Daily Papers

Large Language Models (LLMs) achieve gold-medal performance across many benchmarks, yet it remains unclear whether such success reflects genuine reasoning or pattern matching. From a cognitive science perspective, an informative test is whether models can master an unfamiliar language through explicit metalinguistic deductive learning, a paradigm where human learners can reliably internalise grammatical systems through metalinguistic reasoning. We address this question with Camlang, a novel constructed language that exhibits naturalistic yet unattested feature combinations. Camlang consists of two explicit resources, a grammar book and a bilingual dictionary, which mirror adult second-language learning via explicit grammar rules and lexical lookup, and enable us to disentangle errors in morpho-syntax, lexical semantics, and sentence-level reasoning. Human experiments show that these resources are sufficient for participants to acquire Camlang and successfully solve Camlang tasks. To operationalise evaluation, we adapt CommonsenseQA into Camlang, creating Camlang-CSQA-v0, the first task in a broader suite where solving questions requires applying grammar rules and lexical mappings. Experimental results show that GPT-5 achieves 98\% EM accuracy in English but only 47\% in Camlang, far below human performance at 87\%, while other state-of-the-art reasoning LLMs perform even worse. Human verification further reveals that most model successes stem from shallow lexical alignment while GPT-5 shows emerging metalinguistic awareness to a limited extent but not systematic grammatical mastery as humans. Camlang establishes a cognitively grounded evaluation paradigm that exposes fundamental gaps between current models and human metalinguistic competence.

Large language models are typically adapted to downstream tasks through supervised fine-tuning on domain-specific data. While standard fine-tuning focuses on minimizing generation loss to optimize model parameters, we take a deeper step by retaining and leveraging the model's own learning signals, analogous to how human learners reflect on past mistakes to improve future performance. We first introduce the concept of Mistake Log to systematically track the model's learning behavior and recurring errors throughout fine-tuning. Treating the original transformer-based model as the Pilot, we correspondingly design a Copilot model to refine the Pilot's inference performance via logits rectification. We name the overall Pilot-Copilot framework the Transformer Copilot, which introduces (i) a novel Copilot model design, (ii) a joint training paradigm where the Copilot continuously learns from the evolving Mistake Log alongside the Pilot, and (iii) a fused inference paradigm where the Copilot rectifies the Pilot's logits for enhanced generation. We provide both theoretical and empirical analyses on our new learning framework. Experiments on 12 benchmarks spanning commonsense, arithmetic, and recommendation tasks demonstrate that Transformer Copilot consistently improves performance by up to 34.5%, while introducing marginal computational overhead to Pilot models and exhibiting strong scalability and transferability.

Deep neural networks drive the success of natural language processing. A fundamental property of language is its compositional structure, allowing humans to systematically produce forms for new meanings. For humans, languages with more compositional and transparent structures are typically easier to learn than those with opaque and irregular structures. However, this learnability advantage has not yet been shown for deep neural networks, limiting their use as models for human language learning. Here, we directly test how neural networks compare to humans in learning and generalizing different languages that vary in their degree of compositional structure. We evaluate the memorization and generalization capabilities of a large language model and recurrent neural networks, and show that both deep neural networks exhibit a learnability advantage for more structured linguistic input: neural networks exposed to more compositional languages show more systematic generalization, greater agreement between different agents, and greater similarity to human learners.

Today's most accurate language models are trained on orders of magnitude more language data than human language learners receive - but with no supervision from other sensory modalities that play a crucial role in human learning. Can we make LMs' representations and predictions more accurate (and more human-like) with more ecologically plausible supervision? This paper describes LexiContrastive Grounding (LCG), a grounded language learning procedure that leverages visual supervision to improve textual representations. LexiContrastive Grounding combines a next token prediction strategy with a contrastive visual grounding objective, focusing on early-layer representations that encode lexical information. Across multiple word-learning and sentence-understanding benchmarks, LexiContrastive Grounding not only outperforms standard language-only models in learning efficiency, but also improves upon vision-and-language learning procedures including CLIP, GIT, Flamingo, and Vokenization. Moreover, LexiContrastive Grounding improves perplexity by around 5% on multiple language modeling tasks. This work underscores the potential of incorporating visual grounding into language models, aligning more closely with the multimodal nature of human language acquisition.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

The dominant paradigm for instruction tuning is the random-shuffled training of maximally diverse instruction-response pairs. This paper explores the potential benefits of applying a structured cognitive learning approach to instruction tuning in contemporary large language models like ChatGPT and GPT-4. Unlike the previous conventional randomized instruction dataset, we propose a highly structured synthetic dataset that mimics the progressive and organized nature of human education. We curate our dataset by aligning it with educational frameworks, incorporating meta information including its topic and cognitive rigor level for each sample. Our dataset covers comprehensive fine-grained topics spanning diverse educational stages (from middle school to graduate school) with various questions for each topic to enhance conceptual depth using Bloom's taxonomy-a classification framework distinguishing various levels of human cognition for each concept. The results demonstrate that this cognitive rigorous training approach yields significant performance enhancements - +3.06 on the MMLU benchmark and an additional +1.28 on AI2 Reasoning Challenge (hard set) - compared to conventional randomized training, all while avoiding additional computational costs. This research highlights the potential of leveraging human learning principles to enhance the capabilities of language models in comprehending and responding to complex instructions and tasks.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Training Large Language Models (LLMs) incurs substantial data-related costs, motivating the development of data-efficient training methods through optimised data ordering and selection. Human-inspired learning strategies, such as curriculum learning, offer possibilities for efficient training by organising data according to common human learning practices. Despite evidence that fine-tuning with curriculum learning improves the performance of LLMs for natural language understanding tasks, its effectiveness is typically assessed using a single model. In this work, we extend previous research by evaluating both curriculum-based and non-curriculum-based learning strategies across multiple LLMs, using human-defined and automated data labels for medical question answering. Our results indicate a moderate impact of using human-inspired learning strategies for fine-tuning LLMs, with maximum accuracy gains of 1.77% per model and 1.81% per dataset. Crucially, we demonstrate that the effectiveness of these strategies varies significantly across different model-dataset combinations, emphasising that the benefits of a specific human-inspired strategy for fine-tuning LLMs do not generalise. Additionally, we find evidence that curriculum learning using LLM-defined question difficulty outperforms human-defined difficulty, highlighting the potential of using model-generated measures for optimal curriculum design.

