intermediate feature to generate the soft non-target labels with Zipf's law. For KD with teachers, our NKD achieves state-of-the-art performance on CIFAR-100 and ImageNet datasets, boosting the ImageNet Top-1 accuracy of ResNet18 from 69.90% to 71.96% with a ResNet-34 teacher. For self-KD without teachers, USKD is the first self-KD method that can be effectively applied to both CNN and ViT models with negligible additional time and memory cost, resulting in new state-of-the-art results, such as 1.17% and 0.55% accuracy gains on ImageNet for MobileNet and DeiT-Tiny, respectively. Our codes are available at https://github.com/yzd-v/cls_KD.

We present DR.DECR (Dense Retrieval with Distillation-Enhanced Cross-Lingual Representation), a new cross-lingual information retrieval (CLIR) system trained using multi-stage knowledge distillation (KD). The teacher of DR.DECR relies on a highly effective but computationally expensive two-stage inference process consisting of query translation and monolingual IR, while the student, DR.DECR, executes a single CLIR step. We teach DR.DECR powerful multilingual representations as well as CLIR by optimizing two corresponding KD objectives. Learning useful representations of non-English text from an English-only retriever is accomplished through a cross-lingual token alignment algorithm that relies on the representation capabilities of the underlying multilingual encoders. In both in-domain and zero-shot out-of-domain evaluation, DR.DECR demonstrates far superior accuracy over direct fine-tuning with labeled CLIR data. It is also the best single-model retriever on the XOR-TyDi benchmark at the time of this writing.

There has been much interest in deploying deep learning algorithms on low-powered devices, including smartphones, drones, and medical sensors. However, full-scale deep neural networks are often too resource-intensive in terms of energy and storage. As a result, the bulk part of the machine learning operation is therefore often carried out on an edge server, where the data is compressed and transmitted. However, compressing data (such as images) leads to transmitting information irrelevant to the supervised task. Another popular approach is to split the deep network between the device and the server while compressing intermediate features. To date, however, such split computing strategies have barely outperformed the aforementioned naive data compression baselines due to their inefficient approaches to feature compression. This paper adopts ideas from knowledge distillation and neural image compression to compress intermediate feature representations more efficiently. Our supervised compression approach uses a teacher model and a student model with a stochastic bottleneck and learnable prior for entropy coding (Entropic Student). We compare our approach to various neural image and feature compression baselines in three vision tasks and found that it achieves better supervised rate-distortion performance while maintaining smaller end-to-end latency. We furthermore show that the learned feature representations can be tuned to serve multiple downstream tasks.

Accelerating the sampling speed of diffusion models remains a significant challenge. Recent score distillation methods distill a heavy teacher model into an one-step student generator, which is optimized by calculating the difference between the two score functions on the samples generated by the student model. However, there is a score mismatch issue in the early stage of the distillation process, because existing methods mainly focus on using the endpoint of pre-trained diffusion models as teacher models, overlooking the importance of the convergence trajectory between the student generator and the teacher model. To address this issue, we extend the score distillation process by introducing the entire convergence trajectory of teacher models and propose Distribution Backtracking Distillation (DisBack) for distilling student generators. DisBask is composed of two stages: Degradation Recording and Distribution Backtracking. Degradation Recording is designed to obtain the convergence trajectory of teacher models, which records the degradation path from the trained teacher model to the untrained initial student generator. The degradation path implicitly represents the intermediate distributions of teacher models. Then Distribution Backtracking trains a student generator to backtrack the intermediate distributions for approximating the convergence trajectory of teacher models. Extensive experiments show that DisBack achieves faster and better convergence than the existing distillation method and accomplishes comparable generation performance. Notably, DisBack is easy to implement and can be generalized to existing distillation methods to boost performance. Our code is publicly available on https://github.com/SYZhang0805/DisBack.

The diffusion-based Singing Voice Conversion (SVC) methods have achieved remarkable performances, producing natural audios with high similarity to the target timbre. However, the iterative sampling process results in slow inference speed, and acceleration thus becomes crucial. In this paper, we propose CoMoSVC, a consistency model-based SVC method, which aims to achieve both high-quality generation and high-speed sampling. A diffusion-based teacher model is first specially designed for SVC, and a student model is further distilled under self-consistency properties to achieve one-step sampling. Experiments on a single NVIDIA GTX4090 GPU reveal that although CoMoSVC has a significantly faster inference speed than the state-of-the-art (SOTA) diffusion-based SVC system, it still achieves comparable or superior conversion performance based on both subjective and objective metrics. Audio samples and codes are available at https://comosvc.github.io/.

