Daily Papers

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.

The prior drift is crucial in Continual Test-Time Adaptation (CTTA) methods that only use unlabeled test data, as it can cause significant error propagation. In this paper, we introduce VCoTTA, a variational Bayesian approach to measure uncertainties in CTTA. At the source stage, we transform a pre-trained deterministic model into a Bayesian Neural Network (BNN) via a variational warm-up strategy, injecting uncertainties into the model. During the testing time, we employ a mean-teacher update strategy using variational inference for the student model and exponential moving average for the teacher model. Our novel approach updates the student model by combining priors from both the source and teacher models. The evidence lower bound is formulated as the cross-entropy between the student and teacher models, along with the Kullback-Leibler (KL) divergence of the prior mixture. Experimental results on three datasets demonstrate the method's effectiveness in mitigating prior drift within the CTTA framework.

Large Language Models (LLMs) have transformed listwise document reranking by enabling global reasoning over candidate sets, yet single models often struggle to balance fine-grained relevance scoring with holistic cross-document analysis. We propose DeepAgentRank (\DeAR), an open-source framework that decouples these tasks through a dual-stage approach, achieving superior accuracy and interpretability. In Stage 1, we distill token-level relevance signals from a frozen 13B LLaMA teacher into a compact \{3, 8\}B student model using a hybrid of cross-entropy, RankNet, and KL divergence losses, ensuring robust pointwise scoring. In Stage 2, we attach a second LoRA adapter and fine-tune on 20K GPT-4o-generated chain-of-thought permutations, enabling listwise reasoning with natural-language justifications. Evaluated on TREC-DL19/20, eight BEIR datasets, and NovelEval-2306, \DeAR surpasses open-source baselines by +5.1 nDCG@5 on DL20 and achieves 90.97 nDCG@10 on NovelEval, outperforming GPT-4 by +3.09. Without fine-tuning on Wikipedia, DeAR also excels in open-domain QA, achieving 54.29 Top-1 accuracy on Natural Questions, surpassing baselines like MonoT5, UPR, and RankGPT. Ablations confirm that dual-loss distillation ensures stable calibration, making \DeAR a highly effective and interpretable solution for modern reranking systems.Dataset and code available at https://github.com/DataScienceUIBK/DeAR-Reranking..

Knowledge Distillation (KD) trains a smaller student model using a large, pre-trained teacher model, with temperature as a key hyperparameter controlling the softness of output probabilities. Traditional methods use a fixed temperature throughout training, which is suboptimal. Moreover, architectural differences between teacher and student often result in mismatched logit magnitudes. We demonstrate that students benefit from softer probabilities early in training but require sharper probabilities in later stages. We introduce Dynamic Temperature Scheduler (DTS), which adjusts temperature dynamically based on the cross-entropy loss gap between teacher and student. To our knowledge, this is the first temperature scheduling method that adapts based on the divergence between teacher and student distributions. Our method integrates seamlessly with existing KD frameworks. We validate DTS across multiple KD strategies on vision (CIFAR-100, Tiny-ImageNet) and NLP tasks (GLUE, Dolly, SelfIns, UnNI, S-NI), consistently outperforming static-temperature baselines. Code is available at https://github.com/Sibgat-Ul/DTS.

Knowledge distillation is a model compression technique in which a compact "student" network is trained to replicate the predictive behavior of a larger "teacher" network. In logit-based knowledge distillation, it has become the de facto approach to augment cross-entropy with a distillation term. Typically, this term is either a KL divergence that matches marginal probabilities or a correlation-based loss that captures intra- and inter-class relationships. In every case, it acts as an additional term to cross-entropy. This term has its own weight, which must be carefully tuned. In this paper, we adopt a choice-theoretic perspective and recast knowledge distillation under the Plackett-Luce model by interpreting teacher logits as "worth" scores. We introduce "Plackett-Luce Distillation (PLD)", a weighted list-wise ranking loss. In PLD, the teacher model transfers knowledge of its full ranking of classes, weighting each ranked choice by its own confidence. PLD directly optimizes a single "teacher-optimal" ranking. The true label is placed first, followed by the remaining classes in descending teacher confidence. This process yields a convex and translation-invariant surrogate that subsumes weighted cross-entropy. Empirically, across CIFAR-100, ImageNet-1K, and MS-COCO, PLD achieves consistent gains across diverse architectures and distillation objectives, including divergence-based, correlation-based, and feature-based methods, in both homogeneous and heterogeneous teacher-student pairs.

Since experiencing domain shifts during test-time is inevitable in practice, test-time adaption (TTA) continues to adapt the model after deployment. Recently, the area of continual and gradual test-time adaptation (TTA) emerged. In contrast to standard TTA, continual TTA considers not only a single domain shift, but a sequence of shifts. Gradual TTA further exploits the property that some shifts evolve gradually over time. Since in both settings long test sequences are present, error accumulation needs to be addressed for methods relying on self-training. In this work, we propose and show that in the setting of TTA, the symmetric cross-entropy is better suited as a consistency loss for mean teachers compared to the commonly used cross-entropy. This is justified by our analysis with respect to the (symmetric) cross-entropy's gradient properties. To pull the test feature space closer to the source domain, where the pre-trained model is well posed, contrastive learning is leveraged. Since applications differ in their requirements, we address several settings, including having source data available and the more challenging source-free setting. We demonstrate the effectiveness of our proposed method 'robust mean teacher' (RMT) on the continual and gradual corruption benchmarks CIFAR10C, CIFAR100C, and Imagenet-C. We further consider ImageNet-R and propose a new continual DomainNet-126 benchmark. State-of-the-art results are achieved on all benchmarks.

As language models grow ever larger, so do their vocabularies. This has shifted the memory footprint of LLMs during training disproportionately to one single layer: the cross-entropy in the loss computation. Cross-entropy builds up a logit matrix with entries for each pair of input tokens and vocabulary items and, for small models, consumes an order of magnitude more memory than the rest of the LLM combined. We propose Cut Cross-Entropy (CCE), a method that computes the cross-entropy loss without materializing the logits for all tokens into global memory. Rather, CCE only computes the logit for the correct token and evaluates the log-sum-exp over all logits on the fly. We implement a custom kernel that performs the matrix multiplications and the log-sum-exp reduction over the vocabulary in flash memory, making global memory consumption for the cross-entropy computation negligible. This has a dramatic effect. Taking the Gemma 2 (2B) model as an example, CCE reduces the memory footprint of the loss computation from 24 GB to 1 MB, and the total training-time memory consumption of the classifier head from 28 GB to 1 GB. To improve the throughput of CCE, we leverage the inherent sparsity of softmax and propose to skip elements of the gradient computation that have a negligible (i.e., below numerical precision) contribution to the gradient. Experiments demonstrate that the dramatic reduction in memory consumption is accomplished without sacrificing training speed or convergence.

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.

We characterize the statistical efficiency of knowledge transfer through n samples from a teacher to a probabilistic student classifier with input space mathcal S over labels mathcal A. We show that privileged information at three progressive levels accelerates the transfer. At the first level, only samples with hard labels are known, via which the maximum likelihood estimator attains the minimax rate {|{mathcal S||{mathcal A}|}/{n}}. The second level has the teacher probabilities of sampled labels available in addition, which turns out to boost the convergence rate lower bound to {{|{mathcal S}||{mathcal A}|}/{n}}. However, under this second data acquisition protocol, minimizing a naive adaptation of the cross-entropy loss results in an asymptotically biased student. We overcome this limitation and achieve the fundamental limit by using a novel empirical variant of the squared error logit loss. The third level further equips the student with the soft labels (complete logits) on {mathcal A} given every sampled input, thereby provably enables the student to enjoy a rate {|{mathcal S}|}/{n} free of |{mathcal A}|. We find any Kullback-Leibler divergence minimizer to be optimal in the last case. Numerical simulations distinguish the four learners and corroborate our theory.

Adversarial training is a practical approach for improving the robustness of deep neural networks against adversarial attacks. Although bringing reliable robustness, the performance toward clean examples is negatively affected after adversarial training, which means a trade-off exists between accuracy and robustness. Recently, some studies have tried to use knowledge distillation methods in adversarial training, achieving competitive performance in improving the robustness but the accuracy for clean samples is still limited. In this paper, to mitigate the accuracy-robustness trade-off, we introduce the Multi-Teacher Adversarial Robustness Distillation (MTARD) to guide the model's adversarial training process by applying a strong clean teacher and a strong robust teacher to handle the clean examples and adversarial examples, respectively. During the optimization process, to ensure that different teachers show similar knowledge scales, we design the Entropy-Based Balance algorithm to adjust the teacher's temperature and keep the teachers' information entropy consistent. Besides, to ensure that the student has a relatively consistent learning speed from multiple teachers, we propose the Normalization Loss Balance algorithm to adjust the learning weights of different types of knowledge. A series of experiments conducted on public datasets demonstrate that MTARD outperforms the state-of-the-art adversarial training and distillation methods against various adversarial attacks.

Inspired by recent advancements in large language models (LLMs) for Natural Language Processing (NLP), there has been a surge in research focused on developing foundational models for time series forecasting. One approach involves training LLM architectures on tokenized time series data using cross-entropy loss. Although this method has demonstrated promising results, cross-entropy loss is primarily designed for classification tasks and does not account for the distance between classes. To address this limitation, we propose using the Wasserstein loss for such architectures. To validate our approach, we fine-tuned a foundational time series model on 22 zero-shot datasets, comparing the performance of cross-entropy loss with that of Wasserstein loss. Our results demonstrate that replacing cross-entropy loss with Wasserstein loss significantly improves point estimation.

Many recent breakthroughs in machine learning have been enabled by the pre-trained foundation models. By scaling up model parameters, training data, and computation resources, foundation models have significantly advanced the state-of-the-art in many applications. However, it is still an open question of how to use these models to perform downstream tasks efficiently. Knowledge distillation (KD) has been explored to tackle this challenge. KD transfers knowledge from a large teacher model to a smaller student model. While KD has been successful in improving student model performance, recent research has discovered that a powerful teacher does not necessarily lead to a powerful student, due to their huge capacity gap. In addition, the potential distribution shifts between the pre-training data and downstream tasks can make knowledge transfer in KD sub-optimal for improving downstream task performance. In this paper, we extend KD with an interactive communication process to help students of downstream tasks learn effectively from pre-trained foundation models. Our design is inspired by the way humans learn from teachers who can explain knowledge in a way that meets the students' needs. Specifically, we let each model (i.e., student and teacher) train two components: (1) an encoder encoding the model's hidden states to a message and (2) a decoder decoding any messages to its own hidden states. With encoder and decoder, not only can the teacher transfer rich information by encoding its hidden states, but also the student can send messages with information of downstream tasks to the teacher. Therefore, knowledge passing from teacher to student can be tailored to the student's capacity and downstream tasks' distributions. We conducted experiments on benchmark datasets to show that our communication mechanism outperforms state-of-the-art distillation techniques.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Autoregressive language models are trained by minimizing the cross-entropy of the model distribution Q relative to the data distribution P -- that is, minimizing the forward cross-entropy, which is equivalent to maximum likelihood estimation (MLE). We have observed that models trained in this way may "over-generalize", in the sense that they produce non-human-like text. Moreover, we believe that reverse cross-entropy, i.e., the cross-entropy of P relative to Q, is a better reflection of how a human would evaluate text generated by a model. Hence, we propose learning with MixCE, an objective that mixes the forward and reverse cross-entropies. We evaluate models trained with this objective on synthetic data settings (where P is known) and real data, and show that the resulting models yield better generated text without complex decoding strategies. Our code and models are publicly available at https://github.com/bloomberg/mixce-acl2023

Self-distillation (SD) is the process of first training a teacher model and then using its predictions to train a student model with the same architecture. Specifically, the student's objective function is big(xi*ell(teacher's predictions, student's predictions) + (1-xi)*ell(given labels, student's predictions)big), where ell is some loss function and xi is some parameter in [0,1]. Empirically, SD has been observed to provide performance gains in several settings. In this paper, we theoretically characterize the effect of SD in two supervised learning problems with noisy labels. We first analyze SD for regularized linear regression and show that in the high label noise regime, the optimal value of xi that minimizes the expected error in estimating the ground truth parameter is surprisingly greater than 1. Empirically, we show that xi > 1 works better than xi leq 1 even with the cross-entropy loss for several classification datasets when 50\% or 30\% of the labels are corrupted. Further, we quantify when optimal SD is better than optimal regularization. Next, we analyze SD in the case of logistic regression for binary classification with random label corruption and quantify the range of label corruption in which the student outperforms the teacher in terms of accuracy. To our knowledge, this is the first result of its kind for the cross-entropy loss.