Enabling a computer to understand a document so that it can answer comprehension questions is a central, yet unsolved goal of NLP. A key factor impeding its solution by machine learned systems is the limited availability of human-annotated data. Hermann et al. (2015) seek to solve this problem by creating over a million training examples by pairing CNN and Daily Mail news articles with their summarized bullet points, and show that a neural network can then be trained to give good performance on this task. In this paper, we conduct a thorough examination of this new reading comprehension task. Our primary aim is to understand what depth of language understanding is required to do well on this task. We approach this from one side by doing a careful hand-analysis of a small subset of the problems and from the other by showing that simple, carefully designed systems can obtain accuracies of 73.6% and 76.6% on these two datasets, exceeding current state-of-the-art results by 7-10% and approaching what we believe is the ceiling for performance on this task.

We introduce a new language learning setting relevant to building adaptive natural language interfaces. It is inspired by Wittgenstein's language games: a human wishes to accomplish some task (e.g., achieving a certain configuration of blocks), but can only communicate with a computer, who performs the actual actions (e.g., removing all red blocks). The computer initially knows nothing about language and therefore must learn it from scratch through interaction, while the human adapts to the computer's capabilities. We created a game in a blocks world and collected interactions from 100 people playing it. First, we analyze the humans' strategies, showing that using compositionality and avoiding synonyms correlates positively with task performance. Second, we compare computer strategies, showing how to quickly learn a semantic parsing model from scratch, and that modeling pragmatics further accelerates learning for successful players.

Prompting Large Language Models (LLMs), or providing context on the expected model of operation, is an effective way to steer the outputs of such models to satisfy human desiderata after they have been trained. But in rapidly evolving domains, there is often need to fine-tune LLMs to improve either the kind of knowledge in their memory or their abilities to perform open ended reasoning in new domains. When human's learn new concepts, we often do so by linking the new material that we are studying to concepts we have already learned before. To that end, we ask, "can prompting help us teach LLMs how to learn". In this work, we study a novel generalization of instruction tuning, called contextual fine-tuning, to fine-tune LLMs. Our method leverages instructional prompts designed to mimic human cognitive strategies in learning and problem-solving to guide the learning process during training, aiming to improve the model's interpretation and understanding of domain-specific knowledge. We empirically demonstrate that this simple yet effective modification improves the ability of LLMs to be fine-tuned rapidly on new datasets both within the medical and financial domains.

Humans (e.g., crowdworkers) have a remarkable ability in solving different tasks, by simply reading textual instructions that define them and looking at a few examples. Despite the success of the conventional supervised learning on individual datasets, such models often struggle with generalization across tasks (e.g., a question-answering system cannot solve classification tasks). A long-standing challenge in AI is to build a model that learns a new task by understanding the human-readable instructions that define it. To study this, we introduce NATURAL INSTRUCTIONS, a dataset of 61 distinct tasks, their human-authored instructions, and 193k task instances (input-output pairs). The instructions are obtained from crowdsourcing instructions used to create existing NLP datasets and mapped to a unified schema. Using this meta-dataset, we measure cross-task generalization by training models on seen tasks and measuring generalization to the remaining unseen ones. We adopt generative pre-trained language models to encode task-specific instructions along with input and generate task output. Our results indicate that models benefit from instructions when evaluated in terms of generalization to unseen tasks (19% better for models utilizing instructions). These models, however, are far behind an estimated performance upperbound indicating significant room for more progress in this direction.

How do humans learn language, and can the first language be learned at all? These fundamental questions are still hotly debated. In contemporary linguistics, there are two major schools of thought that give completely opposite answers. According to Chomsky's theory of universal grammar, language cannot be learned because children are not exposed to sufficient data in their linguistic environment. In contrast, usage-based models of language assume a profound relationship between language structure and language use. In particular, contextual mental processing and mental representations are assumed to have the cognitive capacity to capture the complexity of actual language use at all levels. The prime example is syntax, i.e., the rules by which words are assembled into larger units such as sentences. Typically, syntactic rules are expressed as sequences of word classes. However, it remains unclear whether word classes are innate, as implied by universal grammar, or whether they emerge during language acquisition, as suggested by usage-based approaches. Here, we address this issue from a machine learning and natural language processing perspective. In particular, we trained an artificial deep neural network on predicting the next word, provided sequences of consecutive words as input. Subsequently, we analyzed the emerging activation patterns in the hidden layers of the neural network. Strikingly, we find that the internal representations of nine-word input sequences cluster according to the word class of the tenth word to be predicted as output, even though the neural network did not receive any explicit information about syntactic rules or word classes during training. This surprising result suggests, that also in the human brain, abstract representational categories such as word classes may naturally emerge as a consequence of predictive coding and processing during language acquisition.