Self-supervised learning (SSL) has achieved notable success in many speech processing tasks, but the large model size and heavy computational cost hinder the deployment. Knowledge distillation trains a small student model to mimic the behavior of a large teacher model. However, the student architecture usually needs to be manually designed and will remain fixed during training, which requires prior knowledge and can lead to suboptimal performance. Inspired by recent success of task-specific structured pruning, we propose DPHuBERT, a novel task-agnostic compression method for speech SSL based on joint distillation and pruning. Experiments on SUPERB show that DPHuBERT outperforms pure distillation methods in almost all tasks. Moreover, DPHuBERT requires little training time and performs well with limited training data, making it suitable for resource-constrained applications. Our method can also be applied to various speech SSL models. Our code and models will be publicly available.

Modular neural architectures are gaining increasing attention due to their powerful capability for generalization and sample-efficient adaptation to new domains. However, training modular models, particularly in the early stages, poses challenges due to the optimization difficulties arising from their intrinsic sparse connectivity. Leveraging the knowledge from monolithic models, using techniques such as knowledge distillation, is likely to facilitate the training of modular models and enable them to integrate knowledge from multiple models pretrained on diverse sources. Nevertheless, conventional knowledge distillation approaches are not tailored to modular models and can fail when directly applied due to the unique architectures and the enormous number of parameters involved. Motivated by these challenges, we propose a general module-to-module knowledge distillation (m2mKD) method for transferring knowledge between modules. Our approach involves teacher modules split from a pretrained monolithic model, and student modules of a modular model. m2mKD separately combines these modules with a shared meta model and encourages the student module to mimic the behaviour of the teacher module. We evaluate the effectiveness of m2mKD on two distinct modular neural architectures: Neural Attentive Circuits (NACs) and Vision Mixture-of-Experts (V-MoE). By applying m2mKD to NACs, we achieve significant improvements in IID accuracy on Tiny-ImageNet (up to 5.6%) and OOD robustness on Tiny-ImageNet-R (up to 4.2%). On average, we observe a 1% gain in both ImageNet and ImageNet-R. The V-MoE-Base model trained using m2mKD also achieves 3.5% higher accuracy than end-to-end training on ImageNet. The experimental results demonstrate that our method offers a promising solution for connecting modular networks with pretrained monolithic models. Code is available at https://github.com/kamanphoebe/m2mKD.

In this paper, we introduce YONOS-SR, a novel stable diffusion-based approach for image super-resolution that yields state-of-the-art results using only a single DDIM step. We propose a novel scale distillation approach to train our SR model. Instead of directly training our SR model on the scale factor of interest, we start by training a teacher model on a smaller magnification scale, thereby making the SR problem simpler for the teacher. We then train a student model for a higher magnification scale, using the predictions of the teacher as a target during the training. This process is repeated iteratively until we reach the target scale factor of the final model. The rationale behind our scale distillation is that the teacher aids the student diffusion model training by i) providing a target adapted to the current noise level rather than using the same target coming from ground truth data for all noise levels and ii) providing an accurate target as the teacher has a simpler task to solve. We empirically show that the distilled model significantly outperforms the model trained for high scales directly, specifically with few steps during inference. Having a strong diffusion model that requires only one step allows us to freeze the U-Net and fine-tune the decoder on top of it. We show that the combination of spatially distilled U-Net and fine-tuned decoder outperforms state-of-the-art methods requiring 200 steps with only one single step.

Knowledge Distillation (KD) has been validated as an effective model compression technique for learning compact object detectors. Existing state-of-the-art KD methods for object detection are mostly based on feature imitation. In this paper, we present a general and effective prediction mimicking distillation scheme, called CrossKD, which delivers the intermediate features of the student's detection head to the teacher's detection head. The resulting cross-head predictions are then forced to mimic the teacher's predictions. This manner relieves the student's head from receiving contradictory supervision signals from the annotations and the teacher's predictions, greatly improving the student's detection performance. Moreover, as mimicking the teacher's predictions is the target of KD, CrossKD offers more task-oriented information in contrast with feature imitation. On MS COCO, with only prediction mimicking losses applied, our CrossKD boosts the average precision of GFL ResNet-50 with 1x training schedule from 40.2 to 43.7, outperforming all existing KD methods. In addition, our method also works well when distilling detectors with heterogeneous backbones. Code is available at https://github.com/jbwang1997/CrossKD.

