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arXiv 2309.15494cs.CVcs.CL

VideoAdviser:面向多模态迁移学习的视频知识蒸馏

VideoAdviser: Video Knowledge Distillation for Multimodal Transfer Learning

KDDI Research(KDDI研究院);Keio University(庆应义塾大学)

Yanan Wang, Donghuo Zeng, Shinya Wada, Satoshi Kurihara

AI总结:

本文提出 VideoAdviser,通过 CLIP 教师到 RoBERTa 学生的两步视频知识蒸馏,使纯文本模型获得多模态知识,并在情感分析和音视频检索上显著提升性能。

摘要:

多模态迁移学习旨在将不同模态的预训练表示转换到一个共同的领域空间,以实现有效的多模态融合。然而,传统系统通常建立在所有模态都存在的假设之上,模态缺失总会导致较差的推理性能。此外,为所有模态提取预训练嵌入在推理时计算效率低下。在本研究中,为了实现高效率与高性能兼顾的多模态迁移学习,我们提出了 VideoAdviser,这是一种视频知识蒸馏方法,将视频增强提示的多模态知识从多模态基础模型(教师)迁移到特定模态基础模型(学生)。基于最佳学习性能来自专业顾问和聪明学生的直觉,我们使用基于 CLIP 的教师模型,通过优化一个分步蒸馏目标损失,为基于 RoBERTa 的学生模型提供富有表达力的多模态知识监督信号——第一步:教师将视频增强提示的多模态知识从分类 logits 蒸馏到一个回归 logit;第二步:将多模态知识从教师的回归 logit 蒸馏到学生。我们在两个具有挑战性的多模态任务上评估了该方法:视频级情感分析(MOSI 和 MOSEI 数据集)以及音视频检索(VEGAS 数据集)。仅需文本模态作为输入的学生模型在 MOSI 和 MOSEI 上实现了最高 12.3% 的 MAE 分数提升。对于 VEGAS,我们的方法在推理时不产生额外计算的情况下,将最先进方法的 mAP 分数进一步提升了 3.4%。这些结果表明了我们的方法在实现高效率与高性能多模态迁移学习方面的优势。

英文摘要:

Multimodal transfer learning aims to transform pretrained representations of diverse modalities into a common domain space for effective multimodal fusion. However, conventional systems are typically built on the assumption that all modalities exist, and the lack of modalities always leads to poor inference performance. Furthermore, extracting pretrained embeddings for all modalities is computationally inefficient for inference. In this work, to achieve high efficiency-performance multimodal transfer learning, we propose VideoAdviser, a video knowledge distillation method to transfer multimodal knowledge of video-enhanced prompts from a multimodal fundamental model (teacher) to a specific modal fundamental model (student). With an intuition that the best learning performance comes with professional advisers and smart students, we use a CLIP-based teacher model to provide expressive multimodal knowledge supervision signals to a RoBERTa-based student model via optimizing a step-distillation objective loss -- first step: the teacher distills multimodal knowledge of video-enhanced prompts from classification logits to a regression logit -- second step: the multimodal knowledge is distilled from the regression logit of the teacher to the student. We evaluate our method in two challenging multimodal tasks: video-level sentiment analysis (MOSI and MOSEI datasets) and audio-visual retrieval (VEGAS dataset). The student (requiring only the text modality as input) achieves an MAE score improvement of up to 12.3% for MOSI and MOSEI. Our method further enhances the state-of-the-art method by 3.4% mAP score for VEGAS without additional computations for inference. These results suggest the strengths of our method for achieving high efficiency-performance multimodal transfer learning.

机构、总结、中文摘要均由AI分析而来,可能存在错误,请以论文正文为准。

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