Incremental learning (IL) is an important task aimed at increasing the capability of a trained model, in terms of the number of classes recognizable by the model. The key problem in this task is the requirement of storing data (e.g. images) associated with existing classes, while teaching the classifier to learn new classes. However, this is impractical as it increases the memory requirement at every incremental step, which makes it impossible to implement IL algorithms on edge devices with limited memory. Hence, we propose a novel approach, called Learning without Memorizing (LwM)', to preserve the information about existing (base) classes, without storing any of their data, while making the classifier progressively learn the new classes. In LwM, we present an information preserving penalty: Attention Distillation Loss ( @math ), and demonstrate that penalizing the changes in classifiers' attention maps helps to retain information of the base classes, as new classes are added. We show that adding @math to the distillation loss which is an existing information preserving loss consistently outperforms the state-of-the-art performance in the iILSVRC-small and iCIFAR-100 datasets in terms of the overall accuracy of base and incrementally learned classes.
We intend to explore the CI problem by proposing to constrain the attention maps of the teacher and student models to be equivalent (in addition to their prediction vectors), to improve the information preserving capability of LwF-MC @cite_4 . In LwF-MC and our proposed method LwM, storing teacher models trained in previous incremental steps is not allowed since it would not be feasible to accumulate models from all the previous steps when the memory budget is limited.
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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. Abstract: 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. Some machine learning applications involve training data that is sensitive, such as the medical histories of patients in a clinical trial. A model may inadvertently and implicitly store some of its training data; careful analysis of the model may therefore reveal sensitive information. To address this problem, we demonstrate a generally applicable approach to providing strong privacy guarantees for training data: Private Aggregation of Teacher Ensembles (PATE). The approach combines, in a black-box fashion, multiple models trained with disjoint datasets, such as records from different subsets of users. Because they rely directly on sensitive data, these models are not published, but instead used as "teachers" for a "student" model. The student learns to predict an output chosen by noisy voting among all of the teachers, and cannot directly access an individual teacher or the underlying data or parameters. The student's privacy properties can be understood both intuitively (since no single teacher and thus no single dataset dictates the student's training) and formally, in terms of differential privacy. These properties hold even if an adversary can not only query the student but also inspect its internal workings. Compared with previous work, the approach imposes only weak assumptions on how teachers are trained: it applies to any model, including non-convex models like DNNs. We achieve state-of-the-art privacy utility trade-offs on MNIST and SVHN thanks to an improved privacy analysis and semi-supervised learning. Some machine learning applications involve training data that is sensitive, such as the medical histories of patients in a clinical trial. A model may inadvertently and implicitly store some of its training data; careful analysis of the model may therefore reveal sensitive information. @PARASPLIT To address this problem, we demonstrate a generally applicable approach to providing strong privacy guarantees for training data: Private Aggregation of Teacher Ensembles (PATE). The approach combines, in a black-box fashion, multiple models trained with disjoint datasets, such as records from different subsets of users. Because they rely directly on sensitive data, these models are not published, but instead used as ''teachers'' for a ''student'' model. The student learns to predict an output chosen by noisy voting among all of the teachers, and cannot directly access an individual teacher or the underlying data or parameters. The student's privacy properties can be understood both intuitively (since no single teacher and thus no single dataset dictates the student's training) and formally, in terms of differential privacy. These properties hold even if an adversary can not only query the student but also inspect its internal workings. @PARASPLIT Compared with previous work, the approach imposes only weak assumptions on how teachers are trained: it applies to any model, including non-convex models like DNNs. We achieve state-of-the-art privacy utility trade-offs on MNIST and SVHN thanks to an improved privacy analysis and semi-supervised learning. 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. we desire a compact model with performance close to the teacher's. 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 a role of the teacher outputs on both predicted and non-predicted classes. We present experiments with students of various capacities, focusing on the under-explored case where students overpower teachers. Our experiments show significant advantages from transferring knowledge between DenseNets and ResNets in either direction. Black-box risk scoring models permeate our lives, yet are typically proprietary or opaque. We propose a transparent model distillation approach to audit such models. Model distillation was first introduced to transfer knowledge from a large, complex teacher model to a faster, simpler student model without significant loss in prediction accuracy. To this we add a third criterion - transparency. To gain insight into black-box models, we treat them as teachers, training transparent student models to mimic the risk scores assigned by the teacher. Moreover, we use side information