A Principled Approach for Learning Task Similarity in Multitask Learning
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Bibliographic record
Abstract
Multitask learning aims at solving a set of related tasks simultaneously, by exploiting the shared knowledge for improving the performance on individual tasks. Hence, an important aspect of multitask learning is to understand the similarities within a set of tasks. Previous works have incorporated this similarity information explicitly (e.g., weighted loss for each task) or implicitly (e.g., adversarial loss for feature adaptation), for achieving good empirical performances. However, the theoretical motivations for adding task similarity knowledge are often missing or incomplete. In this paper, we give a different perspective from a theoretical point of view to understand this practice. We first provide an upper bound on the generalization error of multitask learning, showing the benefit of explicit and implicit task similarity knowledge. We systematically derive the bounds based on two distinct task similarity metrics: H divergence and Wasserstein distance. From these theoretical results, we revisit the Adversarial Multi-task Neural Network, proposing a new training algorithm to learn the task relation coefficients and neural network parameters iteratively. We assess our new algorithm empirically on several benchmarks, showing not only that we find interesting and robust task relations, but that the proposed approach outperforms the baselines, reaffirming the benefits of theoretical insight in algorithm design.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it