We introduce the concept of dynamically growing a neural network during training. In particular, an untrainable deep network starts as a trainable shallow network and newly added layers are slowly, organically added during training, thereby increasing the network's depth. This is accomplished by a new layer, which we call DropIn. The DropIn layer starts by passing the output from a previous layer (effectively skipping over the newly added layers), then increasingly including units from the new layers for both feedforward and backpropagation. We show that deep networks, which are untrainable with conventional methods, will converge with DropIn layers interspersed in the architecture. In addition, we demonstrate that DropIn provides regularization during training in an analogous way as dropout. Experiments are described with the MNIST dataset and various expanded LeNet architectures, CIFAR-10 dataset with its architecture expanded from 3 to 11 layers, and on the ImageNet dataset with the AlexNet architecture expanded to 13 layers and the VGG 16-layer architecture.
Romero al @cite_5 suggest training a thin, deep student network (called a ) from a larger but shallower teacher network. The authors accomplish this by utilizing the output of the teacher's hidden layers as a hint for the student's hidden layers.
@cite_5
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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.