Knowledge distillation is an effective way to transfer knowledge from a strong teacher to an efficient student model. Ideally, we expect the better the teacher is, the better the student. However, this expectation does not always come true. It is common that a better teacher model results in a bad student via distillation due to the nonnegligible gap between teacher and student. To bridge the gap, we propose PROD, a PROgressive Distillation method, for dense retrieval. PROD consists of a teacher progressive distillation and a data progressive distillation to gradually improve the student. We conduct extensive experiments on five widely-used benchmarks, MS MARCO Passage, TREC Passage 19, TREC Document 19, MS MARCO Document and Natural Questions, where PROD achieves the state-of-the-art within the distillation methods for dense retrieval. The code and models will be released.

In recent years, knowledge distillation has been proved to be an effective solution for model compression. This approach can make lightweight student models acquire the knowledge extracted from cumbersome teacher models. However, previous distillation methods of detection have weak generalization for different detection frameworks and rely heavily on ground truth (GT), ignoring the valuable relation information between instances. Thus, we propose a novel distillation method for detection tasks based on discriminative instances without considering the positive or negative distinguished by GT, which is called general instance distillation (GID). Our approach contains a general instance selection module (GISM) to make full use of feature-based, relation-based and response-based knowledge for distillation. Extensive results demonstrate that the student model achieves significant AP improvement and even outperforms the teacher in various detection frameworks. Specifically, RetinaNet with ResNet-50 achieves 39.1% in mAP with GID on COCO dataset, which surpasses the baseline 36.2% by 2.9%, and even better than the ResNet-101 based teacher model with 38.1% AP.

Large language models (LLMs) like GPT-4, PaLM, and LLaMA have shown significant improvements in various reasoning tasks. However, smaller models such as Llama-3-8B and DeepSeekMath-Base still struggle with complex mathematical reasoning because they fail to effectively identify and correct reasoning errors. Recent reflection-based methods aim to address these issues by enabling self-reflection and self-correction, but they still face challenges in independently detecting errors in their reasoning steps. To overcome these limitations, we propose SuperCorrect, a novel two-stage framework that uses a large teacher model to supervise and correct both the reasoning and reflection processes of a smaller student model. In the first stage, we extract hierarchical high-level and detailed thought templates from the teacher model to guide the student model in eliciting more fine-grained reasoning thoughts. In the second stage, we introduce cross-model collaborative direct preference optimization (DPO) to enhance the self-correction abilities of the student model by following the teacher's correction traces during training. This cross-model DPO approach teaches the student model to effectively locate and resolve erroneous thoughts with error-driven insights from the teacher model, breaking the bottleneck of its thoughts and acquiring new skills and knowledge to tackle challenging problems. Extensive experiments consistently demonstrate our superiority over previous methods. Notably, our SuperCorrect-7B model significantly surpasses powerful DeepSeekMath-7B by 7.8%/5.3% and Qwen2.5-Math-7B by 15.1%/6.3% on MATH/GSM8K benchmarks, achieving new SOTA performance among all 7B models. Code: https://github.com/YangLing0818/SuperCorrect-llm

Knowledge distillation (KD) aims to transfer knowledge from a large teacher model to a smaller student model. Previous work applying KD in the field of large language models (LLMs) typically focused on the post-training phase, where the student LLM learns directly from instructions and corresponding responses generated by the teacher model. In this paper, we extend KD to the pre-training phase of LLMs, named pre-training distillation (PD). We first conduct a preliminary experiment using GLM-4-9B as the teacher LLM to distill a 1.9B parameter student LLM, validating the effectiveness of PD. Considering the key impact factors of distillation, we systematically explore the design space of pre-training distillation across four aspects: logits processing, loss selection, scaling law, and offline or online logits. We conduct extensive experiments to explore the design space of pre-training distillation and find better configurations and interesting conclusions, such as larger student LLMs generally benefiting more from pre-training distillation, while a larger teacher LLM does not necessarily guarantee better results. We hope our exploration of the design space will inform future practices in pre-training distillation.

