Yaomin Huang

Yaomin Huang, Zaomin Yan, Chaomin Shen et al.

Knowledge distillation (KD), known for its ability to transfer knowledge from a cumbersome network (teacher) to a lightweight one (student) without altering the architecture, has been garnering increasing attention. Two primary categories emerge within KD methods: feature-based, focusing on intermediate layers' features, and logits-based, targeting the final layer's logits. This paper introduces a novel perspective by leveraging diverse knowledge sources within a unified KD framework. Specifically, we aggregate features from intermediate layers into a comprehensive representation, effectively gathering semantic information from different stages and scales. Subsequently, we predict the distribution parameters from this representation. These steps transform knowledge from the intermediate layers into corresponding distributive forms, thereby allowing for knowledge distillation through a unified distribution constraint at different stages of the network, ensuring the comprehensiveness and coherence of knowledge transfer. Numerous experiments were conducted to validate the effectiveness of the proposed method.

Chaomin Shen, Yaomin Huang, Haokun Zhu et al.

Knowledge distillation has become widely recognized for its ability to transfer knowledge from a large teacher network to a compact and more streamlined student network. Traditional knowledge distillation methods primarily follow a teacher-oriented paradigm that imposes the task of learning the teacher's complex knowledge onto the student network. However, significant disparities in model capacity and architectural design hinder the student's comprehension of the complex knowledge imparted by the teacher, resulting in sub-optimal performance. This paper introduces a novel perspective emphasizing student-oriented and refining the teacher's knowledge to better align with the student's needs, thereby improving knowledge transfer effectiveness. Specifically, we present the Student-Oriented Knowledge Distillation (SoKD), which incorporates a learnable feature augmentation strategy during training to refine the teacher's knowledge of the student dynamically. Furthermore, we deploy the Distinctive Area Detection Module (DAM) to identify areas of mutual interest between the teacher and student, concentrating knowledge transfer within these critical areas to avoid transferring irrelevant information. This customized module ensures a more focused and effective knowledge distillation process. Our approach, functioning as a plug-in, could be integrated with various knowledge distillation methods. Extensive experimental results demonstrate the efficacy and generalizability of our method.