We present a large-scale dataset, ReCoRD, for machine reading comprehension requiring commonsense reasoning. Experiments on this dataset demonstrate that the performance of state-of-the-art MRC systems fall far behind human performance. ReCoRD represents a challenge for future research to bridge the gap between human and machine commonsense reading comprehension. ReCoRD is available at http://nlp.jhu.edu/record.

We explore unconstrained natural language feedback as a learning signal for artificial agents. Humans use rich and varied language to teach, yet most prior work on interactive learning from language assumes a particular form of input (e.g., commands). We propose a general framework which does not make this assumption, using aspect-based sentiment analysis to decompose feedback into sentiment about the features of a Markov decision process. We then perform an analogue of inverse reinforcement learning, regressing the sentiment on the features to infer the teacher's latent reward function. To evaluate our approach, we first collect a corpus of teaching behavior in a cooperative task where both teacher and learner are human. We implement three artificial learners: sentiment-based "literal" and "pragmatic" models, and an inference network trained end-to-end to predict latent rewards. We then repeat our initial experiment and pair them with human teachers. All three successfully learn from interactive human feedback. The sentiment models outperform the inference network, with the "pragmatic" model approaching human performance. Our work thus provides insight into the information structure of naturalistic linguistic feedback as well as methods to leverage it for reinforcement learning.

Without explicit feedback, humans can rapidly learn the meaning of words. Children can acquire a new word after just a few passive exposures, a process known as fast mapping. This word learning capability is believed to be the most fundamental building block of multimodal understanding and reasoning. Despite recent advancements in multimodal learning, a systematic and rigorous evaluation is still missing for human-like word learning in machines. To fill in this gap, we introduce the MachinE Word Learning (MEWL) benchmark to assess how machines learn word meaning in grounded visual scenes. MEWL covers human's core cognitive toolkits in word learning: cross-situational reasoning, bootstrapping, and pragmatic learning. Specifically, MEWL is a few-shot benchmark suite consisting of nine tasks for probing various word learning capabilities. These tasks are carefully designed to be aligned with the children's core abilities in word learning and echo the theories in the developmental literature. By evaluating multimodal and unimodal agents' performance with a comparative analysis of human performance, we notice a sharp divergence in human and machine word learning. We further discuss these differences between humans and machines and call for human-like few-shot word learning in machines.

The traditional process of building interactive machine learning systems can be viewed as a teacher-learner interaction scenario where the machine-learners are trained by one or more human-teachers. In this work, we explore the idea of using a conversational interface to investigate the interaction between human-teachers and interactive machine-learners. Specifically, we examine whether teachable AI agents can reliably learn from human-teachers through conversational interactions, and how this learning compare with traditional supervised learning algorithms. Results validate the concept of teachable conversational agents and highlight the factors relevant for the development of machine learning systems that intend to learn from conversational interactions.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

Humans can learn a variety of concepts and skills incrementally over the course of their lives while exhibiting many desirable properties, such as continual learning without forgetting, forward transfer and backward transfer of knowledge, and learning a new concept or task with only a few examples. Several lines of machine learning research, such as lifelong machine learning, few-shot learning, and transfer learning attempt to capture these properties. However, most previous approaches can only demonstrate subsets of these properties, often by different complex mechanisms. In this work, we propose a simple yet powerful unified deep learning framework that supports almost all of these properties and approaches through one central mechanism. Experiments on toy examples support our claims. We also draw connections between many peculiarities of human learning (such as memory loss and "rain man") and our framework. As academics, we often lack resources required to build and train, deep neural networks with billions of parameters on hundreds of TPUs. Thus, while our framework is still conceptual, and our experiment results are surely not SOTA, we hope that this unified lifelong learning framework inspires new work towards large-scale experiments and understanding human learning in general. This paper is summarized in two short YouTube videos: https://youtu.be/gCuUyGETbTU (part 1) and https://youtu.be/XsaGI01b-1o (part 2).

Language models (LMs) often exhibit undesirable text generation behaviors, including generating false, toxic, or irrelevant outputs. Reinforcement learning from human feedback (RLHF) - where human preference judgments on LM outputs are transformed into a learning signal - has recently shown promise in addressing these issues. However, such holistic feedback conveys limited information on long text outputs; it does not indicate which aspects of the outputs influenced user preference; e.g., which parts contain what type(s) of errors. In this paper, we use fine-grained human feedback (e.g., which sentence is false, which sub-sentence is irrelevant) as an explicit training signal. We introduce Fine-Grained RLHF, a framework that enables training and learning from reward functions that are fine-grained in two respects: (1) density, providing a reward after every segment (e.g., a sentence) is generated; and (2) incorporating multiple reward models associated with different feedback types (e.g., factual incorrectness, irrelevance, and information incompleteness). We conduct experiments on detoxification and long-form question answering to illustrate how learning with such reward functions leads to improved performance, supported by both automatic and human evaluation. Additionally, we show that LM behaviors can be customized using different combinations of fine-grained reward models. We release all data, collected human feedback, and codes at https://FineGrainedRLHF.github.io.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

In this paper, I introduce the retrieval problem, a simple reasoning task that can be solved only by transformers with a minimum number of layers. The task has an adjustable difficulty that can further increase the required number of layers to any arbitrary value. I demonstrate that large language models can solve the task under different prompting formulations without any fine-tuning. To understand how transformers solve the retrieval problem, I train several transformers on a minimal formulation. I find that successful learning occurs only under the presence of an implicit curriculum. I uncover the learned mechanisms by studying the attention maps in the trained transformers. I also study the training process, uncovering that attention heads always emerge in a specific sequence.