In this paper, we propose a novel cross-modal distillation method, called TinyCLIP, for large-scale language-image pre-trained models. The method introduces two core techniques: affinity mimicking and weight inheritance. Affinity mimicking explores the interaction between modalities during distillation, enabling student models to mimic teachers' behavior of learning cross-modal feature alignment in a visual-linguistic affinity space. Weight inheritance transmits the pre-trained weights from the teacher models to their student counterparts to improve distillation efficiency. Moreover, we extend the method into a multi-stage progressive distillation to mitigate the loss of informative weights during extreme compression. Comprehensive experiments demonstrate the efficacy of TinyCLIP, showing that it can reduce the size of the pre-trained CLIP ViT-B/32 by 50%, while maintaining comparable zero-shot performance. While aiming for comparable performance, distillation with weight inheritance can speed up the training by 1.4 - 7.8 times compared to training from scratch. Moreover, our TinyCLIP ViT-8M/16, trained on YFCC-15M, achieves an impressive zero-shot top-1 accuracy of 41.1% on ImageNet, surpassing the original CLIP ViT-B/16 by 3.5% while utilizing only 8.9% parameters. Finally, we demonstrate the good transferability of TinyCLIP in various downstream tasks. Code and models will be open-sourced at https://aka.ms/tinyclip.

Conventional wisdom suggests that pre-training Vision Transformers (ViT) improves downstream performance by learning useful representations. Is this actually true? We investigate this question and find that the features and representations learned during pre-training are not essential. Surprisingly, using only the attention patterns from pre-training (i.e., guiding how information flows between tokens) is sufficient for models to learn high quality features from scratch and achieve comparable downstream performance. We show this by introducing a simple method called attention transfer, where only the attention patterns from a pre-trained teacher ViT are transferred to a student, either by copying or distilling the attention maps. Since attention transfer lets the student learn its own features, ensembling it with a fine-tuned teacher also further improves accuracy on ImageNet. We systematically study various aspects of our findings on the sufficiency of attention maps, including distribution shift settings where they underperform fine-tuning. We hope our exploration provides a better understanding of what pre-training accomplishes and leads to a useful alternative to the standard practice of fine-tuning

Recent research on large language models (LLMs) has primarily focused on their adaptation and application in specialized domains. The application of LLMs in the medical field is mainly concentrated on tasks such as the automation of medical report generation, summarization, diagnostic reasoning, and question-and-answer interactions between doctors and patients. The challenge of becoming a good teacher is more formidable than that of becoming a good student, and this study pioneers the application of LLMs in the field of medical education. In this work, we investigate the extent to which LLMs can generate medical qualification exam questions and corresponding answers based on few-shot prompts. Utilizing a real-world Chinese dataset of elderly chronic diseases, we tasked the LLMs with generating open-ended questions and answers based on a subset of sampled admission reports across eight widely used LLMs, including ERNIE 4, ChatGLM 4, Doubao, Hunyuan, Spark 4, Qwen, Llama 3, and Mistral. Furthermore, we engaged medical experts to manually evaluate these open-ended questions and answers across multiple dimensions. The study found that LLMs, after using few-shot prompts, can effectively mimic real-world medical qualification exam questions, whereas there is room for improvement in the correctness, evidence-based statements, and professionalism of the generated answers. Moreover, LLMs also demonstrate a decent level of ability to correct and rectify reference answers. Given the immense potential of artificial intelligence in the medical field, the task of generating questions and answers for medical qualification exams aimed at medical students, interns and residents can be a significant focus of future research.

Knowledge distillation (KD) is widely used for compressing a teacher model to a smaller student model, reducing its inference cost and memory footprint while preserving model capabilities. However, current KD methods for auto-regressive sequence models (e.g., large language models) suffer from missing a standardized objective function. Moreover, the recent use of student-generated outputs to address training-inference mismatches has significantly escalated computational costs. To tackle these issues, we introduce DistiLLM, a more effective and efficient KD framework for auto-regressive language models. DistiLLM comprises two components: (1) a novel skew Kullback-Leibler divergence loss, where we unveil and leverage its theoretical properties, and (2) an adaptive off-policy approach designed to enhance the efficiency in utilizing student-generated outputs. Extensive experiments, including instruction-following tasks, demonstrate the effectiveness of DistiLLM in building high-performing student models while achieving up to 4.3times speedup compared to recent KD methods.

Current knowledge distillation approaches in semantic segmentation tend to adopt a holistic approach that treats all spatial locations equally. However, for dense prediction, students' predictions on edge regions are highly uncertain due to contextual information leakage, requiring higher spatial sensitivity knowledge than the body regions. To address this challenge, this paper proposes a novel approach called boundary-privileged knowledge distillation (BPKD). BPKD distills the knowledge of the teacher model's body and edges separately to the compact student model. Specifically, we employ two distinct loss functions: (i) edge loss, which aims to distinguish between ambiguous classes at the pixel level in edge regions; (ii) body loss, which utilizes shape constraints and selectively attends to the inner-semantic regions. Our experiments demonstrate that the proposed BPKD method provides extensive refinements and aggregation for edge and body regions. Additionally, the method achieves state-of-the-art distillation performance for semantic segmentation on three popular benchmark datasets, highlighting its effectiveness and generalization ability. BPKD shows consistent improvements across a diverse array of lightweight segmentation structures, including both CNNs and transformers, underscoring its architecture-agnostic adaptability. The code is available at https://github.com/AkideLiu/BPKD.

