Daily Papers

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.

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.

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.

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 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.

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.

Current video diffusion models achieve impressive generation quality but struggle in interactive applications due to bidirectional attention dependencies. The generation of a single frame requires the model to process the entire sequence, including the future. We address this limitation by adapting a pretrained bidirectional diffusion transformer to a causal transformer that generates frames on-the-fly. To further reduce latency, we extend distribution matching distillation (DMD) to videos, distilling 50-step diffusion model into a 4-step generator. To enable stable and high-quality distillation, we introduce a student initialization scheme based on teacher's ODE trajectories, as well as an asymmetric distillation strategy that supervises a causal student model with a bidirectional teacher. This approach effectively mitigates error accumulation in autoregressive generation, allowing long-duration video synthesis despite training on short clips. Our model supports fast streaming generation of high quality videos at 9.4 FPS on a single GPU thanks to KV caching. Our approach also enables streaming video-to-video translation, image-to-video, and dynamic prompting in a zero-shot manner. We will release the code based on an open-source model in the future.

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

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.

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.

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.