学术文献库

Teacher-student knowledge distillation is a popular technique for compressing today's prevailing large language models into manageable sizes that fit low-latency downstream applications. Both the teacher and the choice of transfer set used for distillation are crucial ingredients in creating a high quality student. Yet, the generic corpora used to pretrain the teacher and the corpora associated with the downstream target domain are often significantly different, which raises a natural question: should the student be distilled over the generic corpora, so as to learn from high-quality teacher predictions, or over the downstream task corpora to align with finetuning? Our study investigates this trade-off using Domain Classification (DC) and Intent Classification/Named Entity Recognition (ICNER) as downstream tasks. We distill several multilingual students from a larger multilingual LM with varying proportions of generic and task-specific datasets, and report their performance after finetuning on DC and ICNER. We observe significant improvements across tasks and test sets when only task-specific corpora is used. We also report on how the impact of adding task-specific data to the transfer set correlates with the similarity between generic and task-specific data. Our results clearly indicate that, while distillation from a generic LM benefits downstream tasks, students learn better using target domain data even if it comes at the price of noisier teacher predictions. In other words, target domain data still trumps teacher knowledge.