It is commonly perceived that the strongest language models (LMs) rely on a combination of massive scale, instruction data, and human feedback to perform specialized tasks -- e.g. summarization and paraphrasing, without supervision. In this paper, we propose that language models can learn to summarize and paraphrase sentences, with none of these 3 factors. We present Impossible Distillation, a framework that distills a task-specific dataset directly from an off-the-shelf LM, even when it is impossible for the LM itself to reliably solve the task. By training a student model on the generated dataset and amplifying its capability through self-distillation, our method yields a high-quality model and dataset from a low-quality teacher model, without the need for scale or supervision. Using Impossible Distillation, we are able to distill an order of magnitude smaller model (with only 770M parameters) that outperforms 175B parameter GPT-3, in both quality and controllability, as confirmed by automatic and human evaluations. Furthermore, as a useful byproduct of our approach, we obtain DIMSUM+, a high-quality dataset with 3.4M sentence summaries and paraphrases. Our analyses show that this dataset, as a purely LM-generated corpus, is more diverse and more effective for generalization to unseen domains than all human-authored datasets -- including Gigaword with 4M samples.

The rapid advancement of large language models (LLMs) has significantly enhanced their reasoning abilities, enabling increasingly complex tasks. However, these capabilities often diminish in smaller, more computationally efficient models like GPT-2. Recent research shows that reasoning distillation can help small models acquire reasoning capabilities, but most existing methods focus primarily on improving teacher-generated reasoning paths. Our observations reveal that small models can generate high-quality reasoning paths during sampling, even without chain-of-thought prompting, though these paths are often latent due to their low probability under standard decoding strategies. To address this, we propose Self-Enhanced Reasoning Training (SERT), which activates and leverages latent reasoning capabilities in small models through self-training on filtered, self-generated reasoning paths under zero-shot conditions. Experiments using OpenAI's GPT-3.5 as the teacher model and GPT-2 models as the student models demonstrate that SERT enhances the reasoning abilities of small models, improving their performance in reasoning distillation.

Traditional knowledge distillation focuses on aligning the student's predicted probabilities with both ground-truth labels and the teacher's predicted probabilities. However, the transition to predicted probabilities from logits would obscure certain indispensable information. To address this issue, it is intuitive to additionally introduce a logit-level loss function as a supplement to the widely used probability-level loss function, for exploiting the latent information of logits. Unfortunately, we empirically find that the amalgamation of the newly introduced logit-level loss and the previous probability-level loss will lead to performance degeneration, even trailing behind the performance of employing either loss in isolation. We attribute this phenomenon to the collapse of the classification head, which is verified by our theoretical analysis based on the neural collapse theory. Specifically, the gradients of the two loss functions exhibit contradictions in the linear classifier yet display no such conflict within the backbone. Drawing from the theoretical analysis, we propose a novel method called dual-head knowledge distillation, which partitions the linear classifier into two classification heads responsible for different losses, thereby preserving the beneficial effects of both losses on the backbone while eliminating adverse influences on the classification head. Extensive experiments validate that our method can effectively exploit the information inside the logits and achieve superior performance against state-of-the-art counterparts.

Large Language Models (LLMs) have exhibited remarkable performance across various natural language processing (NLP) tasks. However, fine-tuning these models often necessitates substantial supervision, which can be expensive and time-consuming to obtain. This paper introduces a novel unsupervised method called LanguageModel Self-Improvement by Reinforcement Learning Contemplation (SIRLC) that improves LLMs without reliance on external labels. Our approach is grounded in the observation that it is simpler for language models to assess text quality than to generate text. Building on this insight, SIRLC assigns LLMs dual roles as both student and teacher. As a student, the LLM generates answers to unlabeled questions, while as a teacher, it evaluates the generated text and assigns scores accordingly. The model parameters are updated using reinforcement learning to maximize the evaluation score. We demonstrate that SIRLC can be applied to various NLP tasks, such as reasoning problems, text generation, and machine translation. Our experiments show that SIRLC effectively improves LLM performance without external supervision, resulting in a 5.6% increase in answering accuracy for reasoning tasks and a rise in BERTScore from 0.82 to 0.86 for translation tasks. Furthermore, SIRLC can be applied to models of different sizes, showcasing its broad applicability.

