Tokio Kajitsuka

Tokio Kajitsuka, Issei Sato

Existing analyses of the expressive capacity of Transformer models have required excessively deep layers for data memorization, leading to a discrepancy with the Transformers actually used in practice. This is primarily due to the interpretation of the softmax function as an approximation of the hardmax function. By clarifying the connection between the softmax function and the Boltzmann operator, we prove that a single layer of self-attention with low-rank weight matrices possesses the capability to perfectly capture the context of an entire input sequence. As a consequence, we show that one-layer and single-head Transformers have a memorization capacity for finite samples, and that Transformers consisting of one self-attention layer with two feed-forward neural networks are universal approximators for continuous permutation equivariant functions on a compact domain.

Tokio Kajitsuka, Issei Sato

Recent research in the field of machine learning has increasingly focused on the memorization capacity of Transformers, but how efficient they are is not yet well understood. We demonstrate that Transformers can memorize labels with $\tilde{O}(\sqrt{N})$ parameters in a next-token prediction setting for $N$ input sequences of length $n$, which is proved to be optimal up to logarithmic factors. This indicates that Transformers can efficiently perform memorization with little influence from the input length $n$ owing to the benefit of parameter sharing. We also analyze the memorization capacity in the sequence-to-sequence setting, and find that $\tilde{O}(\sqrt{nN})$ parameters are not only sufficient, but also necessary at least for Transformers with hardmax. These results suggest that while self-attention mechanisms can efficiently identify input sequences, the feed-forward network becomes a bottleneck when associating a label to each token.

Tokio Kajitsuka, Ukyo Honda, Sho Takase

Chain-of-thought (CoT) distillation transfers reasoning behaviors from a strong teacher to a smaller student, but prior work reports a capacity gap: distillation may fail when the teacher-student capability mismatch is large. We revisit the capacity gap from a practical perspective by re-examining commonly used experimental settings. Notably, we find that CoT distillation often degrades performance compared to the student's pre-distillation baseline, an issue obscured when only post-distillation comparisons are reported. We therefore propose a more realistic evaluation protocol and find that the impact of capacity gap effects does not consistently dominate across tasks and settings, especially when candidate teachers differ substantially in performance. Our results offer practical guidance for selecting teacher-student pairs in CoT distillation.