Predicting positive transfer for improved low-resource speech recognition using acoustic pseudo-tokens

While massively multilingual speech models like wav2vec 2.0 XLSR-128 can be directly fine-tuned for automatic speech recognition (ASR), downstream performance can still be relatively poor on languages that are under-represented in the pre-training data. Continued pre-training on 70-200 hours of untranscribed speech in these languages can help -- but what about languages without that much recorded data? For such cases, we show that supplementing the target language with data from a similar, higher-resource 'donor' language can help. For example, continued pre-training on only 10 hours of low-resource Punjabi supplemented with 60 hours of donor Hindi is almost as good as continued pretraining on 70 hours of Punjabi. By contrast, sourcing data from less similar donors like Bengali does not improve ASR performance. To inform donor language selection, we propose a novel similarity metric based on the sequence distribution of induced acoustic units: the Acoustic Token Distribution Similarity (ATDS). Across a set of typologically different target languages (Punjabi, Galician, Iban, Setswana), we show that the ATDS between the target language and its candidate donors precisely predicts target language ASR performance.

Feature Dropout: Revisiting the Role of Augmentations in Contrastive Learning

What role do augmentations play in contrastive learning? Recent work suggests that good augmentations are label-preserving with respect to a specific downstream task. We complicate this picture by showing that label-destroying augmentations can be useful in the foundation model setting, where the goal is to learn diverse, general-purpose representations for multiple downstream tasks. We perform contrastive learning experiments on a range of image and audio datasets with multiple downstream tasks (e.g. for digits superimposed on photographs, predicting the class of one vs. the other). We find that Viewmaker Networks, a recently proposed model for learning augmentations for contrastive learning, produce label-destroying augmentations that stochastically destroy features needed for different downstream tasks. These augmentations are interpretable (e.g. altering shapes, digits, or letters added to images) and surprisingly often result in better performance compared to expert-designed augmentations, despite not preserving label information. To support our empirical results, we theoretically analyze a simple contrastive learning setting with a linear model. In this setting, label-destroying augmentations are crucial for preventing one set of features from suppressing the learning of features useful for another downstream task. Our results highlight the need for analyzing the interaction between multiple downstream tasks when trying to explain the success of foundation models.