Nonparametric Teaching of Attention Learners

Chen Zhang, Jianghui Wang, Bingyang Cheng, Zhongtao Chen, Wendong XU, Cong Wang, Marco Canini, Francesco Orabona, Yik Chung WU, Ngai Wong

Keywords: Nonparametric Teaching, Functional Gradient Descent, Attention Learners, Data Efficiency

Abstract: Attention learners, neural networks built on the attention mechanism, e.g., transformers, excel at learning the implicit relationships that relate sequences to their corresponding properties, e.g., mapping a given sequence of tokens to the probability of the next token. However, the learning process tends to be costly. To address this, we present a novel paradigm named **Atte**ntion **N**eural **T**eaching (AtteNT) that reinterprets the learning process through a nonparametric teaching perspective. Specifically, the latter provides a theoretical framework for teaching mappings that are implicitly defined (i.e., nonparametric) via example selection. Such an implicit mapping is embodied through a dense set of sequence-property pairs, with the AtteNT teacher selecting a subset to accelerate convergence in attention learner training. By analytically investigating the role of attention on parameter-based gradient descent during training, and recasting the evolution of attention learners, shaped by parameter updates, through functional gradient descent in nonparametric teaching, we show *for the first time* that teaching attention learners is consistent with teaching importance-adaptive nonparametric learners. These new findings readily commit AtteNT to enhancing learning efficiency of attention learners. Specifically, we observe training time reductions of 13.01% for LLMs and 20.58% for ViTs, spanning both fine-tuning and training-from-scratch regimes. Crucially, these gains are achieved without compromising accuracy; in fact, performance is consistently preserved and often enhanced across a diverse set of downstream tasks.

Primary Area: foundation or frontier models, including LLMs

Submission Number: 7051