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Brain-Computer interfaces (BCIs) are typically designed to be lightweight and responsive in real-time to provide users timely feedback. Classical feature engineering is computationally efficient but has low accuracy, whereas the recent neural networks (DNNs) improve accuracy but are computationally expensive and incur high latency. As a promising alternative, the low-dimensional computing (LDC) classifier based on vector symbolic architecture (VSA), achieves small model size yet higher accuracy than classical feature engineering methods. However, its accuracy still lags behind that of modern DNNs, making it challenging to process complex brain signals. To improve the accuracy of a small model, knowledge distillation is a popular method. However, maintaining a constant level of distillation between the teacher and student models may not be the best way for a growing student during its progressive learning stages. In this work, we propose a simple scheduled knowledge distillation method based on curriculum data order to enable the student to gradually build knowledge from the teacher model, controlled by an scheduler. Meanwhile, we employ the LDC/VSA as the student model to enhance the on-device inference efficiency for tiny BCI devices that demand low latency. The empirical results have demonstrated that our approach achieves better tradeoff between accuracy and hardware efficiency compared to other methods.
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This content will become publicly available on April 24, 2026
Progressive distillation induces an implicit curriculum
Knowledge distillation leverages a teacher model to improve the training of a student model. A persistent challenge is that a better teacher does not always yield a better student, to which a common mitigation is to use additional supervision from several “intermediate” teachers. One empirically validated variant of this principle is progressive distillation, where the student learns from successive intermediate checkpoints of the teacher. Using sparse parity as a sandbox, we identify an implicit curriculum as one mechanism through which progressive distillation accelerates the student’s learning. This curriculum is available only through the intermediate checkpoints but not the final converged one, and imparts both empirical acceleration and a provable sample complexity benefit to the student. We then extend our investigation to Transformers trained on probabilistic context-free grammars (PCFGs) and real-world pre-training datasets (Wikipedia and Books). Through probing the teacher model, we identify an analogous implicit curriculum where the model progressively learns features that capture longer context. Our theoretical and empirical findings on sparse parity, complemented by empirical observations on more complex tasks, highlight the benefit of progressive distillation via implicit curriculum across setups.
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- Award ID(s):
- 2238523
- PAR ID:
- 10568831
- Publisher / Repository:
- International Conference on Learning Representations (ICLR), 2025
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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