Test-Time Adaptation with Perturbation Consistency Learning

Currently, pre-trained language models (PLMs) do not cope well with the distribution shift problem, resulting in models trained on the training set failing in real test scenarios. To address this problem, the test-time adaptation (TTA) shows great potential, which updates model parameters to suit the test data at the testing time. Existing TTA methods rely on well-designed auxiliary tasks or self-training strategies based on pseudo-label. However, these methods do not achieve good trade-offs regarding performance gains and computational costs. To obtain some insights into such a dilemma, we take two representative TTA methods, i.e., Tent and OIL, for exploration and find that stable prediction is the key to achieving a good balance. Accordingly, in this paper, we propose perturbation consistency learning (PCL), a simple test-time adaptation method to promote the model to make stable predictions for samples with distribution shifts. Extensive experiments on adversarial robustness and cross-lingual transferring demonstrate that our method can achieve higher or comparable performance with less inference time over strong PLM backbones and previous state-of-the-art TTA methods.

Data-Free Knowledge Amalgamation via Group-Stack Dual-GAN

Recent advances in deep learning have provided procedures for learning one network to amalgamate multiple streams of knowledge from the pre-trained Convolutional Neural Network (CNN) models, thus reduce the annotation cost. However, almost all existing methods demand massive training data, which may be unavailable due to privacy or transmission issues. In this paper, we propose a data-free knowledge amalgamate strategy to craft a well-behaved multi-task student network from multiple single/multi-task teachers. The main idea is to construct the group-stack generative adversarial networks (GANs) which have two dual generators. First one generator is trained to collect the knowledge by reconstructing the images approximating the original dataset utilized for pre-training the teachers. Then a dual generator is trained by taking the output from the former generator as input. Finally we treat the dual part generator as the target network and regroup it. As demonstrated on several benchmarks of multi-label classification, the proposed method without any training data achieves the surprisingly competitive results, even compared with some full-supervised methods.

Amalgamating Filtered Knowledge: Learning Task-customized Student from Multi-task Teachers

Many well-trained Convolutional Neural Network(CNN) models have now been released online by developers for the sake of effortless reproducing. In this paper, we treat such pre-trained networks as teachers and explore how to learn a target student network for customized tasks, using multiple teachers that handle different tasks. We assume no human-labelled annotations are available, and each teacher model can be either single- or multi-task network, where the former is a degenerated case of the latter. The student model, depending on the customized tasks, learns the related knowledge filtered from the multiple teachers, and eventually masters the complete or a subset of expertise from all teachers. To this end, we adopt a layer-wise training strategy, which entangles the student's network block to be learned with the corresponding teachers. As demonstrated on several benchmarks, the learned student network achieves very promising results, even outperforming the teachers on the customized tasks.

Student Becoming the Master: Knowledge Amalgamation for Joint Scene Parsing, Depth Estimation, and More

In this paper, we investigate a novel deep-model reusing task. Our goal is to train a lightweight and versatile student model, without human-labelled annotations, that amalgamates the knowledge and masters the expertise of two pretrained teacher models working on heterogeneous problems, one on scene parsing and the other on depth estimation. To this end, we propose an innovative training strategy that learns the parameters of the student intertwined with the teachers, achieved by 'projecting' its amalgamated features onto each teacher's domain and computing the loss. We also introduce two options to generalize the proposed training strategy to handle three or more tasks simultaneously. The proposed scheme yields very encouraging results. As demonstrated on several benchmarks, the trained student model achieves results even superior to those of the teachers in their own expertise domains and on par with the state-of-the-art fully supervised models relying on human-labelled annotations.