Various visual foundation models have distinct strengths and weaknesses, both of which can be improved through heterogeneous multi-teacher knowledge distillation without labels, termed "agglomerative models." We build upon this body of work by studying the effect of the teachers' activation statistics, particularly the impact of the loss function on the resulting student model quality. We explore a standard toolkit of statistical normalization techniques to better align the different distributions and assess their effects. Further, we examine the impact on downstream teacher-matching metrics, which motivates the use of Hadamard matrices. With these matrices, we demonstrate useful properties, showing how they can be used for isotropic standardization, where each dimension of a multivariate distribution is standardized using the same scale. We call this technique "PHI Standardization" (PHI-S) and empirically demonstrate that it produces the best student model across the suite of methods studied.

The teacher-student framework, prevalent in semi-supervised semantic segmentation, mainly employs the exponential moving average (EMA) to update a single teacher's weights based on the student's. However, EMA updates raise a problem in that the weights of the teacher and student are getting coupled, causing a potential performance bottleneck. Furthermore, this problem may become more severe when training with more complicated labels such as segmentation masks but with few annotated data. This paper introduces Dual Teacher, a simple yet effective approach that employs dual temporary teachers aiming to alleviate the coupling problem for the student. The temporary teachers work in shifts and are progressively improved, so consistently prevent the teacher and student from becoming excessively close. Specifically, the temporary teachers periodically take turns generating pseudo-labels to train a student model and maintain the distinct characteristics of the student model for each epoch. Consequently, Dual Teacher achieves competitive performance on the PASCAL VOC, Cityscapes, and ADE20K benchmarks with remarkably shorter training times than state-of-the-art methods. Moreover, we demonstrate that our approach is model-agnostic and compatible with both CNN- and Transformer-based models. Code is available at https://github.com/naver-ai/dual-teacher.

Transfer entropy (TE) is an information theoretic measure that reveals the directional flow of information between processes, providing valuable insights for a wide range of real-world applications. This work proposes Transfer Entropy Estimation via Transformers (TREET), a novel attention-based approach for estimating TE for stationary processes. The proposed approach employs Donsker-Varadhan representation to TE and leverages the attention mechanism for the task of neural estimation. We propose a detailed theoretical and empirical study of the TREET, comparing it to existing methods on a dedicated estimation benchmark. To increase its applicability, we design an estimated TE optimization scheme that is motivated by the functional representation lemma, and use it to estimate the capacity of communication channels with memory, which is a canonical optimization problem in information theory. We further demonstrate how an optimized TREET can be used to estimate underlying densities, providing experimental results. Finally, we apply TREET to feature analysis of patients with Apnea, demonstrating its applicability to real-world physiological data. Our work, applied with state-of-the-art deep learning methods, opens a new door for communication problems which are yet to be solved.

Knowledge Distillation (KD) is a model-agnostic technique to improve model quality while having a fixed capacity budget. It is a commonly used technique for model compression, where a larger capacity teacher model with better quality is used to train a more compact student model with better inference efficiency. Through distillation, one hopes to benefit from student's compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student model's training dynamics remains under-explored. In this paper, we categorize teacher's knowledge into three hierarchical levels and study its effects on knowledge distillation: (1) knowledge of the `universe', where KD brings a regularization effect through label smoothing; (2) domain knowledge, where teacher injects class relationships prior to student's logit layer geometry; and (3) instance specific knowledge, where teacher rescales student model's per-instance gradients based on its measurement on the event difficulty. Using systematic analyses and extensive empirical studies on both synthetic and real-world datasets, we confirm that the aforementioned three factors play a major role in knowledge distillation. Furthermore, based on our findings, we diagnose some of the failure cases of applying KD from recent studies.

Cross-entropy is a widely used loss function in applications. It coincides with the logistic loss applied to the outputs of a neural network, when the softmax is used. But, what guarantees can we rely on when using cross-entropy as a surrogate loss? We present a theoretical analysis of a broad family of loss functions, comp-sum losses, that includes cross-entropy (or logistic loss), generalized cross-entropy, the mean absolute error and other cross-entropy-like loss functions. We give the first H-consistency bounds for these loss functions. These are non-asymptotic guarantees that upper bound the zero-one loss estimation error in terms of the estimation error of a surrogate loss, for the specific hypothesis set H used. We further show that our bounds are tight. These bounds depend on quantities called minimizability gaps. To make them more explicit, we give a specific analysis of these gaps for comp-sum losses. We also introduce a new family of loss functions, smooth adversarial comp-sum losses, that are derived from their comp-sum counterparts by adding in a related smooth term. We show that these loss functions are beneficial in the adversarial setting by proving that they admit H-consistency bounds. This leads to new adversarial robustness algorithms that consist of minimizing a regularized smooth adversarial comp-sum loss. While our main purpose is a theoretical analysis, we also present an extensive empirical analysis comparing comp-sum losses. We further report the results of a series of experiments demonstrating that our adversarial robustness algorithms outperform the current state-of-the-art, while also achieving a superior non-adversarial accuracy.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

We identify empirical scaling laws for the cross-entropy loss in four domains: generative image modeling, video modeling, multimodal imageleftrightarrowtext models, and mathematical problem solving. In all cases autoregressive Transformers smoothly improve in performance as model size and compute budgets increase, following a power-law plus constant scaling law. The optimal model size also depends on the compute budget through a power-law, with exponents that are nearly universal across all data domains. The cross-entropy loss has an information theoretic interpretation as S(True) + D_{KL}(True||Model), and the empirical scaling laws suggest a prediction for both the true data distribution's entropy and the KL divergence between the true and model distributions. With this interpretation, billion-parameter Transformers are nearly perfect models of the YFCC100M image distribution downsampled to an 8times 8 resolution, and we can forecast the model size needed to achieve any given reducible loss (ie D_{KL}) in nats/image for other resolutions. We find a number of additional scaling laws in specific domains: (a) we identify a scaling relation for the mutual information between captions and images in multimodal models, and show how to answer the question "Is a picture worth a thousand words?"; (b) in the case of mathematical problem solving, we identify scaling laws for model performance when extrapolating beyond the training distribution; (c) we finetune generative image models for ImageNet classification and find smooth scaling of the classification loss and error rate, even as the generative loss levels off. Taken together, these results strengthen the case that scaling laws have important implications for neural network performance, including on downstream tasks.

Recent progress in large language models (LLMs) highlights the power of scaling test-time compute to achieve strong performance on complex tasks, such as mathematical reasoning and code generation. This raises a critical question: how should model training be modified to optimize performance under a subsequent test-time compute strategy and budget? To explore this, we focus on pass@N, a simple test-time strategy that searches for a correct answer in N independent samples. We show, surprisingly, that training with cross-entropy (CE) loss can be {it misaligned} with pass@N in that pass@N accuracy {it decreases} with longer training. We explain the origins of this misalignment in terms of model overconfidence induced by CE, and experimentally verify our prediction of overconfidence as an impediment to scaling test-time compute via pass@N. Furthermore we suggest a principled, modified training loss that is better aligned to pass@N by limiting model confidence and rescuing pass@N test performance. Our algorithm demonstrates improved mathematical reasoning on MATH and MiniF2F benchmarks under several scenarios: (1) providing answers to math questions; and (2) proving theorems by searching over proof trees of varying shapes. Overall our work underscores the importance of co-designing two traditionally separate phases of LLM development: training-time protocols and test-time search and reasoning strategies.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

Many NLP tasks such as tagging and machine reading comprehension are faced with the severe data imbalance issue: negative examples significantly outnumber positive examples, and the huge number of background examples (or easy-negative examples) overwhelms the training. The most commonly used cross entropy (CE) criteria is actually an accuracy-oriented objective, and thus creates a discrepancy between training and test: at training time, each training instance contributes equally to the objective function, while at test time F1 score concerns more about positive examples. In this paper, we propose to use dice loss in replacement of the standard cross-entropy objective for data-imbalanced NLP tasks. Dice loss is based on the Sorensen-Dice coefficient or Tversky index, which attaches similar importance to false positives and false negatives, and is more immune to the data-imbalance issue. To further alleviate the dominating influence from easy-negative examples in training, we propose to associate training examples with dynamically adjusted weights to deemphasize easy-negative examples.Theoretical analysis shows that this strategy narrows down the gap between the F1 score in evaluation and the dice loss in training. With the proposed training objective, we observe significant performance boost on a wide range of data imbalanced NLP tasks. Notably, we are able to achieve SOTA results on CTB5, CTB6 and UD1.4 for the part of speech tagging task; SOTA results on CoNLL03, OntoNotes5.0, MSRA and OntoNotes4.0 for the named entity recognition task; along with competitive results on the tasks of machine reading comprehension and paraphrase identification.

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

Objective functions that optimize deep neural networks play a vital role in creating an enhanced feature representation of the input data. Although cross-entropy-based loss formulations have been extensively used in a variety of supervised deep-learning applications, these methods tend to be less adequate when there is large intra-class variance and low inter-class variance in input data distribution. Deep Metric Learning seeks to develop methods that aim to measure the similarity between data samples by learning a representation function that maps these data samples into a representative embedding space. It leverages carefully designed sampling strategies and loss functions that aid in optimizing the generation of a discriminative embedding space even for distributions having low inter-class and high intra-class variances. In this chapter, we will provide an overview of recent progress in this area and discuss state-of-the-art Deep Metric Learning approaches.

Knowledge Distillation (KD) consists of transferring “knowledge” from one machine learning model (the teacher) to another (the student). Commonly, the teacher is a high-capacity model with formidable performance, while the student is more compact. By transferring knowledge, one hopes to benefit from the student’s compactness, without sacrificing too much performance. We study KD from a new perspective: rather than compressing models, we train students parameterized identically to their teachers. Surprisingly, these Born-Again Networks (BANs), outperform their teachers significantly, both on computer vision and language modeling tasks. Our experiments with BANs based on DenseNets demonstrate state-of-the-art performance on the CIFAR-10 (3.5%) and CIFAR-100 (15.5%) datasets, by validation error. Additional experiments explore two distillation objectives: (i) Confidence-Weighted by Teacher Max (CWTM) and (ii) Dark Knowledge with Permuted Predictions (DKPP). Both methods elucidate the essential components of KD, demonstrating the effect of the teacher outputs on both predicted and non-predicted classes.

Model calibration aims to align confidence with prediction correctness. The Cross-Entropy (CE) loss is widely used for calibrator training, which enforces the model to increase confidence on the ground truth class. However, we find the CE loss has intrinsic limitations. For example, for a narrow misclassification, a calibrator trained by the CE loss often produces high confidence on the wrongly predicted class (e.g., a test sample is wrongly classified and its softmax score on the ground truth class is around 0.4), which is undesirable. In this paper, we propose a new post-hoc calibration objective derived from the aim of calibration. Intuitively, the proposed objective function asks that the calibrator decrease model confidence on wrongly predicted samples and increase confidence on correctly predicted samples. Because a sample itself has insufficient ability to indicate correctness, we use its transformed versions (e.g., rotated, greyscaled and color-jittered) during calibrator training. Trained on an in-distribution validation set and tested with isolated, individual test samples, our method achieves competitive calibration performance on both in-distribution and out-of-distribution test sets compared with the state of the art. Further, our analysis points out the difference between our method and commonly used objectives such as CE loss and mean square error loss, where the latters sometimes deviates from the calibration aim.

