Self-supervised Models are Good Teaching Assistants for Vision Transformers
Haiyan Wu · Yuting Gao · Yinqi Zhang · Shaohui Lin · Yuan Xie · Xing Sun · Ke Li
Hall E #400
Transformers have shown remarkable progress on computer vision tasks in the past year. Compared to their CNN counterparts, transformers usually need the help of distillation to achieve comparable results on middle or small sized datasets. Meanwhile, recent researches discover that when transformers are trained with supervised and self-supervised manner respectively, the captured patterns are quite different both qualitatively and quantitatively. These findings motivate us to introduce an self-supervised teaching assistant (SSTA) besides the commonly used supervised teacher to improve the performance of transformers. Specifically, we propose a head-level knowledge distillation method that selects the most important head of the supervised teacher and self-supervised teaching assistant, and let the student mimic the attention distribution of these two heads, so as to make the student focus on the relationship between tokens deemed by the teacher and the teacher assistant. Extensive experiments verify the effectiveness of SSTA and demonstrate that the proposed SSTA is a good compensation to the supervised teacher. Meanwhile, some analytical experiments towards multiple perspectives (e.g. prediction, shape bias, robustness, and transferability to downstream tasks) with supervised teachers, self-supervised teaching assistants and students are inductive and may inspire future researches.