Recent works have shown the benefits to LLMs from fine-tuning golden-standard Chain-of-Thought (CoT) rationales or using them as correct examples in few-shot prompting. While humans can indeed imitate correct examples, learning from our mistakes is another vital aspect of human cognition. Hence, a question naturally arises: can LLMs learn and benefit from their mistakes, especially for their reasoning? This study investigates this problem from both the prompting and model-tuning perspectives. We begin by introducing CoTErrorSet, a new benchmark with 609,432 questions, each designed with both correct and error references, and demonstrating the types and reasons for making such mistakes. To explore the effectiveness of those mistakes, we design two methods: (1) Self-rethinking prompting guides LLMs to rethink whether they have made similar previous mistakes; and (2) Mistake tuning involves finetuning models in both correct and incorrect reasoning domains, rather than only tuning models to learn ground truth in traditional methodology. We conduct a series of experiments to prove LLMs can obtain benefits from mistakes in both directions. Our two methods offer potentially cost-effective strategies by leveraging errors to enhance reasoning capabilities, which costs significantly less than creating meticulously hand-crafted golden references. We ultimately make a thorough analysis of the reasons behind LLMs' errors, which provides directions that future research needs to overcome. CoTErrorSet will be published soon on \url{https://github.com/YookiTong/Learn-from-Mistakes-CotErrorSet}.

Supervised machine learning provides the learner with a set of input-output examples of the target task. Humans, however, can also learn to perform new tasks from instructions in natural language. Can machines learn to understand instructions as well? We present the Turking Test, which examines a model's ability to follow natural language instructions of varying complexity. These range from simple tasks, like retrieving the nth word of a sentence, to ones that require creativity, such as generating examples for SNLI and SQuAD in place of human intelligence workers ("turkers"). Despite our lenient evaluation methodology, we observe that a large pretrained language model performs poorly across all tasks. Analyzing the model's error patterns reveals that the model tends to ignore explicit instructions and often generates outputs that cannot be construed as an attempt to solve the task. While it is not yet clear whether instruction understanding can be captured by traditional language models, the sheer expressivity of instruction understanding makes it an appealing alternative to the rising few-shot inference paradigm.

When do machine learning systems fail to generalize, and what mechanisms could improve their generalization? Here, we draw inspiration from cognitive science to argue that one weakness of machine learning systems is their failure to exhibit latent learning -- learning information that is not relevant to the task at hand, but that might be useful in a future task. We show how this perspective links failures ranging from the reversal curse in language modeling to new findings on agent-based navigation. We then highlight how cognitive science points to episodic memory as a potential part of the solution to these issues. Correspondingly, we show that a system with an oracle retrieval mechanism can use learning experiences more flexibly to generalize better across many of these challenges. We also identify some of the essential components for effectively using retrieval, including the importance of within-example in-context learning for acquiring the ability to use information across retrieved examples. In summary, our results illustrate one possible contributor to the relative data inefficiency of current machine learning systems compared to natural intelligence, and help to understand how retrieval methods can complement parametric learning to improve generalization.

The last decade has seen a significant increase of interest in deep learning research, with many public successes that have demonstrated its potential. As such, these systems are now being incorporated into commercial products. With this comes an additional challenge: how can we build AI systems that solve tasks where there is not a crisp, well-defined specification? While multiple solutions have been proposed, in this competition we focus on one in particular: learning from human feedback. Rather than training AI systems using a predefined reward function or using a labeled dataset with a predefined set of categories, we instead train the AI system using a learning signal derived from some form of human feedback, which can evolve over time as the understanding of the task changes, or as the capabilities of the AI system improve. The MineRL BASALT competition aims to spur forward research on this important class of techniques. We design a suite of four tasks in Minecraft for which we expect it will be hard to write down hardcoded reward functions. These tasks are defined by a paragraph of natural language: for example, "create a waterfall and take a scenic picture of it", with additional clarifying details. Participants must train a separate agent for each task, using any method they want. Agents are then evaluated by humans who have read the task description. To help participants get started, we provide a dataset of human demonstrations on each of the four tasks, as well as an imitation learning baseline that leverages these demonstrations. Our hope is that this competition will improve our ability to build AI systems that do what their designers intend them to do, even when the intent cannot be easily formalized. Besides allowing AI to solve more tasks, this can also enable more effective regulation of AI systems, as well as making progress on the value alignment problem.

Machine learning has shown growing success in recent years. However, current machine learning systems are highly specialized, trained for particular problems or domains, and typically on a single narrow dataset. Human learning, on the other hand, is highly general and adaptable. Never-ending learning is a machine learning paradigm that aims to bridge this gap, with the goal of encouraging researchers to design machine learning systems that can learn to perform a wider variety of inter-related tasks in more complex environments. To date, there is no environment or testbed to facilitate the development and evaluation of never-ending learning systems. To this end, we propose the Jelly Bean World testbed. The Jelly Bean World allows experimentation over two-dimensional grid worlds which are filled with items and in which agents can navigate. This testbed provides environments that are sufficiently complex and where more generally intelligent algorithms ought to perform better than current state-of-the-art reinforcement learning approaches. It does so by producing non-stationary environments and facilitating experimentation with multi-task, multi-agent, multi-modal, and curriculum learning settings. We hope that this new freely-available software will prompt new research and interest in the development and evaluation of never-ending learning systems and more broadly, general intelligence systems.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

In recent years, Large Language Models (LLMs) have witnessed a remarkable surge in prevalence, altering the landscape of natural language processing and machine learning. One key factor in improving the performance of LLMs is alignment with humans achieved with Reinforcement Learning from Human Feedback (RLHF), as for many LLMs such as GPT-4, Bard, etc. In addition, recent studies are investigating the replacement of human feedback with feedback from other LLMs named Reinforcement Learning from AI Feedback (RLAIF). We examine the biases that come along with evaluating LLMs with other LLMs and take a closer look into verbosity bias -- a bias where LLMs sometimes prefer more verbose answers even if they have similar qualities. We see that in our problem setting, GPT-4 prefers longer answers more than humans. We also propose a metric to measure this bias.