It is believed that in knowledge distillation (KD), the role of the teacher is to provide an estimate for the unknown Bayes conditional probability distribution (BCPD) to be used in the student training process. Conventionally, this estimate is obtained by training the teacher using maximum log-likelihood (MLL) method. To improve this estimate for KD, in this paper we introduce the concept of conditional mutual information (CMI) into the estimation of BCPD and propose a novel estimator called the maximum CMI (MCMI) method. Specifically, in MCMI estimation, both the log-likelihood and CMI of the teacher are simultaneously maximized when the teacher is trained. Through Eigen-CAM, it is further shown that maximizing the teacher's CMI value allows the teacher to capture more contextual information in an image cluster. Via conducting a thorough set of experiments, we show that by employing a teacher trained via MCMI estimation rather than one trained via MLL estimation in various state-of-the-art KD frameworks, the student's classification accuracy consistently increases, with the gain of up to 3.32\%. This suggests that the teacher's BCPD estimate provided by MCMI method is more accurate than that provided by MLL method. In addition, we show that such improvements in the student's accuracy are more drastic in zero-shot and few-shot settings. Notably, the student's accuracy increases with the gain of up to 5.72\% when 5\% of the training samples are available to the student (few-shot), and increases from 0\% to as high as 84\% for an omitted class (zero-shot). The code is available at https://github.com/iclr2024mcmi/ICLRMCMI.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

As a technique to bridge logit matching and probability distribution matching, temperature scaling plays a pivotal role in knowledge distillation (KD). Conventionally, temperature scaling is applied to both teacher's logits and student's logits in KD. Motivated by some recent works, in this paper, we drop instead temperature scaling on the student side, and systematically study the resulting variant of KD, dubbed transformed teacher matching (TTM). By reinterpreting temperature scaling as a power transform of probability distribution, we show that in comparison with the original KD, TTM has an inherent R\'enyi entropy term in its objective function, which serves as an extra regularization term. Extensive experiment results demonstrate that thanks to this inherent regularization, TTM leads to trained students with better generalization than the original KD. To further enhance student's capability to match teacher's power transformed probability distribution, we introduce a sample-adaptive weighting coefficient into TTM, yielding a novel distillation approach dubbed weighted TTM (WTTM). It is shown, by comprehensive experiments, that although WTTM is simple, it is effective, improves upon TTM, and achieves state-of-the-art accuracy performance. Our source code is available at https://github.com/zkxufo/TTM.

Despite the fact that deep neural networks are powerful models and achieve appealing results on many tasks, they are too large to be deployed on edge devices like smartphones or embedded sensor nodes. There have been efforts to compress these networks, and a popular method is knowledge distillation, where a large (teacher) pre-trained network is used to train a smaller (student) network. However, in this paper, we show that the student network performance degrades when the gap between student and teacher is large. Given a fixed student network, one cannot employ an arbitrarily large teacher, or in other words, a teacher can effectively transfer its knowledge to students up to a certain size, not smaller. To alleviate this shortcoming, we introduce multi-step knowledge distillation, which employs an intermediate-sized network (teacher assistant) to bridge the gap between the student and the teacher. Moreover, we study the effect of teacher assistant size and extend the framework to multi-step distillation. Theoretical analysis and extensive experiments on CIFAR-10,100 and ImageNet datasets and on CNN and ResNet architectures substantiate the effectiveness of our proposed approach.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Visual anomaly detection, an important problem in computer vision, is usually formulated as a one-class classification and segmentation task. The student-teacher (S-T) framework has proved to be effective in solving this challenge. However, previous works based on S-T only empirically applied constraints on normal data and fused multi-level information. In this study, we propose an improved model called DeSTSeg, which integrates a pre-trained teacher network, a denoising student encoder-decoder, and a segmentation network into one framework. First, to strengthen the constraints on anomalous data, we introduce a denoising procedure that allows the student network to learn more robust representations. From synthetically corrupted normal images, we train the student network to match the teacher network feature of the same images without corruption. Second, to fuse the multi-level S-T features adaptively, we train a segmentation network with rich supervision from synthetic anomaly masks, achieving a substantial performance improvement. Experiments on the industrial inspection benchmark dataset demonstrate that our method achieves state-of-the-art performance, 98.6% on image-level AUC, 75.8% on pixel-level average precision, and 76.4% on instance-level average precision.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

The rise of the phenomenon of the "right to be forgotten" has prompted research on machine unlearning, which grants data owners the right to actively withdraw data that has been used for model training, and requires the elimination of the contribution of that data to the model. A simple method to achieve this is to use the remaining data to retrain the model, but this is not acceptable for other data owners who continue to participate in training. Existing machine unlearning methods have been found to be ineffective in quickly removing knowledge from deep learning models. This paper proposes using a stochastic network as a teacher to expedite the mitigation of the influence caused by forgotten data on the model. We performed experiments on three datasets, and the findings demonstrate that our approach can efficiently mitigate the influence of target data on the model within a single epoch. This allows for one-time erasure and reconstruction of the model, and the reconstruction model achieves the same performance as the retrained model.

Knowledge distillation (KD) has been widely used for model compression and knowledge transfer. Typically, a big teacher model trained on sufficient data transfers knowledge to a small student model. However, despite the success of KD, little effort has been made to study whether KD leaks the training data of the teacher model. In this paper, we experimentally reveal that KD suffers from the risk of privacy leakage. To alleviate this issue, we propose a novel knowledge distillation method, swing distillation, which can effectively protect the private information of the teacher model from flowing to the student model. In our framework, the temperature coefficient is dynamically and adaptively adjusted according to the degree of private information contained in the data, rather than a predefined constant hyperparameter. It assigns different temperatures to tokens according to the likelihood that a token in a position contains private information. In addition, we inject noise into soft targets provided to the student model, in order to avoid unshielded knowledge transfer. Experiments on multiple datasets and tasks demonstrate that the proposed swing distillation can significantly reduce (by over 80% in terms of canary exposure) the risk of privacy leakage in comparison to KD with competitive or better performance. Furthermore, swing distillation is robust against the increasing privacy budget.

Knowledge distillation (KD) exploits a large well-trained model (i.e., teacher) to train a small student model on the same dataset for the same task. Treating teacher features as knowledge, prevailing methods of knowledge distillation train student by aligning its features with the teacher's, e.g., by minimizing the KL-divergence between their logits or L2 distance between their intermediate features. While it is natural to believe that better alignment of student features to the teacher better distills teacher knowledge, simply forcing this alignment does not directly contribute to the student's performance, e.g., classification accuracy. In this work, we propose to align student features with class-mean of teacher features, where class-mean naturally serves as a strong classifier. To this end, we explore baseline techniques such as adopting the cosine distance based loss to encourage the similarity between student features and their corresponding class-means of the teacher. Moreover, we train the student to produce large-norm features, inspired by other lines of work (e.g., model pruning and domain adaptation), which find the large-norm features to be more significant. Finally, we propose a rather simple loss term (dubbed ND loss) to simultaneously (1) encourage student to produce large-norm features, and (2) align the direction of student features and teacher class-means. Experiments on standard benchmarks demonstrate that our explored techniques help existing KD methods achieve better performance, i.e., higher classification accuracy on ImageNet and CIFAR100 datasets, and higher detection precision on COCO dataset. Importantly, our proposed ND loss helps the most, leading to the state-of-the-art performance on these benchmarks. The source code is available at https://github.com/WangYZ1608/Knowledge-Distillation-via-ND.

Distillation has shown remarkable success in transferring knowledge from a Large Language Model (LLM) teacher to a student LLM. However, current distillation methods predominantly require the same tokenizer between the teacher and the student, restricting their applicability to only a small subset of teacher-student pairs. In this work, we develop a cross-tokenizer distillation method to solve this crucial deficiency. Our method is the first to enable cross-tokenizer distillation without a next-token prediction loss as the main objective, instead purely maximizing the student predictions' similarity to the teacher's predictions (known as pure distillation), while also being robust to large mismatches between the teacher and the student tokenizer function and vocabulary. Empirically, our method enables substantially improved performance as tested on two use cases. First, we show that viewing tokenizer transfer as self-distillation enables unprecedently effective transfer across tokenizers. We transfer (subword-level) Llama and Gemma models to byte-level tokenization more effectively than prior methods transfer to a similar subword tokenizer under a comparable training budget. Transferring different base models to the same tokenizer also enables ensembling them (e.g., via averaging their predicted probabilities) which boosts performance. Second, we use our cross-tokenizer distillation method to distil a large maths-specialized LLM into a smaller model, achieving competitive maths problem-solving performance. Overall, our results make substantial strides toward better adaptability and enhanced interaction between different LLMs.

Knowledge Distillation (KD) has emerged as a promising approach for transferring knowledge from a larger, more complex teacher model to a smaller student model. Traditionally, KD involves training the student to mimic the teacher's output probabilities, while more advanced techniques have explored guiding the student to adopt the teacher's internal representations. Despite its widespread success, the performance of KD in binary classification and few-class problems has been less satisfactory. This is because the information about the teacher model's generalization patterns scales directly with the number of classes. Moreover, several sophisticated distillation methods may not be universally applicable or effective for data types beyond Computer Vision. Consequently, effective distillation techniques remain elusive for a range of key real-world applications, such as sentiment analysis, search query understanding, and advertisement-query relevance assessment. Taking these observations into account, we introduce a novel method for distilling knowledge from the teacher's model representations, which we term Learning Embedding Linear Projections (LELP). Inspired by recent findings about the structure of final-layer representations, LELP works by identifying informative linear subspaces in the teacher's embedding space, and splitting them into pseudo-subclasses. The student model is then trained to replicate these pseudo-classes. Our experimental evaluation on large-scale NLP benchmarks like Amazon Reviews and Sentiment140 demonstrate the LELP is consistently competitive with, and typically superior to, existing state-of-the-art distillation algorithms for binary and few-class problems, where most KD methods suffer.

In this paper, we present a cross-entropy optimization method for hyperparameter optimization in stochastic gradient-based approaches to train deep neural networks. The value of a hyperparameter of a learning algorithm often has great impact on the performance of a model such as the convergence speed, the generalization performance metrics, etc. While in some cases the hyperparameters of a learning algorithm can be part of learning parameters, in other scenarios the hyperparameters of a stochastic optimization algorithm such as Adam [5] and its variants are either fixed as a constant or are kept changing in a monotonic way over time. We give an in-depth analysis of the presented method in the framework of expectation maximization (EM). The presented algorithm of cross-entropy optimization for hyperparameter optimization of a learning algorithm (CEHPO) can be equally applicable to other areas of optimization problems in deep learning. We hope that the presented methods can provide different perspectives and offer some insights for optimization problems in different areas of machine learning and beyond.

Knowledge distillation (KD) has shown great promise in transferring knowledge from larger teacher models to smaller student models. However, existing KD strategies for large language models often minimize output distributions between student and teacher models indiscriminately for each token. This overlooks the imbalanced nature of tokens and their varying transfer difficulties. In response, we propose a distillation strategy called Self-Evolution KD. The core of this approach involves dynamically integrating teacher distribution and one-hot distribution of ground truth into the student distribution as prior knowledge, which promotes the distillation process. It adjusts the ratio of prior knowledge based on token learning difficulty, fully leveraging the teacher model's potential. Experimental results show our method brings an average improvement of approximately 1.4 SacreBLEU points across four translation directions in the WMT22 test sets. Further analysis indicates that the improvement comes from better knowledge transfer from teachers, confirming our hypothesis.

Uncertainty estimation is crucial for evaluating Large Language Models (LLMs), particularly in high-stakes domains where incorrect answers result in significant consequences. Numerous approaches consider this problem, while focusing on a specific type of uncertainty, ignoring others. We investigate what estimates, specifically token-wise entropy and model-as-judge (MASJ), would work for multiple-choice question-answering tasks for different question topics. Our experiments consider three LLMs: Phi-4, Mistral, and Qwen of different sizes from 1.5B to 72B and 14 topics. While MASJ performs similarly to a random error predictor, the response entropy predicts model error in knowledge-dependent domains and serves as an effective indicator of question difficulty: for biology ROC AUC is 0.73. This correlation vanishes for the reasoning-dependent domain: for math questions ROC-AUC is 0.55. More principally, we found out that the entropy measure required a reasoning amount. Thus, data-uncertainty related entropy should be integrated within uncertainty estimates frameworks, while MASJ requires refinement. Moreover, existing MMLU-Pro samples are biased, and should balance required amount of reasoning for different subdomains to provide a more fair assessment of LLMs performance.

