Representation Transfer by Optimal Transport
Xuhong Li, Yves Grandvalet, Rémi Flamary, Nicolas Courty, Dejing Dou
TL;DR
This work tackles the problem of transferring rich representations from a fixed teacher to a student network by introducing an optimal transport–based regularizer that matches sets of neuron activations in a permutation-invariant way. By treating a layer as a neuronal ensemble and coupling activations through OT, the method integrates directly into the learning objective and supports cross-architecture transfer as well as model compression. Empirical results across transfer learning and model compression tasks show consistent gains over baselines, with notable advantages when transferring to smaller or data-scarce students. Analyses reveal that the approach captures meaningful neuron reallocation during learning and provides a practical, scalable framework for preserving functional representations in diverse learning settings.
Abstract
Learning generic representations with deep networks requires massive training samples and significant computer resources. To learn a new specific task, an important issue is to transfer the generic teacher's representation to a student network. In this paper, we propose to use a metric between representations that is based on a functional view of neurons. We use optimal transport to quantify the match between two representations, yielding a distance that embeds some invariances inherent to the representation of deep networks. This distance defines a regularizer promoting the similarity of the student's representation with that of the teacher. Our approach can be used in any learning context where representation transfer is applicable. We experiment here on two standard settings: inductive transfer learning, where the teacher's representation is transferred to a student network of same architecture for a new related task, and knowledge distillation, where the teacher's representation is transferred to a student of simpler architecture for the same task (model compression). Our approach also lends itself to solving new learning problems; we demonstrate this by showing how to directly transfer the teacher's representation to a simpler architecture student for a new related task.