Human attention modelling has proven, in recent years, to be particularly useful not only for understanding the cognitive processes underlying visual exploration, but also for providing support to artificial intelligence models that aim to solve problems in various domains, including image and video processing, vision-and-language applications, and language modelling. This survey offers a reasoned overview of recent efforts to integrate human attention mechanisms into contemporary deep learning models and discusses future research directions and challenges. For a comprehensive overview on the ongoing research refer to our dedicated repository available at https://github.com/aimagelab/awesome-human-visual-attention.

Current Large Language Models (LLMs) are unparalleled in their ability to generate grammatically correct, fluent text. LLMs are appearing rapidly, and debates on LLM capacities have taken off, but reflection is lagging behind. Thus, in this position paper, we first zoom in on the debate and critically assess three points recurring in critiques of LLM capacities: i) that LLMs only parrot statistical patterns in the training data; ii) that LLMs master formal but not functional language competence; and iii) that language learning in LLMs cannot inform human language learning. Drawing on empirical and theoretical arguments, we show that these points need more nuance. Second, we outline a pragmatic perspective on the issue of `real' understanding and intentionality in LLMs. Understanding and intentionality pertain to unobservable mental states we attribute to other humans because they have pragmatic value: they allow us to abstract away from complex underlying mechanics and predict behaviour effectively. We reflect on the circumstances under which it would make sense for humans to similarly attribute mental states to LLMs, thereby outlining a pragmatic philosophical context for LLMs as an increasingly prominent technology in society.

One long-term goal of machine learning research is to produce methods that are applicable to reasoning and natural language, in particular building an intelligent dialogue agent. To measure progress towards that goal, we argue for the usefulness of a set of proxy tasks that evaluate reading comprehension via question answering. Our tasks measure understanding in several ways: whether a system is able to answer questions via chaining facts, simple induction, deduction and many more. The tasks are designed to be prerequisites for any system that aims to be capable of conversing with a human. We believe many existing learning systems can currently not solve them, and hence our aim is to classify these tasks into skill sets, so that researchers can identify (and then rectify) the failings of their systems. We also extend and improve the recently introduced Memory Networks model, and show it is able to solve some, but not all, of the tasks.

This position paper argues that, in order to understand AI, we cannot rely on our existing vocabulary of human words. Instead, we should strive to develop neologisms: new words that represent precise human concepts that we want to teach machines, or machine concepts that we need to learn. We start from the premise that humans and machines have differing concepts. This means interpretability can be framed as a communication problem: humans must be able to reference and control machine concepts, and communicate human concepts to machines. Creating a shared human-machine language through developing neologisms, we believe, could solve this communication problem. Successful neologisms achieve a useful amount of abstraction: not too detailed, so they're reusable in many contexts, and not too high-level, so they convey precise information. As a proof of concept, we demonstrate how a "length neologism" enables controlling LLM response length, while a "diversity neologism" allows sampling more variable responses. Taken together, we argue that we cannot understand AI using our existing vocabulary, and expanding it through neologisms creates opportunities for both controlling and understanding machines better.

With the release of ever more capable large language models (LLMs), researchers in NLP and related disciplines have started to explore the usability of LLMs for a wide variety of different annotation tasks. Very recently, a lot of this attention has shifted to tasks that are subjective in nature. Given that the latest generations of LLMs have digested and encoded extensive knowledge about different human subpopulations and individuals, the hope is that these models can be trained, tuned or prompted to align with a wide range of different human perspectives. While researchers already evaluate the success of this alignment via surveys and tests, there is a lack of resources to evaluate the alignment on what oftentimes matters the most in NLP; the actual downstream tasks. To fill this gap we present SubData, a Python library that offers researchers working on topics related to subjectivity in annotation tasks a convenient way of collecting, combining and using a range of suitable datasets.

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

Learning from human feedback is a prominent technique to align the output of large language models (LLMs) with human expectations. Reinforcement learning from human feedback (RLHF) leverages human preference signals that are in the form of ranking of response pairs to perform this alignment. However, human preference on LLM outputs can come in much richer forms including natural language, which may provide detailed feedback on strengths and weaknesses of a given response. In this work we investigate data efficiency of modeling human feedback that is in natural language. Specifically, we fine-tune an open-source LLM, e.g., Falcon-40B-Instruct, on a relatively small amount (1000 records or even less) of human feedback in natural language in the form of critiques and revisions of responses. We show that this model is able to improve the quality of responses from even some of the strongest LLMs such as ChatGPT, BARD, and Vicuna, through critique and revision of those responses. For instance, through one iteration of revision of ChatGPT responses, the revised responses have 56.6% win rate over the original ones, and this win rate can be further improved to 65.9% after applying the revision for five iterations.

