Conventional application of convolutional neural networks (CNNs) for image classification and recognition is based on the assumption that all target classes are equal(i.e., no hierarchy) and exclusive of one another (i.e., no overlap). CNN-based image classifiers built on this assumption, therefore, cannot take into account an innate hierarchy among target classes (e.g., cats and dogs in animal image classification) or additional information that can be easily derived from the data (e.g.,numbers larger than five in the recognition of handwritten digits), thereby resulting in scalability issues when the number of target classes is large. Combining two related but slightly different ideas of hierarchical classification and logical learning by auxiliary inputs, we propose a new learning framework called hierarchical auxiliary learning, which not only address the scalability issues with a large number of classes but also could further reduce the classification recognition errors with a reasonable number of classes. In the hierarchical auxiliary learning, target classes are semantically or non-semantically grouped into superclasses, which turns the original problem of mapping between an image and its target class into a new problem of mapping between a pair of an image and its superclass and the target class. To take the advantage of superclasses, we introduce an auxiliary block into a neural network, which generates auxiliary scores used as additional information for final classification recognition; in this paper, we add the auxiliary block between the last residual block and the fully-connected output layer of the ResNet. Experimental results demonstrate that the proposed hierarchical auxiliary learning can reduce classification errors up to 0.56, 1.6 and 3.56 percent with MNIST, SVHN and CIFAR-10 datasets, respectively.
A major assumption in many machine learning and data mining algorithms is that the training and future data must be in the same feature space and have the same distribution. However, in many real-world applications, this assumption may not hold. For example, we sometimes have a classification task in one domain of interest, but we only have sufficient training data in another domain of interest, where the latter data may be in a different feature space or follow a different data distribution. In such cases, knowledge transfer, if done successfully, would greatly improve the performance of learning by avoiding much expensive data-labeling efforts. In recent years, transfer learning has emerged as a new learning framework to address this problem. This survey focuses on categorizing and reviewing the current progress on transfer learning for classification, regression, and clustering problems. In this survey, we discuss the relationship between transfer learning and other related machine learning techniques such as domain adaptation, multitask learning and sample selection bias, as well as covariate shift. We also explore some potential future issues in transfer learning research. 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.