Wei Yao

Wei Yao, Wenkai Yang, Ziqiao Wang et al.

As large language models advance toward superhuman performance, ensuring their alignment with human values and abilities grows increasingly complex. Weak-to-strong generalization offers a promising approach by leveraging predictions from weaker models to guide stronger systems, but its effectiveness could be constrained by the inherent noise and inaccuracies in these weak predictions. To address this, we propose a theoretically grounded approach that replaces forward KL divergence-whose mass-covering behavior risks overfitting to imperfect weak signals-with reverse KL divergence. Reverse KL divergence's zero-forcing effect prioritizes high-confidence predictions, effectively mitigating the influence of unreliable weak supervision. Theoretically, we extend existing bounds and derive tighter lower bounds for both forward and reverse KL divergence, establishing that reverse KL achieves at least comparable guarantees to forward KL. Notably, when a sufficiently pre-trained strong model is fine-tuned on the last linear layer, reverse KL guarantees that it outperforms its weak supervisor by the magnitude of their disagreement. Empirically, we demonstrate that reverse KL and reverse cross-entropy enable strong models to successfully outperform those trained with forward KL and standard cross-entropy across most settings, highlighting the practical advantages of these reverse losses.

Gengze Xu, Wei Yao, Ziqiao Wang et al.

Weak-to-strong generalization (W2SG) refers to the phenomenon where a strong student model, trained on a dataset labeled by a weak teacher, ultimately outperforms the teacher on the target task. Recent studies attribute this performance gain to the prediction misfit between the student and teacher models. In this work, we theoretically investigate the emergence of W2SG through a generalized bias-variance decomposition of Bregman divergence. Specifically, we show that the expected population risk gap between the student and teacher is quantified by the expected misfit between the two models. While this aligns with previous results, our analysis removes several restrictive assumptions, most notably, the convexity of the student's hypothesis class, required in earlier works. Moreover, we show that W2SG is more likely to emerge when the student model approximates its posterior mean teacher, rather than mimicking an individual teacher. Using a concrete example, we demonstrate that if the student model size is sufficiently large, it can indeed converge to the posterior mean teacher in expectation. Our analysis also suggests that avoiding overfitting to the teacher's supervision and reducing the entropy of student's prediction further facilitate W2SG. In addition, we show that the reverse cross-entropy loss, unlike the standard forward cross-entropy, is less sensitive to the predictive uncertainty of the teacher. Finally, we empirically verify our theoretical insights and demonstrate that incorporating the reverse cross-entropy loss consistently improves student performance.

Wei Yao, Wenkai Yang, Gengze Xu et al.

Weak-to-strong generalization, where weakly supervised strong models outperform their weaker teachers, offers a promising approach to aligning superhuman models with human values. To deepen the understanding of this approach, we provide theoretical insights into its capabilities and limitations. First, in the classification setting, we establish upper and lower generalization error bounds for the strong model, identifying the primary limitations as stemming from the weak model's generalization error and the optimization objective itself. Additionally, we derive lower and upper bounds on the calibration error of the strong model. These theoretical bounds reveal two critical insights: (1) the weak model should demonstrate strong generalization performance and maintain well-calibrated predictions, and (2) the strong model's training process must strike a careful balance, as excessive optimization could undermine its generalization capability by over-relying on the weak supervision signals. Finally, in the regression setting, we extend the work of Charikar et al. (2024) to a loss function based on Kullback-Leibler (KL) divergence, offering guarantees that the strong student can outperform its weak teacher by at least the magnitude of their disagreement. We conduct sufficient experiments to validate our theory.