There is a practically unlimited amount of natural language data available. Still, recent work in text comprehension has focused on datasets which are small relative to current computing possibilities. This article is making a case for the community to move to larger data and as a step in that direction it is proposing the BookTest, a new dataset similar to the popular Children's Book Test (CBT), however more than 60 times larger. We show that training on the new data improves the accuracy of our Attention-Sum Reader model on the original CBT test data by a much larger margin than many recent attempts to improve the model architecture. On one version of the dataset our ensemble even exceeds the human baseline provided by Facebook. We then show in our own human study that there is still space for further improvement.

Recently, reading comprehension models achieved near-human performance on large-scale datasets such as SQuAD, CoQA, MS Macro, RACE, etc. This is largely due to the release of pre-trained contextualized representations such as BERT and ELMo, which can be fine-tuned for the target task. Despite those advances and the creation of more challenging datasets, most of the work is still done for English. Here, we study the effectiveness of multilingual BERT fine-tuned on large-scale English datasets for reading comprehension (e.g., for RACE), and we apply it to Bulgarian multiple-choice reading comprehension. We propose a new dataset containing 2,221 questions from matriculation exams for twelfth grade in various subjects -history, biology, geography and philosophy-, and 412 additional questions from online quizzes in history. While the quiz authors gave no relevant context, we incorporate knowledge from Wikipedia, retrieving documents matching the combination of question + each answer option. Moreover, we experiment with different indexing and pre-training strategies. The evaluation results show accuracy of 42.23%, which is well above the baseline of 24.89%.

We introduce Generalized Instruction Tuning (called GLAN), a general and scalable method for instruction tuning of Large Language Models (LLMs). Unlike prior work that relies on seed examples or existing datasets to construct instruction tuning data, GLAN exclusively utilizes a pre-curated taxonomy of human knowledge and capabilities as input and generates large-scale synthetic instruction data across all disciplines. Specifically, inspired by the systematic structure in human education system, we build the taxonomy by decomposing human knowledge and capabilities to various fields, sub-fields and ultimately, distinct disciplines semi-automatically, facilitated by LLMs. Subsequently, we generate a comprehensive list of subjects for every discipline and proceed to design a syllabus tailored to each subject, again utilizing LLMs. With the fine-grained key concepts detailed in every class session of the syllabus, we are able to generate diverse instructions with a broad coverage across the entire spectrum of human knowledge and skills. Extensive experiments on large language models (e.g., Mistral) demonstrate that GLAN excels in multiple dimensions from mathematical reasoning, coding, academic exams, logical reasoning to general instruction following without using task-specific training data of these tasks. In addition, GLAN allows for easy customization and new fields or skills can be added by simply incorporating a new node into our taxonomy.

Large Language Models (LLMs) are smart but forgetful. Recent studies, (e.g., (Bubeck et al., 2023)) on modern LLMs have shown that they are capable of performing amazing tasks typically necessitating human-level intelligence. However, unlike humans, frozen LLMs do not improve over time; they neither acquire new knowledge nor learn from their successes or failures. Some approaches to improving the intelligence of LLMs include fine-tuning models based on problem-solving performance (Zelikman et al., 2022), and building bigger and more sophisticated models (Bubeck et al., 2023). However, these methods have the drawback of requiring substantial data and computational resources to retrain existing models. In this paper, we explore the use of Retrieval Augmented Generation, also known as RAG (Lewis et al., 2021) to improve problem-solving performance. We propose ARM-RAG (Auxiliary Rationale Memory for Retrieval Augmented Generation), a system that learns from its successes without incurring high training costs. We demonstrate that the storage and subsequent retrieval of reasoning chains have a positive influence on performance in grade-school math problems.

Large Language Models (LLMs), such as ChatGPT, are quickly advancing AI to the frontiers of practical consumer use and leading industries to re-evaluate how they allocate resources for content production. Authoring of open educational resources and hint content within adaptive tutoring systems is labor intensive. Should LLMs like ChatGPT produce educational content on par with human-authored content, the implications would be significant for further scaling of computer tutoring system approaches. In this paper, we conduct the first learning gain evaluation of ChatGPT by comparing the efficacy of its hints with hints authored by human tutors with 77 participants across two algebra topic areas, Elementary Algebra and Intermediate Algebra. We find that 70% of hints produced by ChatGPT passed our manual quality checks and that both human and ChatGPT conditions produced positive learning gains. However, gains were only statistically significant for human tutor created hints. Learning gains from human-created hints were substantially and statistically significantly higher than ChatGPT hints in both topic areas, though ChatGPT participants in the Intermediate Algebra experiment were near ceiling and not even with the control at pre-test. We discuss the limitations of our study and suggest several future directions for the field. Problem and hint content used in the experiment is provided for replicability.

In the quest for super-human performance, Large Language Models (LLMs) have traditionally been tethered to human-annotated datasets and predefined training objectives-a process that is both labor-intensive and inherently limited. This paper presents a transformative approach: Autonomous Learning for LLMs, a self-sufficient learning paradigm that frees models from the constraints of human supervision. This method endows LLMs with the ability to self-educate through direct interaction with text, akin to a human reading and comprehending literature. Our approach eliminates the reliance on annotated data, fostering an Autonomous Learning environment where the model independently identifies and reinforces its knowledge gaps. Empirical results from our comprehensive experiments, which utilized a diverse array of learning materials and were evaluated against standard public quizzes, reveal that Autonomous Learning outstrips the performance of both Pre-training and Supervised Fine-Tuning (SFT), as well as retrieval-augmented methods. These findings underscore the potential of Autonomous Learning to not only enhance the efficiency and effectiveness of LLM training but also to pave the way for the development of more advanced, self-reliant AI systems.

