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Teacher quality stops mattering when the student is too small
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Teacher quality stops mattering when the student is too small
From the team’s experiments, Markewich concludes that a better teacher does not help when a small convolutional student lacks the capacity to absorb what the teacher knows.
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Supporting evidence
Original excerpt
A better teacher is not a better student. When the student is too small to absorb what the teacher knows (i.e. a small conv model), teacher quality stops mattering.Exploring Static Embedding Retrieval
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