Recent developments in natural language representations have been accompanied by large and expensive models that leverage vast amounts of general-domain text through self-supervised pre-training. Due to the cost of applying such models to down-stream tasks, several model compression techniques on pre-trained language representations have been proposed (Sun et al., 2019a;Sanh, 2019). However, surprisingly, the simple baseline of just pre-training and fine-tuning compact models has been overlooked. In this paper, we first show that pre-training remains important in the context of smaller architectures, and fine-tuning pre-trained compact models can be competitive to more elaborate methods proposed in concurrent work. Starting with pre-trained compact models, we then explore transferring task knowledge from large fine-tuned models through standard knowledge distillation. The resulting simple, yet effective and general algorithm, Pre-trained Distillation, brings further improvements. Through extensive experiments, we more generally explore the interaction between pre-training and distillation under two variables that have been under-studied: model size and properties of unlabeled task data. One surprising observation is that they have a compound effect even when sequentially applied on the same data. To accelerate future research, we will make our 24 pre-trained miniature BERT models publicly available.
This submission revisits the student-teacher paradigm and shows through extensive experiments that pre-training a student directly on masked language modeling is better than distillation (from scratch). It also shows that the best is to combine both and distill from that pre-trained student model.
My rating is Weak Accept. I think the submission highlights a very useful observation about knowledge distillation that I imagine is overlooked by many researchers and practitioners. The decision of Weak as opposed to a Strong accept is because the submission does not introduce anything truly novel, but simply points out observations and offers a recommended training strategy. However, I do argue for its acceptance, because it does a thorough job and presents many interesting findings that can benefit the community.
Comparison with prior work:
The submission focuses on comparison with Sun et al. and Sanh. These comparisons are important, but not the most compelling part of the paper. Comparison with more prior work that show large benefits would make the paper even stronger.
Interesting experiments:
The paper presents many interesting experiments useful for anyone trying to develop a compressed model. First, it shows that distillation (from scratch) by itself may be overrated, since simply repeating the pre-training+fine-tuning procedure on the small model directly is effective. However, distillation remains relevant since it also shows that pre-training the student, then distilling against a teacher, is a potent combination. In the case when the transfer set is the same size as the pre-training set, it surprisingly still has some benefits. This is not experimentally explained, but I suspect there are optimization benefits that are hard to pin down exactly. The paper hypothesizes that the two methods learn different “linguistic aspects,” but I think it is a bit too speculative to put it in such terms.
The experiments are thorough, with many student sizes, transfer set sizes, transfer set/task set correlation, etc. It also compares against the truncation technique, where the student is initialized with a truncated version of the teacher. There are no error bars in the plots, but there are so many plots with clear trends, that this is not a big concern. I can’t think of any experiments that are obviously missing.
Misc:
- The introduction says that the pre-training+fine-tuning baseline has been overlooked. It would be great to point out papers that has actually overlooked this baseline. Including this in the results would be even better.
- During my first read-through, I got confused because I didn’t realize “pre-training” in most of the paper refers to “student pre-training” (as opposed to simply training the teacher). Making this a bit more explicit here and there can avoid this confusion.