We present the Stanford Question Answering Dataset (SQuAD), a new reading comprehension dataset consisting of 100,000+ questions posed by crowdworkers on a set of Wikipedia articles, where the answer to each question is a segment of text from the corresponding reading passage. We analyze the dataset to understand the types of reasoning required to answer the questions, leaning heavily on dependency and constituency trees. We build a strong logistic regression model, which achieves an F1 score of 51.0%, a significant improvement over a simple baseline (20%). However, human performance (86.8%) is much higher, indicating that the dataset presents a good challenge problem for future research. The dataset is freely available at https://stanford-qa.com

Large language models (LLMs) have shown incredible performance in completing various real-world tasks. The current knowledge learning paradigm of LLMs is mainly based on learning from examples, in which LLMs learn the internal rule implicitly from a certain number of supervised examples. However, this learning paradigm may not well learn those complicated rules, especially when the training examples are limited. We are inspired that humans can learn the new tasks or knowledge in another way by learning from rules. That is, humans can learn new tasks or grasps new knowledge quickly and generalize well given only a detailed rule and a few optional examples. Therefore, in this paper, we aim to explore the feasibility of this new learning paradigm, which targets on encoding rule-based knowledge into LLMs. We further propose rule distillation, which first uses the strong in-context abilities of LLMs to extract the knowledge from the textual rules, and then explicitly encode the knowledge into the parameters of LLMs by learning from the above in-context signals produced inside the model. Our experiments show that making LLMs learn from rules by our method is much more efficient than example-based learning in both the sample size and generalization ability. Warning: This paper may contain examples with offensive content.

This paper describes a linguistically-motivated approach to the 2024 edition of the BabyLM Challenge (Warstadt et al. 2023). Rather than pursuing a first language learning (L1) paradigm, we approach the challenge from a second language (L2) learning perspective. In L2 learning, there is a stronger focus on learning explicit linguistic information, such as grammatical notions, definitions of words or different ways of expressing a meaning. This makes L2 learning potentially more efficient and concise. We approximate this using data from Wiktionary, grammar examples either generated by an LLM or sourced from grammar books, and paraphrase data. We find that explicit information about word meaning (in our case, Wiktionary) does not boost model performance, while grammatical information can give a small improvement. The most impactful data ingredient is sentence paraphrases, with our two best models being trained on 1) a mix of paraphrase data and data from the BabyLM pretraining dataset, and 2) exclusively paraphrase data.

How can we design Natural Language Processing (NLP) systems that learn from human feedback? There is a growing research body of Human-in-the-loop (HITL) NLP frameworks that continuously integrate human feedback to improve the model itself. HITL NLP research is nascent but multifarious -- solving various NLP problems, collecting diverse feedback from different people, and applying different methods to learn from collected feedback. We present a survey of HITL NLP work from both Machine Learning (ML) and Human-Computer Interaction (HCI) communities that highlights its short yet inspiring history, and thoroughly summarize recent frameworks focusing on their tasks, goals, human interactions, and feedback learning methods. Finally, we discuss future directions for integrating human feedback in the NLP development loop.

We propose a new learning paradigm called Deep Memory. It has the potential to completely revolutionize the Machine Learning field. Surprisingly, this paradigm has not been reinvented yet, unlike Deep Learning. At the core of this approach is the Learning By Heart principle, well studied in primary schools all over the world. Inspired by poem recitation, or by pi decimal memorization, we propose a concrete algorithm that mimics human behavior. We implement this paradigm on the task of generative modeling, and apply to images, natural language and even the pi decimals as long as one can print them as text. The proposed algorithm even generated this paper, in a one-shot learning setting. In carefully designed experiments, we show that the generated samples are indistinguishable from the training examples, as measured by any statistical tests or metrics.

Online education platforms are powered by various NLP pipelines, which utilize models like BERT to aid in content curation. Since the inception of the pre-trained language models like BERT, there have also been many efforts toward adapting these pre-trained models to specific domains. However, there has not been a model specifically adapted for the education domain (particularly K-12) across subjects to the best of our knowledge. In this work, we propose to train a language model on a corpus of data curated by us across multiple subjects from various sources for K-12 education. We also evaluate our model, K12-BERT, on downstream tasks like hierarchical taxonomy tagging.

As robots are increasingly deployed in real-world scenarios, a key question is how to best transfer knowledge learned in one environment to another, where shifting constraints and human preferences render adaptation challenging. A central challenge remains that often, it is difficult (perhaps even impossible) to capture the full complexity of the deployment environment, and therefore the desired tasks, at training time. Consequently, the representation, or abstraction, of the tasks the human hopes for the robot to perform in one environment may be misaligned with the representation of the tasks that the robot has learned in another. We postulate that because humans will be the ultimate evaluator of system success in the world, they are best suited to communicating the aspects of the tasks that matter to the robot. Our key insight is that effective learning from human input requires first explicitly learning good intermediate representations and then using those representations for solving downstream tasks. We highlight three areas where we can use this approach to build interactive systems and offer future directions of work to better create advanced collaborative robots.

