Chengming Li


Self-Distillation with Meta Learning for Knowledge Graph Completion
Yunshui Li | Junhao Liu | Min Yang | Chengming Li
Findings of the Association for Computational Linguistics: EMNLP 2022

In this paper, we propose a self-distillation framework with meta learning (MetaSD) for knowledge graph completion with dynamic pruning, which aims to learn compressed graph embeddings and tackle the long-tail samples. Specifically, we first propose a dynamic pruning technique to obtain a small pruned model from a large source model, where the pruning mask of the pruned model could be updated adaptively per epoch after the model weights are updated. The pruned model is supposed to be more sensitive to difficult-to-memorize samples (e.g., long-tail samples) than the source model. Then, we propose a one-step meta self-distillation method for distilling comprehensive knowledge from the source model to the pruned model, where the two models co-evolve in a dynamic manner during training. In particular, we exploit the performance of the pruned model, which is trained alongside the source model in one iteration, to improve the source model’s knowledge transfer ability for the next iteration via meta learning. Extensive experiments show that MetaSD achieves competitive performance compared to strong baselines, while being 10x smaller than baselines.


Interactive Key-Value Memory-augmented Attention for Image Paragraph Captioning
Chunpu Xu | Yu Li | Chengming Li | Xiang Ao | Min Yang | Jinwen Tian
Proceedings of the 28th International Conference on Computational Linguistics

Image paragraph captioning (IPC) aims to generate a fine-grained paragraph to describe the visual content of an image. Significant progress has been made by deep neural networks, in which the attention mechanism plays an essential role. However, conventional attention mechanisms tend to ignore the past alignment information, which often results in problems of repetitive captioning and incomplete captioning. In this paper, we propose an Interactive key-value Memory- augmented Attention model for image Paragraph captioning (IMAP) to keep track of the attention history (salient objects coverage information) along with the update-chain of the decoder state and therefore avoid generating repetitive or incomplete image descriptions. In addition, we employ an adaptive attention mechanism to realize adaptive alignment from image regions to caption words, where an image region can be mapped to an arbitrary number of caption words while a caption word can also attend to an arbitrary number of image regions. Extensive experiments on a benchmark dataset (i.e., Stanford) demonstrate the effectiveness of our IMAP model.

Amalgamating Knowledge from Two Teachers for Task-oriented Dialogue System with Adversarial Training
Wanwei He | Min Yang | Rui Yan | Chengming Li | Ying Shen | Ruifeng Xu
Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP)

The challenge of both achieving task completion by querying the knowledge base and generating human-like responses for task-oriented dialogue systems is attracting increasing research attention. In this paper, we propose a “Two-Teacher One-Student” learning framework (TTOS) for task-oriented dialogue, with the goal of retrieving accurate KB entities and generating human-like responses simultaneously. TTOS amalgamates knowledge from two teacher networks that together provide comprehensive guidance to build a high-quality task-oriented dialogue system (student network). Each teacher network is trained via reinforcement learning with a goal-specific reward, which can be viewed as an expert towards the goal and transfers the professional characteristic to the student network. Instead of adopting the classic student-teacher learning of forcing the output of a student network to exactly mimic the soft targets produced by the teacher networks, we introduce two discriminators as in generative adversarial network (GAN) to transfer knowledge from two teachers to the student. The usage of discriminators relaxes the rigid coupling between the student and teachers. Extensive experiments on two benchmark datasets (i.e., CamRest and In-Car Assistant) demonstrate that TTOS significantly outperforms baseline methods.