Evidence-Aligned Multimodal On-Policy Self-Distillation for Fine-Grained Visual Understanding

Abstract:Fine-grained visual understanding requires models to recognize small details within complex images. Multimodal on-policy self-distillation (OPSD) addresses this challenge by using a teacher conditioned on evidence-centered crops to supervise a student conditioned on original images along student-generated trajectories. Ideally, teacher corrections, the distributional changes from the student toward the privileged teacher, should be driven by task-relevant visual evidence. However, the designs that make the teacher effective also introduce other interference. Using a lagged or frozen teacher improves training stability but introduces a model-state gap from the evolving student, while cropping enhances task-relevant evidence but also loses the visual context. These two sources of interference make the teacher corrections not purely rely on the visual evidence. We introduce Evidence-Aligned multimodal on-policy self-Distillation (EAD), which retains the crop-conditioned teacher as the target but constructs a separate evidence reference for weighting the corrections. To exclude the effect of lagged model-state from this reference, EAD measures prediction changes using the current student. To avoid crop-induced context changes, EAD masks the evidence region in the original image while preserving the other visual context. The change from the student's masked-image prediction to its original-image prediction provides a controlled reference for the direction in which the visual evidence shifts the student's prediction. EAD weights each teacher correction by its cosine alignment with the reference, i.e., retaining aligned corrections and downweighting the rest. Retaining only 6\% of the supervision mass of dense OPSD, EAD consistently outperforms previous state-of-the-art methods.

Computer Vision and Pattern Recognition (cs.CV); Artificial Intelligence (cs.AI)

arXiv:2609.34672 [cs.CV]

(or arXiv:2609.34672v1 [cs.CV] for this version)

https://doi.org/10.48550/arXiv.2609.34672 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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