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Sep 10

Maestro: Uncovering Low-Rank Structures via Trainable Decomposition

Deep Neural Networks (DNNs) have been a large driver and enabler for AI breakthroughs in recent years. These models have been getting larger in their attempt to become more accurate and tackle new upcoming use-cases, including AR/VR and intelligent assistants. However, the training process of such large models is a costly and time-consuming process, which typically yields a single model to fit all targets. To mitigate this, various techniques have been proposed in the literature, including pruning, sparsification or quantization of the model weights and updates. While able to achieve high compression rates, they often incur computational overheads or accuracy penalties. Alternatively, factorization methods have been leveraged to incorporate low-rank compression in the training process. Similarly, such techniques (e.g.,~SVD) frequently rely on the computationally expensive decomposition of layers and are potentially sub-optimal for non-linear models, such as DNNs. In this work, we take a further step in designing efficient low-rank models and propose Maestro, a framework for trainable low-rank layers. Instead of regularly applying a priori decompositions such as SVD, the low-rank structure is built into the training process through a generalized variant of Ordered Dropout. This method imposes an importance ordering via sampling on the decomposed DNN structure. Our theoretical analysis demonstrates that our method recovers the SVD decomposition of linear mapping on uniformly distributed data and PCA for linear autoencoders. We further apply our technique on DNNs and empirically illustrate that Maestro enables the extraction of lower footprint models that preserve model performance while allowing for graceful accuracy-latency tradeoff for the deployment to devices of different capabilities.

Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task

This study explores the neural and behavioral consequences of LLM-assisted essay writing. Participants were divided into three groups: LLM, Search Engine, and Brain-only (no tools). Each completed three sessions under the same condition. In a fourth session, LLM users were reassigned to Brain-only group (LLM-to-Brain), and Brain-only users were reassigned to LLM condition (Brain-to-LLM). A total of 54 participants took part in Sessions 1-3, with 18 completing session 4. We used electroencephalography (EEG) to assess cognitive load during essay writing, and analyzed essays using NLP, as well as scoring essays with the help from human teachers and an AI judge. Across groups, NERs, n-gram patterns, and topic ontology showed within-group homogeneity. EEG revealed significant differences in brain connectivity: Brain-only participants exhibited the strongest, most distributed networks; Search Engine users showed moderate engagement; and LLM users displayed the weakest connectivity. Cognitive activity scaled down in relation to external tool use. In session 4, LLM-to-Brain participants showed reduced alpha and beta connectivity, indicating under-engagement. Brain-to-LLM users exhibited higher memory recall and activation of occipito-parietal and prefrontal areas, similar to Search Engine users. Self-reported ownership of essays was the lowest in the LLM group and the highest in the Brain-only group. LLM users also struggled to accurately quote their own work. While LLMs offer immediate convenience, our findings highlight potential cognitive costs. Over four months, LLM users consistently underperformed at neural, linguistic, and behavioral levels. These results raise concerns about the long-term educational implications of LLM reliance and underscore the need for deeper inquiry into AI's role in learning.

CrossVideoMAE: Self-Supervised Image-Video Representation Learning with Masked Autoencoders

Current video-based Masked Autoencoders (MAEs) primarily focus on learning effective spatiotemporal representations from a visual perspective, which may lead the model to prioritize general spatial-temporal patterns but often overlook nuanced semantic attributes like specific interactions or sequences that define actions - such as action-specific features that align more closely with human cognition for space-time correspondence. This can limit the model's ability to capture the essence of certain actions that are contextually rich and continuous. Humans are capable of mapping visual concepts, object view invariance, and semantic attributes available in static instances to comprehend natural dynamic scenes or videos. Existing MAEs for videos and static images rely on separate datasets for videos and images, which may lack the rich semantic attributes necessary for fully understanding the learned concepts, especially when compared to using video and corresponding sampled frame images together. To this end, we propose CrossVideoMAE an end-to-end self-supervised cross-modal contrastive learning MAE that effectively learns both video-level and frame-level rich spatiotemporal representations and semantic attributes. Our method integrates mutual spatiotemporal information from videos with spatial information from sampled frames within a feature-invariant space, while encouraging invariance to augmentations within the video domain. This objective is achieved through jointly embedding features of visible tokens and combining feature correspondence within and across modalities, which is critical for acquiring rich, label-free guiding signals from both video and frame image modalities in a self-supervised manner. Extensive experiments demonstrate that our approach surpasses previous state-of-the-art methods and ablation studies validate the effectiveness of our approach.