The above scheme proves particularly relevant when the student network is overparameterized (namely, when larger layer sizes are employed) as compared to the underlying teacher network. Under these operating conditions, it is tempting to speculate that the student ability to handle the given task could be eventually stored in a sub-portion of the whole network.

The above scheme proves particularly relevant when the student network is overparameterized (namely, when larger layer sizes are employed) as compared to the underlying teacher network. Under these operating conditions, it is tempting to speculate that the student ability to handle the given task could be eventually stored in a sub-portion of the whole network.

On the other hand, recent finding on neural tangent kernel enables us to approximate a wide neural network with a linear model of the network's random features. In this paper, we theoretically analyze the knowledge distillation of a wide neural network. First we provide a transfer risk bound for the linearized model of the network. Then we propose a metric of the task's training difficulty, called data inefficiency.

Any continuous function $f^*$ can be approximated arbitrarily well by a neural network with sufficiently many neurons $k$. We consider the case when $f^*$ itself is a neural network with one hidden layer and $k$ neurons. Approximating $f^*$ with a neural network with $n < k$ neurons can thus be seen as fitting an under-parameterized student network with $n$ neurons to a teacher network with $k$ neurons. As the student has fewer neurons than the teacher, it is unclear, whether each of the $n$ student neurons should copy one of the teacher neurons or rather average a group of teacher neurons. For shallow neural networks with erf activation function and for the standard Gaussian input distribution, we prove that copy-average configurations are critical points if the teacher's incoming vectors are orthonormal and its outgoing weights are unitary. Moreover, the optimum among such configurations is reached when $n-1$ student neurons each copy one teacher neuron and the $n$-th student neuron averages the remaining $k-n+1$ teacher neurons. For the student network with $n=1$ neuron, we provide additionally a closed-form solution of the non-trivial critical point(s) for commonly used activation functions through solving an equivalent constrained optimization problem. Empirically, we find for the erf activation function that gradient flow converges either to the optimal copy-average critical point or to another point where each student neuron approximately copies a different teacher neuron. Finally, we find similar results for the ReLU activation function, suggesting that the optimal solution of underparameterized networks has a universal structure.

In theoretical Machine Learning, the teacher-student paradigm is often employed as an effective metaphor for real-life tuition. A student network is trained on data generated by a fixed teacher network until it matches the instructor's ability to cope with the assigned task. The above scheme proves particularly relevant when the student network is overparameterized (namely, when larger layer sizes are employed) as compared to the underlying teacher network. Under these operating conditions, it is tempting to speculate that the student ability to handle the given task could be eventually stored in a sub-portion of the whole network. This latter should be to some extent reminiscent of the frozen teacher structure, according to suitable metrics, while being approximately invariant across different architectures of the student candidate network.

Many researchers have sought ways of model compression to reduce the size of a deep neural network (DNN) with minimal performance degradation in order to use DNNs in embedded systems. Among the model compression methods, a method called knowledge transfer is to train a student network with a stronger teacher network. In this paper, we propose a novel knowledge transfer method which uses convolutional operations to paraphrase teacher's knowledge and to translate it for the student. This is done by two convolutional modules, which are called a paraphraser and a translator. The paraphraser is trained in an unsupervised manner to extract the teacher factors which are defined as paraphrased information of the teacher network. The translator located at the student network extracts the student factors and helps to translate the teacher factors by mimicking them. We observed that our student network trained with the proposed factor transfer method outperforms the ones trained with conventional knowledge transfer methods.

We propose an information-theoretic knowledge distillation approach for the compression of generative adversarial networks, which aims to maximize the mutual information between teacher and student networks via a variational optimization based on an energy-based model. Because the direct computation of the mutual information in continuous domains is intractable, our approach alternatively optimizes the student network by maximizing the variational lower bound of the mutual information. To achieve a tight lower bound, we introduce an energy-based model relying on a deep neural network to represent a flexible variational distribution that deals with high-dimensional images and consider spatial dependencies between pixels, effectively. Since the proposed method is a generic optimization algorithm, it can be conveniently incorporated into arbitrary generative adversarial networks and even dense prediction networks, e.g., image enhancement models. We demonstrate that the proposed algorithm achieves outstanding performance in model compression of generative adversarial networks consistently when combined with several existing models.

Computer-aided pathology diagnosis based on the classification of Whole Slide Image (WSI) plays an important role in clinical practice, and it is often formulated as a weakly-supervised Multiple Instance Learning (MIL) problem. Existing methods solve this problem from either a bag classification or an instance classification perspective. In this paper, we propose an end-to-end weakly supervised knowledge distillation framework (WENO) for WSI classification, which integrates a bag classifier and an instance classifier in a knowledge distillation framework to mutually improve the performance of both classifiers. Specifically, an attention-based bag classifier is used as the teacher network, which is trained with weak bag labels, and an instance classifier is used as the student network, which is trained using the normalized attention scores obtained from the teacher network as soft pseudo labels for the instances in positive bags. An instance feature extractor is shared between the teacher and the student to further enhance the knowledge exchange between them. In addition, we propose a hard positive instance mining strategy based on the output of the student network to force the teacher network to keep mining hard positive instances. WENO is a plug-and-play framework that can be easily applied to any existing attention-based bag classification methods. Extensive experiments on five datasets demonstrate the efficiency of WENO. Code is available at https://github.com/miccaiif/WENO.

Distilling knowledge from an ensemble of teacher models is expected to have a more promising performance than that from a single one. Current methods mainly adopt a vanilla average rule, i.e., to simply take the average of all teacher losses for training the student network. However, this approach treats teachers equally and ignores the diversity among them. When conflicts or competitions exist among teachers, which is common, the inner compromise might hurt the distillation performance. In this paper, we examine the diversity of teacher models in the gradient space and regard the ensemble knowledge distillation as a multi-objective optimization problem so that we can determine a better optimization direction for the training of student network. Besides, we also introduce a tolerance parameter to accommodate disagreement among teachers. In this way, our method can be seen as a dynamic weighting method for each teacher in the ensemble.