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Yimeng Wu

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UAI Conference 2023 Conference Paper

MMEL: A Joint Learning Framework for Multi-Mention Entity Linking

Chengmei Yang
Bowei He
Yimeng Wu
Chao Xing
Lianghua He
Chen Ma 0001

Entity linking, bridging mentions in the contexts with their corresponding entities in the knowledge bases, has attracted wide attention due to many potential applications. Recently, plenty of multimodal entity linking approaches have been proposed to take full advantage of the visual information rather than solely the textual modality. Although feasible, these methods mainly focus on the single-mention scenarios and neglect the scenarios where multiple mentions exist simultaneously in the same context, which limits the performance. In fact, such multi-mention scenarios are pretty common in public datasets and real-world applications. To solve this challenge, we first propose a joint feature extraction module to learn the representations of context and entity candidates, from both the visual and textual perspectives. Then, we design a pairwise training scheme (for training) and a multi-mention collaborative ranking method (for testing) to model the potential connections between different mentions. We evaluate our method on a public dataset and a self-constructed dataset, NYTimes-MEL, under both text-only and multimodal scenarios. The experimental results demonstrate that our method can largely outperform the state-of-the-art methods, especially in multi-mention scenarios. Our dataset and source code are publicly available at https: //github. com/ycm094/MMEL-main.

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AAAI Conference 2021 Conference Paper

ALP-KD: Attention-Based Layer Projection for Knowledge Distillation

Peyman Passban
Yimeng Wu
Mehdi Rezagholizadeh
Qun Liu

Knowledge distillation is considered as a training and compression strategy in which two neural networks, namely a teacher and a student, are coupled together during training. The teacher network is supposed to be a trustworthy predictor and the student tries to mimic its predictions. Usually, a student with a lighter architecture is selected so we can achieve compression and yet deliver high-quality results. In such a setting, distillation only happens for final predictions whereas the student could also benefit from teacher’s supervision for internal components. Motivated by this, we studied the problem of distillation for intermediate layers. Since there might not be a one-to-one alignment between student and teacher layers, existing techniques skip some teacher layers and only distill from a subset of them. This shortcoming directly impacts quality, so we instead propose a combinatorial technique which relies on attention. Our model fuses teacher-side information and takes each layer’s significance into consideration, then performs distillation between combined teacher layers and those of the student. Using our technique, we distilled a 12-layer BERT (Devlin et al. 2019) into 6-, 4-, and 2-layer counterparts and evaluated them on GLUE tasks (Wang et al. 2018). Experimental results show that our combinatorial approach is able to outperform other existing techniques.

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