Deep Learning Training with Simulated Approximate Multipliers
Why this work is in the frame
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Bibliographic record
Abstract
This paper presents by simulation how approximate multipliers can be utilized to enhance the training performance of convolutional neural networks (CNNs). Approximate multipliers have significantly better performance in terms of speed, power, and area compared to exact multipliers. However, approximate multipliers have an inaccuracy which is defined in terms of the Mean Relative Error (MRE). To assess the applicability of approximate multipliers in enhancing CNN training performance, a simulation for the impact of approximate multipliers error on CNN training is presented. The paper demonstrates that using approximate multipliers for CNN training can significantly enhance the performance in terms of speed, power, and area at the cost of a small negative impact on the achieved accuracy. Additionally, the paper proposes a hybrid training method which mitigates this negative impact on the accuracy. Using the proposed hybrid method, the training can start using approximate multipliers then switches to exact multipliers for the last few epochs. Using this method, the performance benefits of approximate multipliers in terms of speed, power, and area can be attained for a large portion of the training stage. On the other hand, the negative impact on the accuracy is diminished by using the exact multipliers for the last epochs of training.
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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 | 0.000 | 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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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