An oft-cited open problem of federated learning is the existence of data heterogeneity at the clients. One pathway to understanding the drastic accuracy drop in federated learning is by scrutinizing the behavior of the clients' deep models on data with different levels of "difficulty", which has been left unaddressed. In this paper, we investigate a different and rarely studied dimension of FL: ordered learning. Specifically, we aim to investigate how ordered learning principles can contribute to alleviating the heterogeneity effects in FL. We present theoretical analysis and conduct extensive empirical studies on the efficacy of orderings spanning three kinds of learning: curriculum, anti-curriculum, and random curriculum. We find that curriculum learning largely alleviates non-IIDness. Interestingly, the more disparate the data distributions across clients the more they benefit from ordered learning. We provide analysis explaining this phenomenon, specifically indicating how curriculum training appears to make the objective landscape progressively less convex, suggesting fast converging iterations at the beginning of the training procedure. We derive quantitative results of convergence for both convex and nonconvex objectives by modeling the curriculum training on federated devices as local SGD with locally biased stochastic gradients. Also, inspired by ordered learning, we propose a novel client selection technique that benefits from the real-world disparity in the clients. Our proposed approach to client selection has a synergic effect when applied together with ordered learning in FL.

Privacy attacks on Machine Learning (ML) models often focus on inferring the existence of particular data points in the training data. However, what the adversary really wants to know is if a particular individual's (subject's) data was included during training. In such scenarios, the adversary is more likely to have access to the distribution of a particular subject than actual records. Furthermore, in settings like cross-silo Federated Learning (FL), a subject's data can be embodied by multiple data records that are spread across multiple organizations. Nearly all of the existing private FL literature is dedicated to studying privacy at two granularities -- item-level (individual data records), and user-level (participating user in the federation), neither of which apply to data subjects in cross-silo FL. This insight motivates us to shift our attention from the privacy of data records to the privacy of data subjects, also known as subject-level privacy. We propose two novel black-box attacks for subject membership inference, of which one assumes access to a model after each training round. Using these attacks, we estimate subject membership inference risk on real-world data for single-party models as well as FL scenarios. We find our attacks to be extremely potent, even without access to exact training records, and using the knowledge of membership for a handful of subjects. To better understand the various factors that may influence subject privacy risk in cross-silo FL settings, we systematically generate several hundred synthetic federation configurations, varying properties of the data, model design and training, and the federation itself. Finally, we investigate the effectiveness of Differential Privacy in mitigating this threat.

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

With advances in Artificial Intelligence in Education (AIEd) and the ever-growing scale of Interactive Educational Systems (IESs), data-driven approach has become a common recipe for various tasks such as knowledge tracing and learning path recommendation. Unfortunately, collecting real students' interaction data is often challenging, which results in the lack of public large-scale benchmark dataset reflecting a wide variety of student behaviors in modern IESs. Although several datasets, such as ASSISTments, Junyi Academy, Synthetic and STATICS, are publicly available and widely used, they are not large enough to leverage the full potential of state-of-the-art data-driven models and limits the recorded behaviors to question-solving activities. To this end, we introduce EdNet, a large-scale hierarchical dataset of diverse student activities collected by Santa, a multi-platform self-study solution equipped with artificial intelligence tutoring system. EdNet contains 131,441,538 interactions from 784,309 students collected over more than 2 years, which is the largest among the ITS datasets released to the public so far. Unlike existing datasets, EdNet provides a wide variety of student actions ranging from question-solving to lecture consumption and item purchasing. Also, EdNet has a hierarchical structure where the student actions are divided into 4 different levels of abstractions. The features of EdNet are domain-agnostic, allowing EdNet to be extended to different domains easily. The dataset is publicly released under Creative Commons Attribution-NonCommercial 4.0 International license for research purposes. We plan to host challenges in multiple AIEd tasks with EdNet to provide a common ground for the fair comparison between different state of the art models and encourage the development of practical and effective methods.

We present an empirical study of scaling properties of encoder-decoder Transformer models used in neural machine translation (NMT). We show that cross-entropy loss as a function of model size follows a certain scaling law. Specifically (i) We propose a formula which describes the scaling behavior of cross-entropy loss as a bivariate function of encoder and decoder size, and show that it gives accurate predictions under a variety of scaling approaches and languages; we show that the total number of parameters alone is not sufficient for such purposes. (ii) We observe different power law exponents when scaling the decoder vs scaling the encoder, and provide recommendations for optimal allocation of encoder/decoder capacity based on this observation. (iii) We also report that the scaling behavior of the model is acutely influenced by composition bias of the train/test sets, which we define as any deviation from naturally generated text (either via machine generated or human translated text). We observe that natural text on the target side enjoys scaling, which manifests as successful reduction of the cross-entropy loss. (iv) Finally, we investigate the relationship between the cross-entropy loss and the quality of the generated translations. We find two different behaviors, depending on the nature of the test data. For test sets which were originally translated from target language to source language, both loss and BLEU score improve as model size increases. In contrast, for test sets originally translated from source language to target language, the loss improves, but the BLEU score stops improving after a certain threshold. We release generated text from all models used in this study.

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

Class imbalance (CI) is a longstanding problem in machine learning, slowing down training and reducing performances. Although empirical remedies exist, it is often unclear which ones work best and when, due to the lack of an overarching theory. We address a common case of imbalance, that of anomaly (or outlier) detection. We provide a theoretical framework to analyze, interpret and address CI. It is based on an exact solution of the teacher-student perceptron model, through replica theory. Within this framework, one can distinguish several sources of CI: either intrinsic, train or test imbalance. Our analysis reveals that the optimal train imbalance is generally different from 50%, with a non trivial dependence on the intrinsic imbalance, the abundance of data and on the noise in the learning. Moreover, there is a crossover between a small noise training regime where results are independent of the noise level to a high noise regime where performances quickly degrade with noise. Our results challenge some of the conventional wisdom on CI and offer practical guidelines to address it.

Knowledge distillation (KD) is a key technique for compressing large language models into smaller ones while preserving performance. Despite the recent traction of KD research, its effectiveness for smaller language models (LMs) and the mechanisms driving knowledge transfer remain underexplored. In this work, we present the first large-scale empirical and statistical analysis of KD across models ranging from 0.5B to 7B parameters on 14 complex reasoning tasks in a zero-shot setting. Our findings reveal that KD can improve the average performance of smaller models by up to 10%, with a peak task specific gain of 22%, while providing only marginal benefits (sim 1.3%) for larger models. Surprisingly, teacher performance has a minimal impact on student outcomes, while teacher task expertise impacts KD effectiveness. A correlation study indicates that smaller LMs benefit more from KD, whereas larger LMs show diminished gains. Additionally, we uncover a misalignment between improvements in student performance and reasoning fidelity, suggesting that while KD enhances accuracy, it does not always maintain the structured decision-making processes of the teacher. Our ablation study further highlights the importance of teacher signals and logit smoothing in influencing students' performance after distillation. Overall, our study offers a comprehensive empirical and statistical assessment of KD, highlighting both its benefits and trade-offs when distilling knowledge from larger to smaller LMs.

Crowd counting is an application-oriented task and its inference efficiency is crucial for real-world applications. However, most previous works relied on heavy backbone networks and required prohibitive run-time consumption, which would seriously restrict their deployment scopes and cause poor scalability. To liberate these crowd counting models, we propose a novel Structured Knowledge Transfer (SKT) framework, which fully exploits the structured knowledge of a well-trained teacher network to generate a lightweight but still highly effective student network. Specifically, it is integrated with two complementary transfer modules, including an Intra-Layer Pattern Transfer which sequentially distills the knowledge embedded in layer-wise features of the teacher network to guide feature learning of the student network and an Inter-Layer Relation Transfer which densely distills the cross-layer correlation knowledge of the teacher to regularize the student's feature evolutio Consequently, our student network can derive the layer-wise and cross-layer knowledge from the teacher network to learn compact yet effective features. Extensive evaluations on three benchmarks well demonstrate the effectiveness of our SKT for extensive crowd counting models. In particular, only using around 6% of the parameters and computation cost of original models, our distilled VGG-based models obtain at least 6.5times speed-up on an Nvidia 1080 GPU and even achieve state-of-the-art performance. Our code and models are available at {https://github.com/HCPLab-SYSU/SKT}.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

Recent advancements in deep learning have significantly improved performance on computer vision tasks. Previous image classification methods primarily modify model architectures or add features, and they optimize models using cross-entropy loss on class logits. Since they focus on classifying images with considering class labels, these methods may struggle to learn various aspects of classes (e.g., natural positions and shape changes). Rethinking the previous approach from a novel view, we propose a multi-aspect knowledge distillation method using Multimodal Large Language Models (MLLMs). Our approach involves: 1) querying Large Language Model with multi-aspect questions relevant to the knowledge we want to transfer to the model, 2) extracting corresponding logits from MLLM, and 3) expanding the model's output dimensions to distill these multi-aspect logits. We then apply cross-entropy loss to class logits and binary cross-entropy loss to multi-aspect logits. Through our method, the model can learn not only the knowledge about visual aspects but also the abstract and complex aspects that require a deeper understanding. We primarily apply our method to image classification, and to explore the potential for extending our model, we expand it to other tasks, such as object detection. In all experimental results, our method improves the performance of the baselines. Additionally, we analyze the effect of multi-aspect knowledge distillation. These results demonstrate that our method can transfer knowledge about various aspects to the model and the aspect knowledge can enhance model performance in computer vision tasks. This paper demonstrates the great potential of multi-aspect knowledge distillation, and we believe it offers a promising direction for future research in computer vision and beyond.

Dense visual prediction tasks, such as detection and segmentation, are crucial for time-critical applications (e.g., autonomous driving and video surveillance). While deep models achieve strong performance, their efficiency remains a challenge. Knowledge distillation (KD) is an effective model compression technique, but existing feature-based KD methods rely on static, teacher-driven feature selection, failing to adapt to the student's evolving learning state or leverage dynamic student-teacher interactions. To address these limitations, we propose Adaptive student-teacher Cooperative Attention Masking for Knowledge Distillation (ACAM-KD), which introduces two key components: (1) Student-Teacher Cross-Attention Feature Fusion (STCA-FF), which adaptively integrates features from both models for a more interactive distillation process, and (2) Adaptive Spatial-Channel Masking (ASCM), which dynamically generates importance masks to enhance both spatial and channel-wise feature selection. Unlike conventional KD methods, ACAM-KD adapts to the student's evolving needs throughout the entire distillation process. Extensive experiments on multiple benchmarks validate its effectiveness. For instance, on COCO2017, ACAM-KD improves object detection performance by up to 1.4 mAP over the state-of-the-art when distilling a ResNet-50 student from a ResNet-101 teacher. For semantic segmentation on Cityscapes, it boosts mIoU by 3.09 over the baseline with DeepLabV3-MobileNetV2 as the student model.

Knowledge distillation (KD) is a popular method of transferring knowledge from a large "teacher" model to a small "student" model. KD can be divided into two categories: prediction matching and intermediate-layer matching. We explore an intriguing phenomenon: layer-selection strategy does not matter (much) in intermediate-layer matching. In this paper, we show that seemingly nonsensical matching strategies such as matching the teacher's layers in reverse still result in surprisingly good student performance. We provide an interpretation for this phenomenon by examining the angles between teacher layers viewed from the student's perspective.

In most machine learning tasks, we evaluate a model M on a given data population S by measuring a population-level metric F(S;M). Examples of such evaluation metric F include precision/recall for (binary) recognition, the F1 score for multi-class classification, and the BLEU metric for language generation. On the other hand, the model M is trained by optimizing a sample-level loss G(S_t;M) at each learning step t, where S_t is a subset of S (a.k.a. the mini-batch). Popular choices of G include cross-entropy loss, the Dice loss, and sentence-level BLEU scores. A fundamental assumption behind this paradigm is that the mean value of the sample-level loss G, if averaged over all possible samples, should effectively represent the population-level metric F of the task, such as, that E[ G(S_t;M) ] approx F(S;M). In this paper, we systematically investigate the above assumption in several NLP tasks. We show, both theoretically and experimentally, that some popular designs of the sample-level loss G may be inconsistent with the true population-level metric F of the task, so that models trained to optimize the former can be substantially sub-optimal to the latter, a phenomenon we call it, Simpson's bias, due to its deep connections with the classic paradox known as Simpson's reversal paradox in statistics and social sciences.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

In this work we present a new method for the estimation of Mutual Information (MI) between random variables. Our approach is based on an original interpretation of the Girsanov theorem, which allows us to use score-based diffusion models to estimate the Kullback Leibler divergence between two densities as a difference between their score functions. As a by-product, our method also enables the estimation of the entropy of random variables. Armed with such building blocks, we present a general recipe to measure MI, which unfolds in two directions: one uses conditional diffusion process, whereas the other uses joint diffusion processes that allow simultaneous modelling of two random variables. Our results, which derive from a thorough experimental protocol over all the variants of our approach, indicate that our method is more accurate than the main alternatives from the literature, especially for challenging distributions. Furthermore, our methods pass MI self-consistency tests, including data processing and additivity under independence, which instead are a pain-point of existing methods.

