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Task-Specific Knowledge Distillation via Intermediate Probes

arXiv AI Archived Mar 16, 2026 ✓ Full text saved

arXiv:2603.12270v1 Announce Type: cross Abstract: Knowledge distillation from large language models (LLMs) assumes that the teacher's output distribution is a high-quality training signal. On reasoning tasks, this assumption is frequently violated. A model's intermediate representations may encode the correct answer, yet this information is lost or distorted through the vocabulary projection, where prompt formatting and answer-token choices creates brittle, noisy outputs. We introduce \method{},

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    Computer Science > Computation and Language [Submitted on 18 Feb 2026] Task-Specific Knowledge Distillation via Intermediate Probes Ryan Brown, Chris Russell Knowledge distillation from large language models (LLMs) assumes that the teacher's output distribution is a high-quality training signal. On reasoning tasks, this assumption is frequently violated. A model's intermediate representations may encode the correct answer, yet this information is lost or distorted through the vocabulary projection, where prompt formatting and answer-token choices creates brittle, noisy outputs. We introduce \method{}, a distillation framework that bypasses this bottleneck by training lightweight probes on frozen teacher hidden states and using the probe's predictions, rather than output logits, as supervision for student training. This simple change yields consistent improvements across four reasoning benchmarks (AQuA-RAT, ARC Easy/Challenge, and MMLU), with gains most pronounced under limited data. Probes trained on intermediate representations provide cleaner labels than the teacher's own outputs, effectively denoising the distillation signal. \method{} requires no architectural changes to student or teacher, is architecture-agnostic, and adds minimal compute since probe training is cheap and teacher representations can be cached. By exploiting internal representations, \method{} enables practitioners to extract more value from large teacher models without additional training data or architectural complexity. Subjects: Computation and Language (cs.CL); Artificial Intelligence (cs.AI) Cite as: arXiv:2603.12270 [cs.CL]   (or arXiv:2603.12270v1 [cs.CL] for this version)   https://doi.org/10.48550/arXiv.2603.12270 Focus to learn more Submission history From: Ryan Brown [view email] [v1] Wed, 18 Feb 2026 10:56:10 UTC (348 KB) Access Paper: HTML (experimental) view license Current browse context: cs.CL < prev   |   next > new | recent | 2026-03 Change to browse by: cs cs.AI References & Citations NASA ADS Google Scholar Semantic Scholar Export BibTeX Citation Bookmark Bibliographic Tools Bibliographic and Citation Tools Bibliographic Explorer Toggle Bibliographic Explorer (What is the Explorer?) Connected Papers Toggle Connected Papers (What is Connected Papers?) Litmaps Toggle Litmaps (What is Litmaps?) scite.ai Toggle scite Smart Citations (What are Smart Citations?) Code, Data, Media Demos Related Papers About arXivLabs Which authors of this paper are endorsers? | Disable MathJax (What is MathJax?)
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    arXiv AI
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    ◬ AI & Machine Learning
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    Mar 16, 2026
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