in the form of the actual outcomes the teacher scoring model was intended to predict in the first place. By training a second transparent model on the outcomes, we can compare the two models to each other. When comparing models trained on risk scores to models trained on outcomes, we show that it is necessary to calibrate the risk-scoring model's predictions to remove distortion that may have been added to the black-box risk-scoring model during or after its training process. We also show how to compute confidence intervals for the particular class of transparent student models we use - tree-based additive models with pairwise interactions (GA2Ms) - to support comparison of the two transparent models. We demonstrate the methods on four public datasets: COMPAS, Lending Club, Stop-and-Frisk, and Chicago Police. Deep neural networks (DNNs) continue to make significant advances, solving tasks from image classification to translation or reinforcement learning. One aspect of the field receiving considerable attention is efficiently executing deep models in resource-constrained environments, such as mobile or embedded devices. This paper focuses on this problem, and proposes two new compression methods, which jointly leverage weight quantization and distillation of larger teacher networks into smaller student networks. The first method we propose is called quantized distillation and leverages distillation during the training process, by incorporating distillation loss, expressed with respect to the teacher, into the training of a student network whose weights are quantized to a limited set of levels. The second method, differentiable quantization, optimizes the location of quantization points through stochastic gradient descent, to better fit the behavior of the teacher model. We validate both methods through experiments on convolutional and recurrent architectures. We show that quantized shallow students can reach similar accuracy levels to full-precision teacher models, while providing order of magnitude compression, and inference speedup that is linear in the depth reduction. In sum, our results enable DNNs for resource-constrained environments to leverage architecture and accuracy advances developed on more powerful devices. We propose and design a practical modulation-coded (MC) physical-layer network coding (PNC) scheme to approach the capacity limits of Gaussian and fading two-way relay channels (TWRCs). In the proposed scheme, an irregular repeat–accumulate (IRA) MC over @math with the same random coset is employed at two users, which directly maps the message sequences into coded PAM or QAM symbol sequences. The relay chooses appropriate network coding coefficients and computes the associated finite-field linear combinations of the two users' message sequences using an iterative belief propagation algorithm. For a symmetric Gaussian TWRC, we show that, by introducing the same random coset vector at the two users and a time-varying accumulator in the IRA code, the MC-PNC scheme exhibits symmetry and permutation-invariant properties for the soft information distribution of the network-coded message sequence (NCMS). We explore these properties in analyzing the convergence behavior of the scheme and optimizing the MC to approach the capacity limit of a TWRC. For a block fading TWRC, we present a new MC linear PNC scheme and an algorithm used at the relay for computing the NCMS. We demonstrate that our developed schemes achieve near-capacity performance in both Gaussian and Rayleigh fading TWRCs. For example, our designed codes over GF(7) and GF(3) with a code rate of 3 4 are within 1 and 1.2 dB of the TWRC capacity, respectively. Our method can be regarded as a practical embodiment of the notion of compute-and-forward with a good nested lattice code, and it can be applied to a wide range of network configurations. Previous machine comprehension (MC) datasets are either too small to train end-to-end deep learning models, or not difficult enough to evaluate the ability of current MC techniques. The newly released SQuAD dataset alleviates these limitations, and gives us a chance to develop more realistic MC models. Based on this dataset, we propose a Multi-Perspective Context Matching (MPCM) model, which is an end-to-end system that directly predicts the answer beginning and ending points in a passage. Our model first adjusts each word-embedding vector in the passage by multiplying a relevancy weight computed against the question. Then, we encode the question and weighted passage by using bi-directional LSTMs. For each point in the passage, our model matches the context of this point against the encoded question from multiple perspectives and produces a matching vector. Given those matched vectors, we employ another bi-directional LSTM to aggregate all the information and predict the beginning and ending points. Experimental result on the test set of SQuAD shows that our model achieves a competitive result on the leaderboard. Although Monte Carlo and molecular dynamics are the primary methods used for free energy simulations of molecular systems, their application to molecules that have multiple conformations separated by energy barriers of ≥ 3 kcal mol is problematic because of slow rates of convergence. In this article we introduce a hybrid simulation method termed MC-SD which mixes Monte Carlo (MC) and stochastic dynamics (SD). This new method generates a canonical ensemble via alternating MC and SD steps and combines the local exploration strengths of dynamics with the barrier-crossing ability of large-step Monte Carlo. Using calculations on double-well potentials and long simulations (108 steps of MC and 1 μs of SD) of the simple, conformationally flexible molecule n-pentane, we find that MC-SD simulations converage faster than either MC or SD alone and generate ensembles which are equivalent to those created by classical MC or SD. Using pure SD at 300 K, the conformational populations of n-pentane are shown to be poorly converged even after a full microsecond of simulation. © 1994 by John Wiley & Sons, Inc. Teaching plays a very important role in our society, by spreading human knowledge and educating our next generations. A good teacher will select appropriate teaching materials, impact suitable methodologies, and set up targeted examinations, according to the learning behaviors of the students. In the field of artificial intelligence, however, one has not fully explored the role of teaching, and pays most attention to machine . In this paper, we argue that equal attention, if not more, should be paid to teaching, and furthermore, an optimization framework (instead of heuristics) should be used to obtain good teaching strategies. We call this approach learning to teach''. In the approach, two intelligent agents interact with each other: a student model (which corresponds to the learner in traditional machine learning algorithms), and a teacher model (which determines the appropriate data, loss function, and hypothesis space to facilitate the training of the student model). The teacher model leverages the feedback from the student model to optimize its own teaching strategies by means of reinforcement learning, so as to achieve teacher-student co-evolution. To demonstrate the practical value of our proposed approach, we take the training of deep neural networks (DNN) as an example, and show that by using the learning to teach techniques, we are able to use much less training data and fewer iterations to achieve almost the same accuracy for different kinds of DNN models (e.g., multi-layer perceptron, convolutional neural networks and recurrent neural networks) under various machine learning tasks (e.g., image classification and text understanding). To reduce the large computation and storage cost of a deep convolutional neural network, the knowledge distillation based methods have pioneered to transfer the generalization ability of a large (teacher) deep network to a light-weight (student) network. However, these methods mostly focus on transferring the probability distribution of the softmax layer in a teacher network and thus neglect the intermediate representations. In this paper, we propose a knowledge transfer adversarial network to better train a student network. Our technique holistically considers both intermediate representations and probability distributions of a teacher network. To transfer the knowledge of intermediate representations, we set high-level teacher feature maps as a target, toward which the student feature maps are trained. Specifically, we arrange a Teacher-to-Student layer for enabling our framework suitable for various student structures. The intermediate representation helps the student network better understand the transferred generalization as compared to the probability distribution only. Furthermore, we infuse an adversarial learning process by employing a discriminator network, which can fully exploit the spatial correlation of feature maps in training a student network. The experimental results demonstrate that the proposed method can significantly improve the performance of a student network on both image classification and object detection tasks. Many engineers wish to deploy modern neural networks in memory-limited settings; but the development of flexible methods for reducing memory use is in its infancy, and there is little knowledge of the resulting cost-benefit. We propose structural model distillation for memory reduction using a strategy that produces a student architecture that is a simple transformation of the teacher architecture: no redesign is needed, and the same hyperparameters can be used. Using attention transfer, we provide Pareto curves tables for distillation of residual networks with four benchmark datasets, indicating the memory versus accuracy payoff. We show that substantial memory savings are possible with very little loss of accuracy, and confirm that distillation provides student network performance that is better than training that student architecture directly on data. Basic decisions, such as judging a person as a friend or foe, involve categorizing novel stimuli. Recent work finds that people's category judgments are guided by a small set of examples that are retrieved from memory at decision time. This limited and stochastic retrieval places limits on human performance for probabilistic classification decisions. In light of this capacity limitation, recent work finds that idealizing training items, such that the saliency of ambiguous cases is reduced, improves human performance on novel test items. One shortcoming of previous work in idealization is that category distributions were idealized in an ad hoc or heuristic fashion. In this contribution, we take a first principles approach to constructing idealized training sets. We apply a machine teaching procedure to a cognitive model that is either limited capacity (as humans are) or unlimited capacity (as most machine learning systems are). As predicted, we find that the machine teacher recommends idealized training sets. We also find that human learners perform best when training recommendations from the machine teacher are based on a limited-capacity model. As predicted, to the extent that the learning model used by the machine teacher conforms to the true nature of human learners, the recommendations of the machine teacher prove effective. Our results provide a normative basis (given capacity constraints) for idealization procedures and offer a novel selection procedure for models of human learning. Teaching is critical to human society: it is with teaching that prospective students are educated and human civilization can be inherited and advanced. A good teacher not only provides his her students with qualified teaching materials (e.g., textbooks), but also sets up appropriate learning objectives (e.g., course projects and exams) considering different situations of a student. When it comes to artificial intelligence, treating machine learning models as students, the loss functions that are optimized act as perfect counterparts of the learning objective set by the teacher. In