Pre-trained language encoders -- functions that represent text as vectors -- are an integral component of many NLP tasks. We tackle a natural question in language encoder analysis: What does it mean for two encoders to be similar? We contend that a faithful measure of similarity needs to be \emph{intrinsic}, that is, task-independent, yet still be informative of \emph{extrinsic} similarity -- the performance on downstream tasks. It is common to consider two encoders similar if they are \emph{homotopic}, i.e., if they can be aligned through some transformation. In this spirit, we study the properties of \emph{affine} alignment of language encoders and its implications on extrinsic similarity. We find that while affine alignment is fundamentally an asymmetric notion of similarity, it is still informative of extrinsic similarity. We confirm this on datasets of natural language representations. Beyond providing useful bounds on extrinsic similarity, affine intrinsic similarity also allows us to begin uncovering the structure of the space of pre-trained encoders by defining an order over them.

In a multi-stage recommendation system, reranking plays a crucial role by modeling the intra-list correlations among items.The key challenge of reranking lies in the exploration of optimal sequences within the combinatorial space of permutations. Recent research proposes a generator-evaluator learning paradigm, where the generator generates multiple feasible sequences and the evaluator picks out the best sequence based on the estimated listwise score. Generator is of vital importance, and generative models are well-suited for the generator function. Current generative models employ an autoregressive strategy for sequence generation. However, deploying autoregressive models in real-time industrial systems is challenging. Hence, we propose a Non-AutoRegressive generative model for reranking Recommendation (NAR4Rec) designed to enhance efficiency and effectiveness. To address challenges related to sparse training samples and dynamic candidates impacting model convergence, we introduce a matching model. Considering the diverse nature of user feedback, we propose a sequence-level unlikelihood training objective to distinguish feasible from unfeasible sequences. Additionally, to overcome the lack of dependency modeling in non-autoregressive models regarding target items, we introduce contrastive decoding to capture correlations among these items. Extensive offline experiments on publicly available datasets validate the superior performance of our proposed approach compared to the existing state-of-the-art reranking methods. Furthermore, our method has been fully deployed in a popular video app Kuaishou with over 300 million daily active users, significantly enhancing online recommendation quality, and demonstrating the effectiveness and efficiency of our approach.

Transformer models bring propelling advances in various NLP tasks, thus inducing lots of interpretability research on the learned representations of the models. However, we raise a fundamental question regarding the reliability of the representations. Specifically, we investigate whether transformers learn essentially isomorphic representation spaces, or those that are sensitive to the random seeds in their pretraining process. In this work, we formulate the Bijection Hypothesis, which suggests the use of bijective methods to align different models' representation spaces. We propose a model based on invertible neural networks, BERT-INN, to learn the bijection more effectively than other existing bijective methods such as the canonical correlation analysis (CCA). We show the advantage of BERT-INN both theoretically and through extensive experiments, and apply it to align the reproduced BERT embeddings to draw insights that are meaningful to the interpretability research. Our code is at https://github.com/twinkle0331/BERT-similarity.

It has been commonly observed that a teacher model with superior performance does not necessarily result in a stronger student, highlighting a discrepancy between current teacher training practices and effective knowledge transfer. In order to enhance the guidance of the teacher training process, we introduce the concept of distillation influence to determine the impact of distillation from each training sample on the student's generalization ability. In this paper, we propose Learning Good Teacher Matters (LGTM), an efficient training technique for incorporating distillation influence into the teacher's learning process. By prioritizing samples that are likely to enhance the student's generalization ability, our LGTM outperforms 10 common knowledge distillation baselines on 6 text classification tasks in the GLUE benchmark.