Large vision Transformers (ViTs) driven by self-supervised pre-training mechanisms achieved unprecedented progress. Lightweight ViT models limited by the model capacity, however, benefit little from those pre-training mechanisms. Knowledge distillation defines a paradigm to transfer representations from large (teacher) models to small (student) ones. However, the conventional single-stage distillation easily gets stuck on task-specific transfer, failing to retain the task-agnostic knowledge crucial for model generalization. In this study, we propose generic-to-specific distillation (G2SD), to tap the potential of small ViT models under the supervision of large models pre-trained by masked autoencoders. In generic distillation, decoder of the small model is encouraged to align feature predictions with hidden representations of the large model, so that task-agnostic knowledge can be transferred. In specific distillation, predictions of the small model are constrained to be consistent with those of the large model, to transfer task-specific features which guarantee task performance. With G2SD, the vanilla ViT-Small model respectively achieves 98.7%, 98.1% and 99.3% the performance of its teacher (ViT-Base) for image classification, object detection, and semantic segmentation, setting a solid baseline for two-stage vision distillation. Code will be available at https://github.com/pengzhiliang/G2SD.

Knowledge distillation is often used to transfer knowledge from a strong teacher model to a relatively weak student model. Traditional methods include response-based methods and feature-based methods. Response-based methods are widely used but suffer from lower upper limits of performance due to their ignorance of intermediate signals, while feature-based methods have constraints on vocabularies, tokenizers and model architectures. In this paper, we propose a liberal feature-based distillation method (LEAD). LEAD aligns the distribution between the intermediate layers of teacher model and student model, which is effective, extendable, portable and has no requirements on vocabularies, tokenizers, or model architectures. Extensive experiments show the effectiveness of LEAD on widely-used benchmarks, including MS MARCO Passage Ranking, TREC 2019 DL Track, MS MARCO Document Ranking and TREC 2020 DL Track. Our code is available in https://github.com/microsoft/SimXNS/tree/main/LEAD.

Lecture slide presentations, a sequence of pages that contain text and figures accompanied by speech, are constructed and presented carefully in order to optimally transfer knowledge to students. Previous studies in multimedia and psychology attribute the effectiveness of lecture presentations to their multimodal nature. As a step toward developing AI to aid in student learning as intelligent teacher assistants, we introduce the Multimodal Lecture Presentations dataset as a large-scale benchmark testing the capabilities of machine learning models in multimodal understanding of educational content. Our dataset contains aligned slides and spoken language, for 180+ hours of video and 9000+ slides, with 10 lecturers from various subjects (e.g., computer science, dentistry, biology). We introduce two research tasks which are designed as stepping stones towards AI agents that can explain (automatically captioning a lecture presentation) and illustrate (synthesizing visual figures to accompany spoken explanations) educational content. We provide manual annotations to help implement these two research tasks and evaluate state-of-the-art models on them. Comparing baselines and human student performances, we find that current models struggle in (1) weak crossmodal alignment between slides and spoken text, (2) learning novel visual mediums, (3) technical language, and (4) long-range sequences. Towards addressing this issue, we also introduce PolyViLT, a multimodal transformer trained with a multi-instance learning loss that is more effective than current approaches. We conclude by shedding light on the challenges and opportunities in multimodal understanding of educational presentations.

Large-scale contrastive learning models can learn very informative sentence embeddings, but are hard to serve online due to the huge model size. Therefore, they often play the role of "teacher", transferring abilities to small "student" models through knowledge distillation. However, knowledge distillation inevitably brings some drop in embedding effect. To tackle that, we propose an effective knowledge distillation framework for contrastive sentence embeddings, termed DistilCSE. It first applies knowledge distillation on a large amount of unlabeled data, and then fine-tunes student models through contrastive learning on limited labeled data. To achieve better distillation results, we further propose Contrastive Knowledge Distillation (CKD). CKD uses InfoNCE as the loss function in knowledge distillation, enhancing the objective consistency among teacher model training, knowledge distillation, and student model fine-tuning. Extensive experiments show that student models trained with the proposed DistilCSE and CKD suffer from little or even no performance decrease and consistently outperform the corresponding counterparts of the same parameter size. Impressively, our 110M student model outperforms the latest state-of-the-art model, i.e., Sentence-T5 (11B), with only 1% parameters and 0.25% unlabeled data.