We study a family of loss functions named label-distributionally robust (LDR) losses for multi-class classification that are formulated from distributionally robust optimization (DRO) perspective, where the uncertainty in the given label information are modeled and captured by taking the worse case of distributional weights. The benefits of this perspective are several fold: (i) it provides a unified framework to explain the classical cross-entropy (CE) loss and SVM loss and their variants, (ii) it includes a special family corresponding to the temperature-scaled CE loss, which is widely adopted but poorly understood; (iii) it allows us to achieve adaptivity to the uncertainty degree of label information at an instance level. Our contributions include: (1) we study both consistency and robustness by establishing top-k (forall kgeq 1) consistency of LDR losses for multi-class classification, and a negative result that a top-1 consistent and symmetric robust loss cannot achieve top-k consistency simultaneously for all kgeq 2; (2) we propose a new adaptive LDR loss that automatically adapts the individualized temperature parameter to the noise degree of class label of each instance; (3) we demonstrate stable and competitive performance for the proposed adaptive LDR loss on 7 benchmark datasets under 6 noisy label and 1 clean settings against 13 loss functions, and on one real-world noisy dataset. The code is open-sourced at https://github.com/Optimization-AI/ICML2023_LDR.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Knowledge distillation can be a cost-effective technique to distill knowledge in Large Language Models, if the teacher output logits can be pre-computed and cached. However, successfully applying this to pre-training remains largely unexplored. In this work, we prove that naive approaches for sparse knowledge distillation such as caching Top-K probabilities, while intuitive, provide biased estimates of teacher probability distribution to the student, resulting in suboptimal performance and calibration. We propose an importance-sampling-based method `Random Sampling Knowledge Distillation', which provides unbiased estimates, preserves the gradient in expectation, and requires storing significantly sparser logits. Our method enables faster training of student models with marginal overhead (<10%) compared to cross-entropy based training, while maintaining competitive performance compared to full distillation, across a range of model sizes from 300M to 3B.

This work investigates the compatibility between label smoothing (LS) and knowledge distillation (KD). Contemporary findings addressing this thesis statement take dichotomous standpoints: Muller et al. (2019) and Shen et al. (2021b). Critically, there is no effort to understand and resolve these contradictory findings, leaving the primal question -- to smooth or not to smooth a teacher network? -- unanswered. The main contributions of our work are the discovery, analysis and validation of systematic diffusion as the missing concept which is instrumental in understanding and resolving these contradictory findings. This systematic diffusion essentially curtails the benefits of distilling from an LS-trained teacher, thereby rendering KD at increased temperatures ineffective. Our discovery is comprehensively supported by large-scale experiments, analyses and case studies including image classification, neural machine translation and compact student distillation tasks spanning across multiple datasets and teacher-student architectures. Based on our analysis, we suggest practitioners to use an LS-trained teacher with a low-temperature transfer to achieve high performance students. Code and models are available at https://keshik6.github.io/revisiting-ls-kd-compatibility/

Data-centric distillation, including data augmentation, selection, and mixing, offers a promising path to creating smaller, more efficient student Large Language Models (LLMs) that retain strong reasoning abilities. However, there still lacks a comprehensive benchmark to systematically assess the effect of each distillation approach. This paper introduces DC-CoT, the first data-centric benchmark that investigates data manipulation in chain-of-thought (CoT) distillation from method, model and data perspectives. Utilizing various teacher models (e.g., o4-mini, Gemini-Pro, Claude-3.5) and student architectures (e.g., 3B, 7B parameters), we rigorously evaluate the impact of these data manipulations on student model performance across multiple reasoning datasets, with a focus on in-distribution (IID) and out-of-distribution (OOD) generalization, and cross-domain transfer. Our findings aim to provide actionable insights and establish best practices for optimizing CoT distillation through data-centric techniques, ultimately facilitating the development of more accessible and capable reasoning models. The dataset can be found at https://huggingface.co/datasets/rana-shahroz/DC-COT, while our code is shared in https://anonymous.4open.science/r/DC-COT-FF4C/.

In this paper, we question if well pre-trained vision transformer (ViT) models could be used as teachers that exhibit scalable properties to advance cross architecture knowledge distillation (KD) research, in the context of using large-scale datasets for evaluation. To make this possible, our analysis underlines the importance of seeking effective strategies to align (1) feature computing paradigm differences, (2) model scale differences, and (3) knowledge density differences. By combining three coupled components namely cross attention projector, dual-view feature mimicking and teacher parameter perception tailored to address the above problems, we present a simple and effective KD method, called ScaleKD. Our method can train student backbones that span across a variety of convolutional neural network (CNN), multi-layer perceptron (MLP), and ViT architectures on image classification datasets, achieving state-of-the-art distillation performance. For instance, taking a well pre-trained Swin-L as the teacher model, our method gets 75.15%|82.03%|84.16%|78.63%|81.96%|83.93%|83.80%|85.53% top-1 accuracies for MobileNet-V1|ResNet-50|ConvNeXt-T|Mixer-S/16|Mixer-B/16|ViT-S/16|Swin-T|ViT-B/16 models trained on ImageNet-1K dataset from scratch, showing 3.05%|3.39%|2.02%|4.61%|5.52%|4.03%|2.62%|3.73% absolute gains to the individually trained counterparts. Intriguingly, when scaling up the size of teacher models or their pre-training datasets, our method showcases the desired scalable properties, bringing increasingly larger gains to student models. The student backbones trained by our method transfer well on downstream MS-COCO and ADE20K datasets. More importantly, our method could be used as a more efficient alternative to the time-intensive pre-training paradigm for any target student model if a strong pre-trained ViT is available, reducing the amount of viewed training samples up to 195x.

Educational crosswords offer numerous benefits for students, including increased engagement, improved understanding, critical thinking, and memory retention. Creating high-quality educational crosswords can be challenging, but recent advances in natural language processing and machine learning have made it possible to use language models to generate nice wordplays. The exploitation of cutting-edge language models like GPT3-DaVinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT-uncased has led to the development of a comprehensive system for generating and verifying crossword clues. A large dataset of clue-answer pairs was compiled to fine-tune the models in a supervised manner to generate original and challenging clues from a given keyword. On the other hand, for generating crossword clues from a given text, Zero/Few-shot learning techniques were used to extract clues from the input text, adding variety and creativity to the puzzles. We employed the fine-tuned model to generate data and labeled the acceptability of clue-answer parts with human supervision. To ensure quality, we developed a classifier by fine-tuning existing language models on the labeled dataset. Conversely, to assess the quality of clues generated from the given text using zero/few-shot learning, we employed a zero-shot learning approach to check the quality of generated clues. The results of the evaluation have been very promising, demonstrating the effectiveness of the approach in creating high-standard educational crosswords that offer students engaging and rewarding learning experiences.

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

Several recent studies have elucidated why knowledge distillation (KD) improves model performance. However, few have researched the other advantages of KD in addition to its improving model performance. In this study, we have attempted to show that KD enhances the interpretability as well as the accuracy of models. We measured the number of concept detectors identified in network dissection for a quantitative comparison of model interpretability. We attributed the improvement in interpretability to the class-similarity information transferred from the teacher to student models. First, we confirmed the transfer of class-similarity information from the teacher to student model via logit distillation. Then, we analyzed how class-similarity information affects model interpretability in terms of its presence or absence and degree of similarity information. We conducted various quantitative and qualitative experiments and examined the results on different datasets, different KD methods, and according to different measures of interpretability. Our research showed that KD models by large models could be used more reliably in various fields.

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

Benchmarks like Massive Multitask Language Understanding (MMLU) have played a pivotal role in evaluating AI's knowledge and abilities across diverse domains. However, existing benchmarks predominantly focus on content knowledge, leaving a critical gap in assessing models' understanding of pedagogy - the method and practice of teaching. This paper introduces The Pedagogy Benchmark, a novel dataset designed to evaluate large language models on their Cross-Domain Pedagogical Knowledge (CDPK) and Special Education Needs and Disability (SEND) pedagogical knowledge. These benchmarks are built on a carefully curated set of questions sourced from professional development exams for teachers, which cover a range of pedagogical subdomains such as teaching strategies and assessment methods. Here we outline the methodology and development of these benchmarks. We report results for 97 models, with accuracies spanning a range from 28% to 89% on the pedagogical knowledge questions. We consider the relationship between cost and accuracy and chart the progression of the Pareto value frontier over time. We provide online leaderboards at https://rebrand.ly/pedagogy which are updated with new models and allow interactive exploration and filtering based on various model properties, such as cost per token and open-vs-closed weights, as well as looking at performance in different subjects. LLMs and generative AI have tremendous potential to influence education and help to address the global learning crisis. Education-focused benchmarks are crucial to measure models' capacities to understand pedagogical concepts, respond appropriately to learners' needs, and support effective teaching practices across diverse contexts. They are needed for informing the responsible and evidence-based deployment of LLMs and LLM-based tools in educational settings, and for guiding both development and policy decisions.

Large Reasoning Models (LRMs) have achieved impressive performance on complex reasoning tasks by generating detailed chain-of-thought (CoT) explanations. However, these responses are often excessively long, containing redundant reasoning steps that inflate inference cost and reduce usability. Controlling the length of generated reasoning without sacrificing accuracy remains an open challenge. Through a systematic empirical analysis, we reveal a consistent positive correlation between model entropy and response length at different reasoning stages across diverse LRMs: the thinking phase exhibits higher entropy, reflecting exploratory behavior of longer responses, while the final answer phase shows lower entropy, indicating a more deterministic solution. This observation suggests that entropy at different reasoning stages can serve as a control knob for balancing conciseness and performance. Based on this insight, this paper introduces Phase Entropy Aware Reward (PEAR), a reward mechanism that incorporating phase-dependent entropy into the reward design. Instead of treating all tokens uniformly, PEAR penalize excessive entropy during the thinking phase and allowing moderate exploration at the final answer phase, which encourages models to generate concise reasoning traces that retain sufficient flexibility to solve the task correctly. This enables adaptive control of response length without relying on explicit length targets or rigid truncation rules. Extensive experiments across four benchmarks demonstrate that PEAR consistently reduces response length while sustaining competitive accuracy across model scales. In addition, PEAR demonstrates strong out-of-distribution (OOD) robustness beyond the training distribution. Our code is available at: https://github.com/iNLP-Lab/PEAR.

Measuring the distance between machine-produced and human language is a critical open problem. Inspired by empirical findings from psycholinguistics on the periodicity of entropy in language, we propose FACE, a set of metrics based on Fourier Analysis of the estimated Cross-Entropy of language, for measuring the similarity between model-generated and human-written languages. Based on an open-ended generation task and the experimental data from previous studies, we find that FACE can effectively identify the human-model gap, scales with model size, reflects the outcomes of different sampling methods for decoding, correlates well with other evaluation metrics and with human judgment scores.