this work, we explore the possibility of imitating human teaching behaviors by dynamically and automatically outputting appropriate loss functions to train machine learning models. Different from typical learning settings in which the loss function of a machine learning model is predefined and fixed, in our framework, the loss function of a machine learning model (we call it student) is defined by another machine learning model (we call it teacher). The ultimate goal of teacher model is cultivating the student to have better performance measured on development dataset. Towards that end, similar to human teaching, the teacher, a parametric model, dynamically outputs different loss functions that will be used and optimized by its student model at different training stages. We develop an efficient learning method for the teacher model that makes gradient based optimization possible, exempt of the ineffective solutions such as policy optimization. We name our method as learning to teach with dynamic loss functions'' (L2T-DLF for short). Extensive experiments on real world tasks including image classification and neural machine translation demonstrate that our method significantly improves the quality of various student models. This article introduces a teacher–student framework for reinforcement learning, synthesising and extending material that appeared in conference proceedings [Torrey, L., & Taylor, M. E. (2013)]. Teaching on a budget: Agents advising agents in reinforcement learning. Proceedings of the international conference on autonomous agents and multiagent systems ] and in a non-archival workshop paper [Carboni, N., &Taylor, M. E. (2013, May)]. Preliminary results for 1 vs. 1 tactics in StarCraft. Proceedings of the adaptive and learning agents workshop (at AAMAS-13) ]. In this framework, a teacher agent instructs a student agent by suggesting actions the student should take as it learns. However, the teacher may only give such advice a limited number of times. We present several novel algorithms that teachers can use to budget their advice effectively, and we evaluate them in two complex video games: StarCraft and Pac-Man. Our results show that the same amount of advice, given at different moments, can have differe... Black-box risk scoring models permeate our lives, yet are typically proprietary and opaque. We propose a transparent model distillation approach to detect bias in such models. Model distillation was originally designed to distill knowledge from a large, complex teacher model to a faster, simpler student model without significant loss in prediction accuracy. We add a third restriction - transparency. In this paper we use data sets that contain two labels to train on: the risk score predicted by a black-box model, as well as the actual outcome the risk score was intended to predict. This allows us to compare models that predict each label. For a particular class of student models - interpretable tree additive models with pairwise interactions (GA2Ms) - we provide confidence intervals for the difference between the risk score and actual outcome models. This presents a new method for detecting bias in black-box risk scores by assessing if contributions of protected features to the risk score are statistically different from their contributions to the actual outcome. We explore techniques to reverse-engineer properties of DRAM memory controllers (MCs). This includes page policies, address mapping schemes and command arbitration schemes. There are several benefits to knowing this information: they allow analysis techniques to effectively compute worst-case bounds, and they allow customizations to be made in software for predictability. We develop a latency-based analysis, and use this analysis to devise algorithms for micro-benchmarks to extract properties of MCs. In order to cover a breadth of page policies, address mappings and command arbitration schemes, we explore our technique using a micro-architecture simulation framework and document our findings. Model distillation was originally designed to distill knowledge from a large, complex teacher model to a faster, simpler student model without significant loss in prediction accuracy. We investigate model distillation for another goal -- transparency -- investigating if fully-connected neural networks can be distilled into models that are transparent or interpretable in some sense. Our teacher models are multilayer perceptrons, and we try two types of student models: (1) tree-based generalized additive models (GA2Ms), a type of boosted, short tree (2) gradient boosted trees (GBTs). More transparent student models are forthcoming. Our results are not yet conclusive. GA2Ms show some promise for distilling binary classification teachers, but not yet regression. GBTs are not "directly" interpretable but may be promising for regression teachers. GA2M models may provide a computationally viable alternative to additive decomposition methods for global function approximation. The recently proposed Temporal Ensembling has achieved state-of-the-art results in several semi-supervised learning benchmarks. It maintains an exponential moving average of label predictions on each training example, and penalizes predictions that are inconsistent with this target. However, because the targets change only once per epoch, Temporal Ensembling becomes unwieldy when learning large datasets. To overcome this problem, we propose Mean Teacher, a method that averages model weights instead of label predictions. As an additional benefit, Mean Teacher improves test accuracy and enables training with fewer labels than Temporal Ensembling. Without changing the network architecture, Mean Teacher achieves an error rate of 4.35 on SVHN with 250 labels, outperforming Temporal Ensembling trained with 1000 labels. We also show that a good network architecture is crucial to performance. Combining Mean Teacher and Residual Networks, we improve the state of the art on CIFAR-10 with 4000 labels from 10.55 to 6.28 , and on ImageNet 2012 with 10 of the labels from 35.24 to 9.11 .