We present an approach to ranking with dense representations that applies knowledge distillation to improve the recently proposed late-interaction ColBERT model. Specifically, we distill the knowledge from ColBERT's expressive MaxSim operator for computing relevance scores into a simple dot product, thus enabling single-step ANN search. Our key insight is that during distillation, tight coupling between the teacher model and the student model enables more flexible distillation strategies and yields better learned representations. We empirically show that our approach improves query latency and greatly reduces the onerous storage requirements of ColBERT, while only making modest sacrifices in terms of effectiveness. By combining our dense representations with sparse representations derived from document expansion, we are able to approach the effectiveness of a standard cross-encoder reranker using BERT that is orders of magnitude slower.

Pretrained large language models (LLMs) are currently state-of-the-art for solving the vast majority of natural language processing tasks. While many real-world applications still require fine-tuning to reach satisfactory levels of performance, many of them are in the low-data regime, making fine-tuning challenging. To address this, we propose LLM2LLM, a targeted and iterative data augmentation strategy that uses a teacher LLM to enhance a small seed dataset by augmenting additional data that can be used for fine-tuning on a specific task. LLM2LLM (1) fine-tunes a baseline student LLM on the initial seed data, (2) evaluates and extracts data points that the model gets wrong, and (3) uses a teacher LLM to generate synthetic data based on these incorrect data points, which are then added back into the training data. This approach amplifies the signal from incorrectly predicted data points by the LLM during training and reintegrates them into the dataset to focus on more challenging examples for the LLM. Our results show that LLM2LLM significantly enhances the performance of LLMs in the low-data regime, outperforming both traditional fine-tuning and other data augmentation baselines. LLM2LLM reduces the dependence on labor-intensive data curation and paves the way for more scalable and performant LLM solutions, allowing us to tackle data-constrained domains and tasks. We achieve improvements up to 24.2% on the GSM8K dataset, 32.6% on CaseHOLD, 32.0% on SNIPS, 52.6% on TREC and 39.8% on SST-2 over regular fine-tuning in the low-data regime using a LLaMA2-7B student model.

Recent approaches have shown promises distilling diffusion models into efficient one-step generators. Among them, Distribution Matching Distillation (DMD) produces one-step generators that match their teacher in distribution, without enforcing a one-to-one correspondence with the sampling trajectories of their teachers. However, to ensure stable training, DMD requires an additional regression loss computed using a large set of noise-image pairs generated by the teacher with many steps of a deterministic sampler. This is costly for large-scale text-to-image synthesis and limits the student's quality, tying it too closely to the teacher's original sampling paths. We introduce DMD2, a set of techniques that lift this limitation and improve DMD training. First, we eliminate the regression loss and the need for expensive dataset construction. We show that the resulting instability is due to the fake critic not estimating the distribution of generated samples accurately and propose a two time-scale update rule as a remedy. Second, we integrate a GAN loss into the distillation procedure, discriminating between generated samples and real images. This lets us train the student model on real data, mitigating the imperfect real score estimation from the teacher model, and enhancing quality. Lastly, we modify the training procedure to enable multi-step sampling. We identify and address the training-inference input mismatch problem in this setting, by simulating inference-time generator samples during training time. Taken together, our improvements set new benchmarks in one-step image generation, with FID scores of 1.28 on ImageNet-64x64 and 8.35 on zero-shot COCO 2014, surpassing the original teacher despite a 500X reduction in inference cost. Further, we show our approach can generate megapixel images by distilling SDXL, demonstrating exceptional visual quality among few-step methods.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Multilingual semantic search is the task of retrieving relevant contents to a query expressed in different language combinations. This requires a better semantic understanding of the user's intent and its contextual meaning. Multilingual semantic search is less explored and more challenging than its monolingual or bilingual counterparts, due to the lack of multilingual parallel resources for this task and the need to circumvent "language bias". In this work, we propose an alignment approach: MAML-Align, specifically for low-resource scenarios. Our approach leverages meta-distillation learning based on MAML, an optimization-based Model-Agnostic Meta-Learner. MAML-Align distills knowledge from a Teacher meta-transfer model T-MAML, specialized in transferring from monolingual to bilingual semantic search, to a Student model S-MAML, which meta-transfers from bilingual to multilingual semantic search. To the best of our knowledge, we are the first to extend meta-distillation to a multilingual search application. Our empirical results show that on top of a strong baseline based on sentence transformers, our meta-distillation approach boosts the gains provided by MAML and significantly outperforms naive fine-tuning methods. Furthermore, multilingual meta-distillation learning improves generalization even to unseen languages.