Large language models (LLMs) like GPT-4, PaLM, and LLaMA have shown significant improvements in various reasoning tasks. However, smaller models such as Llama-3-8B and DeepSeekMath-Base still struggle with complex mathematical reasoning because they fail to effectively identify and correct reasoning errors. Recent reflection-based methods aim to address these issues by enabling self-reflection and self-correction, but they still face challenges in independently detecting errors in their reasoning steps. To overcome these limitations, we propose SuperCorrect, a novel two-stage framework that uses a large teacher model to supervise and correct both the reasoning and reflection processes of a smaller student model. In the first stage, we extract hierarchical high-level and detailed thought templates from the teacher model to guide the student model in eliciting more fine-grained reasoning thoughts. In the second stage, we introduce cross-model collaborative direct preference optimization (DPO) to enhance the self-correction abilities of the student model by following the teacher's correction traces during training. This cross-model DPO approach teaches the student model to effectively locate and resolve erroneous thoughts with error-driven insights from the teacher model, breaking the bottleneck of its thoughts and acquiring new skills and knowledge to tackle challenging problems. Extensive experiments consistently demonstrate our superiority over previous methods. Notably, our SuperCorrect-7B model significantly surpasses powerful DeepSeekMath-7B by 7.8%/5.3% and Qwen2.5-Math-7B by 15.1%/6.3% on MATH/GSM8K benchmarks, achieving new SOTA performance among all 7B models. Code: https://github.com/YangLing0818/SuperCorrect-llm

Estimating the difficulty of multiple-choice questions would be great help for educators who must spend substantial time creating and piloting stimuli for their tests, and for learners who want to practice. Supervised approaches to difficulty estimation have yielded to date mixed results. In this contribution we leverage an aspect of generative large models which might be seen as a weakness when answering questions, namely their uncertainty, and exploit it towards exploring correlations between two different metrics of uncertainty, and the actual student response distribution. While we observe some present but weak correlations, we also discover that the models' behaviour is different in the case of correct vs wrong answers, and that correlations differ substantially according to the different question types which are included in our fine-grained, previously unused dataset of 451 questions from a Biopsychology course. In discussing our findings, we also suggest potential avenues to further leverage model uncertainty as an additional proxy for item difficulty.

Value functions are a central component of deep reinforcement learning (RL). These functions, parameterized by neural networks, are trained using a mean squared error regression objective to match bootstrapped target values. However, scaling value-based RL methods that use regression to large networks, such as high-capacity Transformers, has proven challenging. This difficulty is in stark contrast to supervised learning: by leveraging a cross-entropy classification loss, supervised methods have scaled reliably to massive networks. Observing this discrepancy, in this paper, we investigate whether the scalability of deep RL can also be improved simply by using classification in place of regression for training value functions. We demonstrate that value functions trained with categorical cross-entropy significantly improves performance and scalability in a variety of domains. These include: single-task RL on Atari 2600 games with SoftMoEs, multi-task RL on Atari with large-scale ResNets, robotic manipulation with Q-transformers, playing Chess without search, and a language-agent Wordle task with high-capacity Transformers, achieving state-of-the-art results on these domains. Through careful analysis, we show that the benefits of categorical cross-entropy primarily stem from its ability to mitigate issues inherent to value-based RL, such as noisy targets and non-stationarity. Overall, we argue that a simple shift to training value functions with categorical cross-entropy can yield substantial improvements in the scalability of deep RL at little-to-no cost.

Large language models (LLMs) are increasingly considered as tutoring aids in science education. Yet their readiness for unsupervised use in undergraduate instruction remains uncertain, as reliable teaching requires more than fluent recall: it demands consistent, principle-grounded reasoning. Thermodynamics, with its compact laws and subtle distinctions between state and path functions, reversibility, and entropy, provides an ideal testbed for evaluating such capabilities. Here we present UTQA, a 50-item undergraduate thermodynamics question answering benchmark, covering ideal-gas processes, reversibility, and diagram interpretation. No leading 2025-era model exceeded our 95\% competence threshold: the best LLMs achieved 82\% accuracy, with text-only items performing better than image reasoning tasks, which often fell to chance levels. Prompt phrasing and syntactic complexity showed modest to little correlation with performance. The gap concentrates in finite-rate/irreversible scenarios and in binding visual features to thermodynamic meaning, indicating that current LLMs are not yet suitable for unsupervised tutoring in this domain.

Knowledge distillation is a popular technique for training a small student network to emulate a larger teacher model, such as an ensemble of networks. We show that while knowledge distillation can improve student generalization, it does not typically work as it is commonly understood: there often remains a surprisingly large discrepancy between the predictive distributions of the teacher and the student, even in cases when the student has the capacity to perfectly match the teacher. We identify difficulties in optimization as a key reason for why the student is unable to match the teacher. We also show how the details of the dataset used for distillation play a role in how closely the student matches the teacher -- and that more closely matching the teacher paradoxically does not always lead to better student generalization.

Knowledge distillation (KD) remains challenging due to the opaque nature of the knowledge transfer process from a Teacher to a Student, making it difficult to address certain issues related to KD. To address this, we proposed UniCAM, a novel gradient-based visual explanation method, which effectively interprets the knowledge learned during KD. Our experimental results demonstrate that with the guidance of the Teacher's knowledge, the Student model becomes more efficient, learning more relevant features while discarding those that are not relevant. We refer to the features learned with the Teacher's guidance as distilled features and the features irrelevant to the task and ignored by the Student as residual features. Distilled features focus on key aspects of the input, such as textures and parts of objects. In contrast, residual features demonstrate more diffused attention, often targeting irrelevant areas, including the backgrounds of the target objects. In addition, we proposed two novel metrics: the feature similarity score (FSS) and the relevance score (RS), which quantify the relevance of the distilled knowledge. Experiments on the CIFAR10, ASIRRA, and Plant Disease datasets demonstrate that UniCAM and the two metrics offer valuable insights to explain the KD process.

Knowledge distillation aims to train a compact student network using soft supervision from a larger teacher network and hard supervision from ground truths. However, determining an optimal knowledge fusion ratio that balances these supervisory signals remains challenging. Prior methods generally resort to a constant or heuristic-based fusion ratio, which often falls short of a proper balance. In this study, we introduce a novel adaptive method for learning a sample-wise knowledge fusion ratio, exploiting both the correctness of teacher and student, as well as how well the student mimics the teacher on each sample. Our method naturally leads to the intra-sample trilateral geometric relations among the student prediction (S), teacher prediction (T), and ground truth (G). To counterbalance the impact of outliers, we further extend to the inter-sample relations, incorporating the teacher's global average prediction T for samples within the same class. A simple neural network then learns the implicit mapping from the intra- and inter-sample relations to an adaptive, sample-wise knowledge fusion ratio in a bilevel-optimization manner. Our approach provides a simple, practical, and adaptable solution for knowledge distillation that can be employed across various architectures and model sizes. Extensive experiments demonstrate consistent improvements over other loss re-weighting methods on image classification, attack detection, and click-through rate prediction.

We study subliminal learning, a surprising phenomenon where language models transmit behavioral traits via semantically unrelated data. In our main experiments, a "teacher" model with some trait T (such as liking owls or being misaligned) generates a dataset consisting solely of number sequences. Remarkably, a "student" model trained on this dataset learns T. This occurs even when the data is filtered to remove references to T. We observe the same effect when training on code or reasoning traces generated by the same teacher model. However, we do not observe the effect when the teacher and student have different base models. To help explain our findings, we prove a theoretical result showing that subliminal learning occurs in all neural networks under certain conditions, and demonstrate subliminal learning in a simple MLP classifier. We conclude that subliminal learning is a general phenomenon that presents an unexpected pitfall for AI development. Distillation could propagate unintended traits, even when developers try to prevent this via data filtering.

In this work, we investigate the implicit regularization induced by teacher-student learning dynamics in self-distillation. To isolate its effect, we describe a simple experiment where we consider teachers at random initialization instead of trained teachers. Surprisingly, when distilling a student into such a random teacher, we observe that the resulting model and its representations already possess very interesting characteristics; (1) we observe a strong improvement of the distilled student over its teacher in terms of probing accuracy. (2) The learned representations are data-dependent and transferable between different tasks but deteriorate strongly if trained on random inputs. (3) The student checkpoint contains sparse subnetworks, so-called lottery tickets, and lies on the border of linear basins in the supervised loss landscape. These observations have interesting consequences for several important areas in machine learning: (1) Self-distillation can work solely based on the implicit regularization present in the gradient dynamics without relying on any dark knowledge, (2) self-supervised learning can learn features even in the absence of data augmentation and (3) training dynamics during the early phase of supervised training do not necessarily require label information. Finally, we shed light on an intriguing local property of the loss landscape: the process of feature learning is strongly amplified if the student is initialized closely to the teacher. These results raise interesting questions about the nature of the landscape that have remained unexplored so far. Code is available at https://github.com/safelix/dinopl.

Although the vision-and-language pretraining (VLP) equipped cross-modal image-text retrieval (ITR) has achieved remarkable progress in the past two years, it suffers from a major drawback: the ever-increasing size of VLP models restricts its deployment to real-world search scenarios (where the high latency is unacceptable). To alleviate this problem, we present a novel plug-in dynamic contrastive distillation (DCD) framework to compress the large VLP models for the ITR task. Technically, we face the following two challenges: 1) the typical uni-modal metric learning approach is difficult to directly apply to the cross-modal tasks, due to the limited GPU memory to optimize too many negative samples during handling cross-modal fusion features. 2) it is inefficient to static optimize the student network from different hard samples, which have different effects on distillation learning and student network optimization. We try to overcome these challenges from two points. First, to achieve multi-modal contrastive learning, and balance the training costs and effects, we propose to use a teacher network to estimate the difficult samples for students, making the students absorb the powerful knowledge from pre-trained teachers, and master the knowledge from hard samples. Second, to dynamic learn from hard sample pairs, we propose dynamic distillation to dynamically learn samples of different difficulties, from the perspective of better balancing the difficulty of knowledge and students' self-learning ability. We successfully apply our proposed DCD strategy to two state-of-the-art vision-language pretrained models, i.e. ViLT and METER. Extensive experiments on MS-COCO and Flickr30K benchmarks show the effectiveness and efficiency of our DCD framework. Encouragingly, we can speed up the inference at least 129times compared to the existing ITR models.

Knowledge distillation (KD) has gained a lot of attention in the field of model compression for edge devices thanks to its effectiveness in compressing large powerful networks into smaller lower-capacity models. Online distillation, in which both the teacher and the student are learning collaboratively, has also gained much interest due to its ability to improve on the performance of the networks involved. The Kullback-Leibler (KL) divergence ensures the proper knowledge transfer between the teacher and student. However, most online KD techniques present some bottlenecks under the network capacity gap. By cooperatively and simultaneously training, the models the KL distance becomes incapable of properly minimizing the teacher's and student's distributions. Alongside accuracy, critical edge device applications are in need of well-calibrated compact networks. Confidence calibration provides a sensible way of getting trustworthy predictions. We propose BD-KD: Balancing of Divergences for online Knowledge Distillation. We show that adaptively balancing between the reverse and forward divergences shifts the focus of the training strategy to the compact student network without limiting the teacher network's learning process. We demonstrate that, by performing this balancing design at the level of the student distillation loss, we improve upon both performance accuracy and calibration of the compact student network. We conducted extensive experiments using a variety of network architectures and show improvements on multiple datasets including CIFAR-10, CIFAR-100, Tiny-ImageNet, and ImageNet. We illustrate the effectiveness of our approach through comprehensive comparisons and ablations with current state-of-the-art online and offline KD techniques.

Knowledge distillation (KD) has been extensively employed to transfer the knowledge from a large teacher model to the smaller students, where the parameters of the teacher are fixed (or partially) during training. Recent studies show that this mode may cause difficulties in knowledge transfer due to the mismatched model capacities. To alleviate the mismatch problem, teacher-student joint training methods, e.g., online distillation, have been proposed, but it always requires expensive computational cost. In this paper, we present a parameter-efficient and student-friendly knowledge distillation method, namely PESF-KD, to achieve efficient and sufficient knowledge transfer by updating relatively few partial parameters. Technically, we first mathematically formulate the mismatch as the sharpness gap between their predictive distributions, where we show such a gap can be narrowed with the appropriate smoothness of the soft label. Then, we introduce an adapter module for the teacher and only update the adapter to obtain soft labels with appropriate smoothness. Experiments on a variety of benchmarks show that PESF-KD can significantly reduce the training cost while obtaining competitive results compared to advanced online distillation methods. Code will be released upon acceptance.

Scaling laws provide important insights that can guide the design of large language models (LLMs). Existing work has primarily focused on studying scaling laws for pretraining (upstream) loss. However, in transfer learning settings, in which LLMs are pretrained on an unsupervised dataset and then finetuned on a downstream task, we often also care about the downstream performance. In this work, we study the scaling behavior in a transfer learning setting, where LLMs are finetuned for machine translation tasks. Specifically, we investigate how the choice of the pretraining data and its size affect downstream performance (translation quality) as judged by two metrics: downstream cross-entropy and BLEU score. Our experiments indicate that the size of the finetuning dataset and the distribution alignment between the pretraining and downstream data significantly influence the scaling behavior. With sufficient alignment, both downstream cross-entropy and BLEU score improve monotonically with more pretraining data. In such cases, we show that it is possible to predict the downstream BLEU score with good accuracy using a log-law. However, there are also cases where moderate misalignment causes the BLEU score to fluctuate or get worse with more pretraining, whereas downstream cross-entropy monotonically improves. By analyzing these observations, we provide new practical insights for choosing appropriate pretraining data.

