18,857 research outputs found
Improved Noisy Student Training for Automatic Speech Recognition
Recently, a semi-supervised learning method known as "noisy student training"
has been shown to improve image classification performance of deep networks
significantly. Noisy student training is an iterative self-training method that
leverages augmentation to improve network performance. In this work, we adapt
and improve noisy student training for automatic speech recognition, employing
(adaptive) SpecAugment as the augmentation method. We find effective methods to
filter, balance and augment the data generated in between self-training
iterations. By doing so, we are able to obtain word error rates (WERs)
4.2%/8.6% on the clean/noisy LibriSpeech test sets by only using the clean 100h
subset of LibriSpeech as the supervised set and the rest (860h) as the
unlabeled set. Furthermore, we are able to achieve WERs 1.7%/3.4% on the
clean/noisy LibriSpeech test sets by using the unlab-60k subset of LibriLight
as the unlabeled set for LibriSpeech 960h. We are thus able to improve upon the
previous state-of-the-art clean/noisy test WERs achieved on LibriSpeech 100h
(4.74%/12.20%) and LibriSpeech (1.9%/4.1%).Comment: 5 pages, 5 figures, 4 tables; v2: minor revisions, reference adde
Becoming the Expert - Interactive Multi-Class Machine Teaching
Compared to machines, humans are extremely good at classifying images into
categories, especially when they possess prior knowledge of the categories at
hand. If this prior information is not available, supervision in the form of
teaching images is required. To learn categories more quickly, people should
see important and representative images first, followed by less important
images later - or not at all. However, image-importance is individual-specific,
i.e. a teaching image is important to a student if it changes their overall
ability to discriminate between classes. Further, students keep learning, so
while image-importance depends on their current knowledge, it also varies with
time.
In this work we propose an Interactive Machine Teaching algorithm that
enables a computer to teach challenging visual concepts to a human. Our
adaptive algorithm chooses, online, which labeled images from a teaching set
should be shown to the student as they learn. We show that a teaching strategy
that probabilistically models the student's ability and progress, based on
their correct and incorrect answers, produces better 'experts'. We present
results using real human participants across several varied and challenging
real-world datasets.Comment: CVPR 201
- …