Language model (LM) distillation is a trending area that aims to distil the knowledge resided in a large teacher LM to a small student one. While various methods have been proposed to push the distillation to its limits, it is still a pain distilling LMs when a large capacity gap is exhibited between the teacher and the student LMs. The pain is mainly resulted by the curse of capacity gap, which describes that a larger teacher LM cannot always lead to a better student LM than one distilled from a smaller teacher LM due to the affect of capacity gap increment. That is, there is likely an optimal point yielding the best student LM along the scaling course of the teacher LM. Even worse, the curse of capacity gap can be only partly yet not fully lifted as indicated in previous studies. However, the tale is not ever one-sided. Although a larger teacher LM has better performance than a smaller teacher LM, it is much more resource-demanding especially in the context of recent large LMs (LLMs). Consequently, instead of sticking to lifting the curse, leaving the curse as is should be arguably fine. Even better, in this paper, we reveal that the optimal capacity gap is almost consistent across different student scales and architectures, fortunately turning the curse into the law of capacity gap. The law later guides us to distil a 3B student LM (termed MiniMA) from a 7B teacher LM (adapted LLaMA2-7B). MiniMA is demonstrated to yield a new compute-performance pareto frontier among existing 3B LMs on commonly used benchmarks, and its instruction-tuned version (termed MiniChat) outperforms a wide range of 3B competitors in GPT4 evaluation and could even compete with several 7B chat models.

Large language models (LLMs) have emerged as powerful and general solutions to many natural language tasks. However, many of the most important applications of language generation are interactive, where an agent has to talk to a person to reach a desired outcome. For example, a teacher might try to understand their student's current comprehension level to tailor their instruction accordingly, and a travel agent might ask questions of their customer to understand their preferences in order to recommend activities they might enjoy. LLMs trained with supervised fine-tuning or "single-step" RL, as with standard RLHF, might struggle which tasks that require such goal-directed behavior, since they are not trained to optimize for overall conversational outcomes after multiple turns of interaction. In this work, we explore a new method for adapting LLMs with RL for such goal-directed dialogue. Our key insight is that, though LLMs might not effectively solve goal-directed dialogue tasks out of the box, they can provide useful data for solving such tasks by simulating suboptimal but human-like behaviors. Given a textual description of a goal-directed dialogue task, we leverage LLMs to sample diverse synthetic rollouts of hypothetical in-domain human-human interactions. Our algorithm then utilizes this dataset with offline reinforcement learning to train an interactive conversational agent that can optimize goal-directed objectives over multiple turns. In effect, the LLM produces examples of possible interactions, and RL then processes these examples to learn to perform more optimal interactions. Empirically, we show that our proposed approach achieves state-of-the-art performance in various goal-directed dialogue tasks that include teaching and preference elicitation.

Large vision-language models have achieved outstanding performance, but their size and computational requirements make their deployment on resource-constrained devices and time-sensitive tasks impractical. Model distillation, the process of creating smaller, faster models that maintain the performance of larger models, is a promising direction towards the solution. This paper investigates the distillation of visual representations in large teacher vision-language models into lightweight student models using a small- or mid-scale dataset. Notably, this study focuses on open-vocabulary out-of-distribution (OOD) generalization, a challenging problem that has been overlooked in previous model distillation literature. We propose two principles from vision and language modality perspectives to enhance student's OOD generalization: (1) by better imitating teacher's visual representation space, and carefully promoting better coherence in vision-language alignment with the teacher; (2) by enriching the teacher's language representations with informative and finegrained semantic attributes to effectively distinguish between different labels. We propose several metrics and conduct extensive experiments to investigate their techniques. The results demonstrate significant improvements in zero-shot and few-shot student performance on open-vocabulary out-of-distribution classification, highlighting the effectiveness of our proposed approaches. Code released at https://github.com/xuanlinli17/large_vlm_distillation_ood

Knowledge distillation aims at transferring knowledge acquired in one model (a teacher) to another model (a student) that is typically smaller. Previous approaches can be expressed as a form of training the student to mimic output activations of individual data examples represented by the teacher. We introduce a novel approach, dubbed relational knowledge distillation (RKD), that transfers mutual relations of data examples instead. For concrete realizations of RKD, we propose distance-wise and angle-wise distillation losses that penalize structural differences in relations. Experiments conducted on different tasks show that the proposed method improves educated student models with a significant margin. In particular for metric learning, it allows students to outperform their teachers' performance, achieving the state of the arts on standard benchmark datasets.