Data-free Knowledge Distillation (DFKD) has gained popularity recently, with the fundamental idea of carrying out knowledge transfer from a Teacher neural network to a Student neural network in the absence of training data. However, in the Adversarial DFKD framework, the student network's accuracy, suffers due to the non-stationary distribution of the pseudo-samples under multiple generator updates. To this end, at every generator update, we aim to maintain the student's performance on previously encountered examples while acquiring knowledge from samples of the current distribution. Thus, we propose a meta-learning inspired framework by treating the task of Knowledge-Acquisition (learning from newly generated samples) and Knowledge-Retention (retaining knowledge on previously met samples) as meta-train and meta-test, respectively. Hence, we dub our method as Learning to Retain while Acquiring. Moreover, we identify an implicit aligning factor between the Knowledge-Retention and Knowledge-Acquisition tasks indicating that the proposed student update strategy enforces a common gradient direction for both tasks, alleviating interference between the two objectives. Finally, we support our hypothesis by exhibiting extensive evaluation and comparison of our method with prior arts on multiple datasets.

Knowledge distillation (KD) is a widely adopted approach for compressing large neural networks by transferring knowledge from a large teacher model to a smaller student model. In the context of large language models, token level KD, typically minimizing the KL divergence between student output distribution and teacher output distribution, has shown strong empirical performance. However, prior work assumes student output distribution and teacher output distribution share the same optimal representation space, a premise that may not hold in many cases. To solve this problem, we propose Delta Knowledge Distillation (Delta-KD), a novel extension of token level KD that encourages the student to approximate an optimal representation space by explicitly preserving the distributional shift Delta introduced during the teacher's supervised finetuning (SFT). Empirical results on ROUGE metrics demonstrate that Delta KD substantially improves student performance while preserving more of the teacher's knowledge.

In the presence of noisy labels, designing robust loss functions is critical for securing the generalization performance of deep neural networks. Cross Entropy (CE) loss has been shown to be not robust to noisy labels due to its unboundedness. To alleviate this issue, existing works typically design specialized robust losses with the symmetric condition, which usually lead to the underfitting issue. In this paper, our key idea is to induce a loss bound at the logit level, thus universally enhancing the noise robustness of existing losses. Specifically, we propose logit clipping (LogitClip), which clamps the norm of the logit vector to ensure that it is upper bounded by a constant. In this manner, CE loss equipped with our LogitClip method is effectively bounded, mitigating the overfitting to examples with noisy labels. Moreover, we present theoretical analyses to certify the noise-tolerant ability of LogitClip. Extensive experiments show that LogitClip not only significantly improves the noise robustness of CE loss, but also broadly enhances the generalization performance of popular robust losses.

State-of-the-art flow models achieve remarkable quality but require slow, iterative sampling. To accelerate this, flow maps can be distilled from pre-trained teachers, a procedure that conventionally requires sampling from an external dataset. We argue that this data-dependency introduces a fundamental risk of Teacher-Data Mismatch, as a static dataset may provide an incomplete or even misaligned representation of the teacher's full generative capabilities. This leads us to question whether this reliance on data is truly necessary for successful flow map distillation. In this work, we explore a data-free alternative that samples only from the prior distribution, a distribution the teacher is guaranteed to follow by construction, thereby circumventing the mismatch risk entirely. To demonstrate the practical viability of this philosophy, we introduce a principled framework that learns to predict the teacher's sampling path while actively correcting for its own compounding errors to ensure high fidelity. Our approach surpasses all data-based counterparts and establishes a new state-of-the-art by a significant margin. Specifically, distilling from SiT-XL/2+REPA, our method reaches an impressive FID of 1.45 on ImageNet 256x256, and 1.49 on ImageNet 512x512, both with only 1 sampling step. We hope our work establishes a more robust paradigm for accelerating generative models and motivates the broader adoption of flow map distillation without data.

We study how to train personalized models for different tasks on decentralized devices with limited local data. We propose "Structured Cooperative Learning (SCooL)", in which a cooperation graph across devices is generated by a graphical model prior to automatically coordinate mutual learning between devices. By choosing graphical models enforcing different structures, we can derive a rich class of existing and novel decentralized learning algorithms via variational inference. In particular, we show three instantiations of SCooL that adopt Dirac distribution, stochastic block model (SBM), and attention as the prior generating cooperation graphs. These EM-type algorithms alternate between updating the cooperation graph and cooperative learning of local models. They can automatically capture the cross-task correlations among devices by only monitoring their model updating in order to optimize the cooperation graph. We evaluate SCooL and compare it with existing decentralized learning methods on an extensive set of benchmarks, on which SCooL always achieves the highest accuracy of personalized models and significantly outperforms other baselines on communication efficiency. Our code is available at https://github.com/ShuangtongLi/SCooL.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

Federated Learning (FL) is a distributed learning paradigm that enables different parties to train a model together for high quality and strong privacy protection. In this scenario, individual participants may get compromised and perform backdoor attacks by poisoning the data (or gradients). Existing work on robust aggregation and certified FL robustness does not study how hardening benign clients can affect the global model (and the malicious clients). In this work, we theoretically analyze the connection among cross-entropy loss, attack success rate, and clean accuracy in this setting. Moreover, we propose a trigger reverse engineering based defense and show that our method can achieve robustness improvement with guarantee (i.e., reducing the attack success rate) without affecting benign accuracy. We conduct comprehensive experiments across different datasets and attack settings. Our results on eight competing SOTA defense methods show the empirical superiority of our method on both single-shot and continuous FL backdoor attacks. Code is available at https://github.com/KaiyuanZh/FLIP.

Pretrained models have become a commodity and offer strong results on a broad range of tasks. In this work, we focus on classification and seek to learn a unique encoder able to take from several complementary pretrained models. We aim at even stronger generalization across a variety of classification tasks. We propose to learn such an encoder via multi-teacher distillation. We first thoroughly analyse standard distillation when driven by multiple strong teachers with complementary strengths. Guided by this analysis, we gradually propose improvements to the basic distillation setup. Among those, we enrich the architecture of the encoder with a ladder of expendable projectors, which increases the impact of intermediate features during distillation, and we introduce teacher dropping, a regularization mechanism that better balances the teachers' influence. Our final distillation strategy leads to student models of the same capacity as any of the teachers, while retaining or improving upon the performance of the best teacher for each task. Project page and code: https://europe.naverlabs.com/unic

Entropy and mutual information in neural networks provide rich information on the learning process, but they have proven difficult to compute reliably in high dimensions. Indeed, in noisy and high-dimensional data, traditional estimates in ambient dimensions approach a fixed entropy and are prohibitively hard to compute. To address these issues, we leverage data geometry to access the underlying manifold and reliably compute these information-theoretic measures. Specifically, we define diffusion spectral entropy (DSE) in neural representations of a dataset as well as diffusion spectral mutual information (DSMI) between different variables representing data. First, we show that they form noise-resistant measures of intrinsic dimensionality and relationship strength in high-dimensional simulated data that outperform classic Shannon entropy, nonparametric estimation, and mutual information neural estimation (MINE). We then study the evolution of representations in classification networks with supervised learning, self-supervision, or overfitting. We observe that (1) DSE of neural representations increases during training; (2) DSMI with the class label increases during generalizable learning but stays stagnant during overfitting; (3) DSMI with the input signal shows differing trends: on MNIST it increases, while on CIFAR-10 and STL-10 it decreases. Finally, we show that DSE can be used to guide better network initialization and that DSMI can be used to predict downstream classification accuracy across 962 models on ImageNet. The official implementation is available at https://github.com/ChenLiu-1996/DiffusionSpectralEntropy.

Knowledge distillation (KD) is a common approach to compress a teacher model to reduce its inference cost and memory footprint, by training a smaller student model. However, in the context of autoregressive language models (LMs), we empirically find that larger teacher LMs might dramatically result in a poorer student. In response to this problem, we conduct a series of analyses and reveal that different tokens have different teaching modes, neglecting which will lead to performance degradation. Motivated by this, we propose a simple yet effective adaptive teaching approach (ATKD) to improve the KD. The core of ATKD is to reduce rote learning and make teaching more diverse and flexible. Extensive experiments on 8 LM tasks show that, with the help of ATKD, various baseline KD methods can achieve consistent and significant performance gains (up to +3.04% average score) across all model types and sizes. More encouragingly, ATKD can improve the student model generalization effectively.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

State-of-the-art 3D object detectors are usually trained on large-scale datasets with high-quality 3D annotations. However, such 3D annotations are often expensive and time-consuming, which may not be practical for real applications. A natural remedy is to adopt semi-supervised learning (SSL) by leveraging a limited amount of labeled samples and abundant unlabeled samples. Current pseudolabeling-based SSL object detection methods mainly adopt a teacher-student framework, with a single fixed threshold strategy to generate supervision signals, which inevitably brings confused supervision when guiding the student network training. Besides, the data augmentation of the point cloud in the typical teacher-student framework is too weak, and only contains basic down sampling and flip-and-shift (i.e., rotate and scaling), which hinders the effective learning of feature information. Hence, we address these issues by introducing a novel approach of Hierarchical Supervision and Shuffle Data Augmentation (HSSDA), which is a simple yet effective teacher-student framework. The teacher network generates more reasonable supervision for the student network by designing a dynamic dual-threshold strategy. Besides, the shuffle data augmentation strategy is designed to strengthen the feature representation ability of the student network. Extensive experiments show that HSSDA consistently outperforms the recent state-of-the-art methods on different datasets. The code will be released at https://github.com/azhuantou/HSSDA.

This paper presents the Entropy-Driven Unified Process Reward Model (EDU-PRM), a novel framework that approximates state-of-the-art performance in process supervision while drastically reducing training costs. EDU-PRM introduces an entropy-guided dynamic step partitioning mechanism, using logit distribution entropy to pinpoint high-uncertainty regions during token generation dynamically. This self-assessment capability enables precise step-level feedback without manual fine-grained annotation, addressing a critical challenge in process supervision. Experiments on the Qwen2.5-72B model with only 7,500 EDU-PRM-generated training queries demonstrate accuracy closely approximating the full Qwen2.5-72B-PRM (71.1% vs. 71.6%), achieving a 98% reduction in query cost compared to prior methods. This work establishes EDU-PRM as an efficient approach for scalable process reward model training.

Recent advances in multimodal large reasoning models (MLRMs) have substantially improved their ability to solve complex textual and visual tasks. However, these models tend to overthink on simple problems, producing unnecessarily lengthy reasoning traces, while under-exploring on challenging ones, leading to missed solutions. To address this imbalance, we propose ARES, a unified open-source framework for adaptive reasoning that dynamically allocates exploration effort based on task difficulty. Our approach is motivated by two key empirical findings: (i) while single-token entropy is noisy, high window-entropy (HWE) tokens (token-level entropies averaged under a sliding window) can reliably capture reasoning-critical moments; and (ii) reducing HWE usage benefits easy problems, while increasing it is essential for solving hard ones. Building on these insights, ARES introduces a two-stage training pipeline. In the Adaptive Cold-Start stage, we curate multimodal and textual data paired with reasoning traces of length proportional to problem difficulty, equipping the model with initial difficulty awareness. In the second stage, we develop Adaptive Entropy Policy Optimization (AEPO), which uses HWE tokens as exploration triggers to decide when to explore, and a hierarchical entropy reward with dynamic KL control to decide how much to explore. Extensive experiments demonstrate that ARES achieves superior performance and reasoning efficiency across diverse mathematical, logical, and multimodal benchmarks, while closing the gap to leading commercial systems under significantly lower inference costs.

