Yang Jiang

h-index21
2papers
1,216citations

2 Papers

6.4LGDec 6, 2024
$ε$-rank and the Staircase Phenomenon: New Insights into Neural Network Training Dynamics

Jiang Yang, Yuxiang Zhao, Quanhui Zhu

Understanding the training dynamics of deep neural networks (DNNs), particularly how they evolve low-dimensional features from high-dimensional data, remains a central challenge in deep learning theory. In this work, we introduce the concept of $ε$-rank, a novel metric quantifying the effective feature of neuron functions in the terminal hidden layer. Through extensive experiments across diverse tasks, we observe a universal staircase phenomenon: during training process implemented by the standard stochastic gradient descent methods, the decline of the loss function is accompanied by an increase in the $ε$-rank and exhibits a staircase pattern. Theoretically, we rigorously prove a negative correlation between the loss lower bound and $ε$-rank, demonstrating that a high $ε$-rank is essential for significant loss reduction. Moreover, numerical evidences show that within the same deep neural network, the $ε$-rank of the subsequent hidden layer is higher than that of the previous hidden layer. Based on these observations, to eliminate the staircase phenomenon, we propose a novel pre-training strategy on the initial hidden layer that elevates the $ε$-rank of the terminal hidden layer. Numerical experiments validate its effectiveness in reducing training time and improving accuracy across various tasks. Therefore, the newly introduced concept of $ε$-rank is a computable quantity that serves as an intrinsic effective metric characteristic for deep neural networks, providing a novel perspective for understanding the training dynamics of neural networks and offering a theoretical foundation for designing efficient training strategies in practical applications.

4.1HCMay 2, 2025
Exploring Communication Strategies for Collaborative LLM Agents in Mathematical Problem-Solving

Liang Zhang, Xiaoming Zhai, Jionghao Lin et al.

Large Language Model (LLM) agents are increasingly utilized in AI-aided education to support tutoring and learning. Effective communication strategies among LLM agents improve collaborative problem-solving efficiency and facilitate cost-effective adoption in education. However, little research has systematically evaluated the impact of different communication strategies on agents' problem-solving. Our study examines four communication modes, \textit{teacher-student interaction}, \textit{peer-to-peer collaboration}, \textit{reciprocal peer teaching}, and \textit{critical debate}, in a dual-agent, chat-based mathematical problem-solving environment using the OpenAI GPT-4o model. Evaluated on the MATH dataset, our results show that dual-agent setups outperform single agents, with \textit{peer-to-peer collaboration} achieving the highest accuracy. Dialogue acts like statements, acknowledgment, and hints play a key role in collaborative problem-solving. While multi-agent frameworks enhance computational tasks, effective communication strategies are essential for tackling complex problems in AI education.