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In this work, we propose Mutual Information Maximization Knowledge Distillation (MIMKD). Our method uses a contrastive objective to simultaneously estimate and maximize a lower bound on the mutual information of local and global feature representations between a teacher and a student network. We demonstrate through extensive experiments that this can be used to improve the performance of low capacity models by transferring knowledge from more performant but computationally expensive models. This can be used to produce better models that can be run on devices with low computational resources. Our method is flexible, we can distill knowledge from teachers with arbitrary network architectures to arbitrary student networks. Our empirical results show that MIMKD outperforms competing approaches across a wide range of student-teacher pairs with different capacities, with different architectures, and when student networks are with extremely low capacity. We are able to obtain 74.55% accuracy on CIFAR100 with a ShufflenetV2 from a baseline accuracy of 69.8% by distilling knowledge from ResNet-50. On Imagenet we improve a ResNet-18 network from 68.88% to 70.32% accuracy (1.44%+) using a ResNet-34 teacher network.
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Cooperative Knowledge Distillation: A Learner Agnostic Approach
Knowledge distillation is a simple but powerful way to transfer knowledge between a teacher model to a student model. Existing work suffers from at least one of the following key limitations in terms of direction and scope of transfer which restrict its use: all knowledge is transferred from teacher to student regardless of whether or not that knowledge is useful, the student is the only one learning in this exchange, and typically distillation transfers knowledge only from a single teacher to a single student. We formulate a novel form of knowledge distillation in which many models can act as both students and teachers which we call cooperative distillation. The models cooperate as follows: a model (the student) identifies specific deficiencies in it's performance and searches for another model (the teacher) who encodes learned knowledge into instructional virtual instances via counterfactual instance generation. Because different models may have different strengths and weaknesses, all models can act as either students or teachers (cooperation) when appropriate and only distill knowledge in areas specific to their strengths (focus). Since counterfactuals as a paradigm are not tied to any specific algorithm, we can use this method to distill knowledge between learners of different architectures, algorithms, and even feature spaces. We demonstrate our approach not only outperforms baselines such as transfer learning, self-supervised learning, and multiple knowledge distillation algorithms on several datasets, but it can also be used in settings where the aforementioned techniques cannot.
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- Award ID(s):
- 2310481
- PAR ID:
- 10540272
- Publisher / Repository:
- AAAI
- Date Published:
- Journal Name:
- Proceedings of the AAAI Conference on Artificial Intelligence
- Volume:
- 38
- Issue:
- 13
- ISSN:
- 2159-5399
- Page Range / eLocation ID:
- 14124 to 14131
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1609/aaai.v38i13.29322