Knowledge distillation (KD) is an effective training strategy to improve the lightweight student models under the guidance of cumbersome teachers. However, the large architecture difference across the teacher-student pairs limits the distillation gains. In contrast to previous adaptive distillation methods to reduce the teacher-student gap, we explore a novel training-free framework to search for the best student architectures for a given teacher. Our work first empirically show that the optimal model under vanilla training cannot be the winner in distillation. Secondly, we find that the similarity of feature semantics and sample relations between random-initialized teacher-student networks have good correlations with final distillation performances. Thus, we efficiently measure similarity matrixs conditioned on the semantic activation maps to select the optimal student via an evolutionary algorithm without any training. In this way, our student architecture search for Distillation WithOut Training (DisWOT) significantly improves the performance of the model in the distillation stage with at least 180times training acceleration. Additionally, we extend similarity metrics in DisWOT as new distillers and KD-based zero-proxies. Our experiments on CIFAR, ImageNet and NAS-Bench-201 demonstrate that our technique achieves state-of-the-art results on different search spaces. Our project and code are available at https://lilujunai.github.io/DisWOT-CVPR2023/.

Identifying risky traders with high profits in financial markets is crucial for market makers, such as trading exchanges, to ensure effective risk management through real-time decisions on regulation compliance and hedging. However, capturing the complex and dynamic behaviours of individual traders poses significant challenges. Traditional classification and anomaly detection methods often establish a fixed risk boundary, failing to account for this complexity and dynamism. To tackle this issue, we propose a profit-aware risk ranker (PA-RiskRanker) that reframes the problem of identifying risky traders as a ranking task using Learning-to-Rank (LETOR) algorithms. Our approach features a Profit-Aware binary cross entropy (PA-BCE) loss function and a transformer-based ranker enhanced with a self-cross-trader attention pipeline. These components effectively integrate profit and loss (P&L) considerations into the training process while capturing intra- and inter-trader relationships. Our research critically examines the limitations of existing deep learning-based LETOR algorithms in trading risk management, which often overlook the importance of P&L in financial scenarios. By prioritising P&L, our method improves risky trader identification, achieving an 8.4% increase in F1 score compared to state-of-the-art (SOTA) ranking models like Rankformer. Additionally, it demonstrates a 10%-17% increase in average profit compared to all benchmark models.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

Knowledge distillation (KD) has been widely adopted to compress large language models (LLMs). Existing KD methods investigate various divergence measures including the Kullback-Leibler (KL), reverse Kullback-Leibler (RKL), and Jensen-Shannon (JS) divergences. However, due to limitations inherent in their assumptions and definitions, these measures fail to deliver effective supervision when few distribution overlap exists between the teacher and the student. In this paper, we show that the aforementioned KL, RKL, and JS divergences respectively suffer from issues of mode-averaging, mode-collapsing, and mode-underestimation, which deteriorates logits-based KD for diverse NLP tasks. We propose the Sinkhorn Knowledge Distillation (SinKD) that exploits the Sinkhorn distance to ensure a nuanced and precise assessment of the disparity between teacher and student distributions. Besides, profit by properties of the Sinkhorn metric, we can get rid of sample-wise KD that restricts the perception of divergence in each teacher-student sample pair. Instead, we propose a batch-wise reformulation to capture geometric intricacies of distributions across samples in the high-dimensional space. Comprehensive evaluation on GLUE and SuperGLUE, in terms of comparability, validity, and generalizability, highlights our superiority over state-of-the-art methods on all kinds of LLMs with encoder-only, encoder-decoder, and decoder-only architectures.

While depth tends to improve network performances, it also makes gradient-based training more difficult since deeper networks tend to be more non-linear. The recently proposed knowledge distillation approach is aimed at obtaining small and fast-to-execute models, and it has shown that a student network could imitate the soft output of a larger teacher network or ensemble of networks. In this paper, we extend this idea to allow the training of a student that is deeper and thinner than the teacher, using not only the outputs but also the intermediate representations learned by the teacher as hints to improve the training process and final performance of the student. Because the student intermediate hidden layer will generally be smaller than the teacher's intermediate hidden layer, additional parameters are introduced to map the student hidden layer to the prediction of the teacher hidden layer. This allows one to train deeper students that can generalize better or run faster, a trade-off that is controlled by the chosen student capacity. For example, on CIFAR-10, a deep student network with almost 10.4 times less parameters outperforms a larger, state-of-the-art teacher network.

The Teacher-Student Chatroom Corpus (TSCC) is a collection of written conversations captured during one-to-one lessons between teachers and learners of English. The lessons took place in an online chatroom and therefore involve more interactive, immediate and informal language than might be found in asynchronous exchanges such as email correspondence. The fact that the lessons were one-to-one means that the teacher was able to focus exclusively on the linguistic abilities and errors of the student, and to offer personalised exercises, scaffolding and correction. The TSCC contains more than one hundred lessons between two teachers and eight students, amounting to 13.5K conversational turns and 133K words: it is freely available for research use. We describe the corpus design, data collection procedure and annotations added to the text. We perform some preliminary descriptive analyses of the data and consider possible uses of the TSCC.

Nearly all practical neural models for classification are trained using cross-entropy loss. Yet this ubiquitous choice is supported by little theoretical or empirical evidence. Recent work (Hui & Belkin, 2020) suggests that training using the (rescaled) square loss is often superior in terms of the classification accuracy. In this paper we propose the "squentropy" loss, which is the sum of two terms: the cross-entropy loss and the average square loss over the incorrect classes. We provide an extensive set of experiments on multi-class classification problems showing that the squentropy loss outperforms both the pure cross entropy and rescaled square losses in terms of the classification accuracy. We also demonstrate that it provides significantly better model calibration than either of these alternative losses and, furthermore, has less variance with respect to the random initialization. Additionally, in contrast to the square loss, squentropy loss can typically be trained using exactly the same optimization parameters, including the learning rate, as the standard cross-entropy loss, making it a true "plug-and-play" replacement. Finally, unlike the rescaled square loss, multiclass squentropy contains no parameters that need to be adjusted.

This paper aims to overcome a major obstacle in scaling RL for reasoning with LLMs, namely the collapse of policy entropy. Such phenomenon is consistently observed across vast RL runs without entropy intervention, where the policy entropy dropped sharply at the early training stage, this diminished exploratory ability is always accompanied with the saturation of policy performance. In practice, we establish a transformation equation R=-a*e^H+b between entropy H and downstream performance R. This empirical law strongly indicates that, the policy performance is traded from policy entropy, thus bottlenecked by its exhaustion, and the ceiling is fully predictable H=0, R=-a+b. Our finding necessitates entropy management for continuous exploration toward scaling compute for RL. To this end, we investigate entropy dynamics both theoretically and empirically. Our derivation highlights that, the change in policy entropy is driven by the covariance between action probability and the change in logits, which is proportional to its advantage when using Policy Gradient-like algorithms. Empirical study shows that, the values of covariance term and entropy differences matched exactly, supporting the theoretical conclusion. Moreover, the covariance term stays mostly positive throughout training, further explaining why policy entropy would decrease monotonically. Through understanding the mechanism behind entropy dynamics, we motivate to control entropy by restricting the update of high-covariance tokens. Specifically, we propose two simple yet effective techniques, namely Clip-Cov and KL-Cov, which clip and apply KL penalty to tokens with high covariances respectively. Experiments show that these methods encourage exploration, thus helping policy escape entropy collapse and achieve better downstream performance.

The use of synthetic data has played a critical role in recent state-of-art breakthroughs. However, overly relying on a single oracle teacher model to generate data has been shown to lead to model collapse and invite propagation of biases. These limitations are particularly evident in multilingual settings, where the absence of a universally effective teacher model that excels across all languages presents significant challenges. In this work, we address these extreme difference by introducing "multilingual arbitrage", which capitalizes on performance variations between multiple models for a given language. To do so, we strategically route samples through a diverse pool of models, each with unique strengths in different languages. Across exhaustive experiments on state-of-art models, our work suggests that arbitrage techniques allow for spectacular gains in performance that far outperform relying on a single teacher. In particular, compared to the best single teacher, we observe gains of up to 56.5% improvement in win rates averaged across all languages when switching to multilingual arbitrage. We observe the most significant gains for the least resourced languages in our pool.

Intelligent tutoring systems optimize the selection and timing of learning materials to enhance understanding and long-term retention. This requires estimates of both the learner's progress (''knowledge tracing''; KT), and the prerequisite structure of the learning domain (''knowledge mapping''). While recent deep learning models achieve high KT accuracy, they do so at the expense of the interpretability of psychologically-inspired models. In this work, we present a solution to this trade-off. PSI-KT is a hierarchical generative approach that explicitly models how both individual cognitive traits and the prerequisite structure of knowledge influence learning dynamics, thus achieving interpretability by design. Moreover, by using scalable Bayesian inference, PSI-KT targets the real-world need for efficient personalization even with a growing body of learners and learning histories. Evaluated on three datasets from online learning platforms, PSI-KT achieves superior multi-step predictive accuracy and scalable inference in continual-learning settings, all while providing interpretable representations of learner-specific traits and the prerequisite structure of knowledge that causally supports learning. In sum, predictive, scalable and interpretable knowledge tracing with solid knowledge mapping lays a key foundation for effective personalized learning to make education accessible to a broad, global audience.

While bigger and deeper neural network architectures continue to advance the state-of-the-art for many computer vision tasks, real-world adoption of these networks is impeded by hardware and speed constraints. Conventional model compression methods attempt to address this problem by modifying the architecture manually or using pre-defined heuristics. Since the space of all reduced architectures is very large, modifying the architecture of a deep neural network in this way is a difficult task. In this paper, we tackle this issue by introducing a principled method for learning reduced network architectures in a data-driven way using reinforcement learning. Our approach takes a larger `teacher' network as input and outputs a compressed `student' network derived from the `teacher' network. In the first stage of our method, a recurrent policy network aggressively removes layers from the large `teacher' model. In the second stage, another recurrent policy network carefully reduces the size of each remaining layer. The resulting network is then evaluated to obtain a reward -- a score based on the accuracy and compression of the network. Our approach uses this reward signal with policy gradients to train the policies to find a locally optimal student network. Our experiments show that we can achieve compression rates of more than 10x for models such as ResNet-34 while maintaining similar performance to the input `teacher' network. We also present a valuable transfer learning result which shows that policies which are pre-trained on smaller `teacher' networks can be used to rapidly speed up training on larger `teacher' networks.

Training high-performing Small Language Models (SLMs) remains costly, even with knowledge distillation and pruning from larger teacher models. Existing work often faces three key challenges: (1) information loss from hard pruning, (2) inefficient alignment of representations, and (3) underutilization of informative activations, particularly from Feed-Forward Networks (FFNs). To address these challenges, we introduce Low-Rank Clone (LRC), an efficient pre-training method that constructs SLMs aspiring to behavioral equivalence with strong teacher models. LRC trains a set of low-rank projection matrices that jointly enable soft pruning by compressing teacher weights, and activation clone by aligning student activations, including FFN signals, with those of the teacher. This unified design maximizes knowledge transfer while removing the need for explicit alignment modules. Extensive experiments with open-source teachers (e.g., Llama-3.2-3B-Instruct, Qwen2.5-3B/7B-Instruct) show that LRC matches or surpasses state-of-the-art models trained on trillions of tokens--while using only 20B tokens, achieving over 1,000x training efficiency. Our codes and model checkpoints are available at https://github.com/CURRENTF/LowRankClone and https://huggingface.co/collections/JitaiHao/low-rank-clone-lrc-6828389e96a93f1d4219dfaf.

Knowledge distillation as an efficient knowledge transfer technique, has achieved remarkable success in unimodal scenarios. However, in cross-modal settings, conventional distillation methods encounter significant challenges due to data and statistical heterogeneities, failing to leverage the complementary prior knowledge embedded in cross-modal teacher models. This paper empirically reveals two critical issues in existing approaches: distillation path selection and knowledge drift. To address these limitations, we propose MST-Distill, a novel cross-modal knowledge distillation framework featuring a mixture of specialized teachers. Our approach employs a diverse ensemble of teacher models across both cross-modal and multimodal configurations, integrated with an instance-level routing network that facilitates adaptive and dynamic distillation. This architecture effectively transcends the constraints of traditional methods that rely on monotonous and static teacher models. Additionally, we introduce a plug-in masking module, independently trained to suppress modality-specific discrepancies and reconstruct teacher representations, thereby mitigating knowledge drift and enhancing transfer effectiveness. Extensive experiments across five diverse multimodal datasets, spanning visual, audio, and text, demonstrate that our method significantly outperforms existing state-of-the-art knowledge distillation methods in cross-modal distillation tasks. The source code is available at https://github.com/Gray-OREO/MST-Distill.