Task semantics can be expressed by a set of input-to-output examples or a piece of textual instruction. Conventional machine learning approaches for natural language processing (NLP) mainly rely on the availability of large-scale sets of task-specific examples. Two issues arise: first, collecting task-specific labeled examples does not apply to scenarios where tasks may be too complicated or costly to annotate, or the system is required to handle a new task immediately; second, this is not user-friendly since end-users are probably more willing to provide task description rather than a set of examples before using the system. Therefore, the community is paying increasing interest in a new supervision-seeking paradigm for NLP: learning from task instructions. Despite its impressive progress, there are some common issues that the community struggles with. This survey paper tries to summarize and provide insights into the current research on instruction learning, particularly by answering the following questions: (i) What is task instruction, and what instruction types exist? (ii) How to model instructions? (iii) What factors influence and explain the instructions' performance? (iv) What challenges remain in instruction learning? To our knowledge, this is the first comprehensive survey about textual instructions.

An ability that underlies human syntactic knowledge is determining which words can appear in the similar structures (i.e. grouping words by their syntactic categories). These groupings enable humans to combine structures in order to communicate complex meanings. A foundational question is how do children acquire this ability underlying syntactic knowledge. In exploring this process, we will review various engineering approaches whose goal is similar to that of a child's -- without prior syntactic knowledge, correctly identify the parts of speech (POS) of the words in a sample of text. In reviewing these unsupervised tagging efforts, we will discuss common themes that support the advances in the models and their relevance for language acquisition. For example, we discuss how each model judges success (evaluation metrics), the "additional information" that constrains the POS learning (such as orthographic information), and the context used to determine POS (only previous word, words before and after the target, etc). The identified themes pave the way for future investigations into the cognitive processes that underpin the acquisition of syntactic categories and provide a useful layout of current state of the art unsupervised POS tagging models.

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Today's robot policies exhibit subpar performance when faced with the challenge of generalizing to novel environments. Human corrective feedback is a crucial form of guidance to enable such generalization. However, adapting to and learning from online human corrections is a non-trivial endeavor: not only do robots need to remember human feedback over time to retrieve the right information in new settings and reduce the intervention rate, but also they would need to be able to respond to feedback that can be arbitrary corrections about high-level human preferences to low-level adjustments to skill parameters. In this work, we present Distillation and Retrieval of Online Corrections (DROC), a large language model (LLM)-based system that can respond to arbitrary forms of language feedback, distill generalizable knowledge from corrections, and retrieve relevant past experiences based on textual and visual similarity for improving performance in novel settings. DROC is able to respond to a sequence of online language corrections that address failures in both high-level task plans and low-level skill primitives. We demonstrate that DROC effectively distills the relevant information from the sequence of online corrections in a knowledge base and retrieves that knowledge in settings with new task or object instances. DROC outperforms other techniques that directly generate robot code via LLMs by using only half of the total number of corrections needed in the first round and requires little to no corrections after two iterations. We show further results, videos, prompts and code on https://sites.google.com/stanford.edu/droc .

Abstract reasoning is a key ability for an intelligent system. Large language models achieve above-chance performance on abstract reasoning tasks, but exhibit many imperfections. However, human abstract reasoning is also imperfect, and depends on our knowledge and beliefs about the content of the reasoning problem. For example, humans reason much more reliably about logical rules that are grounded in everyday situations than arbitrary rules about abstract attributes. The training experiences of language models similarly endow them with prior expectations that reflect human knowledge and beliefs. We therefore hypothesized that language models would show human-like content effects on abstract reasoning problems. We explored this hypothesis across three logical reasoning tasks: natural language inference, judging the logical validity of syllogisms, and the Wason selection task (Wason, 1968). We find that state of the art large language models (with 7 or 70 billion parameters; Hoffman et al., 2022) reflect many of the same patterns observed in humans across these tasks -- like humans, models reason more effectively about believable situations than unrealistic or abstract ones. Our findings have implications for understanding both these cognitive effects, and the factors that contribute to language model performance.

In their recent Nature Human Behaviour paper, "Emergent analogical reasoning in large language models," (Webb, Holyoak, and Lu, 2023) the authors argue that "large language models such as GPT-3 have acquired an emergent ability to find zero-shot solutions to a broad range of analogy problems." In this response, we provide counterexamples of the letter string analogies. In our tests, GPT-3 fails to solve even the easiest variants of the problems presented in the original paper. Zero-shot reasoning is an extraordinary claim that requires extraordinary evidence. We do not see that evidence in our experiments. To strengthen claims of humanlike reasoning such as zero-shot reasoning, it is important that the field develop approaches that rule out data memorization.

Robots operating in human spaces must be able to engage in natural language interaction with people, both understanding and executing instructions, and using conversation to resolve ambiguity and recover from mistakes. To study this, we introduce TEACh, a dataset of over 3,000 human--human, interactive dialogues to complete household tasks in simulation. A Commander with access to oracle information about a task communicates in natural language with a Follower. The Follower navigates through and interacts with the environment to complete tasks varying in complexity from "Make Coffee" to "Prepare Breakfast", asking questions and getting additional information from the Commander. We propose three benchmarks using TEACh to study embodied intelligence challenges, and we evaluate initial models' abilities in dialogue understanding, language grounding, and task execution.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

Open-ended algorithms aim to learn new, interesting behaviors forever. That requires a vast environment search space, but there are thus infinitely many possible tasks. Even after filtering for tasks the current agent can learn (i.e., learning progress), countless learnable yet uninteresting tasks remain (e.g., minor variations of previously learned tasks). An Achilles Heel of open-endedness research is the inability to quantify (and thus prioritize) tasks that are not just learnable, but also interesting (e.g., worthwhile and novel). We propose solving this problem by Open-endedness via Models of human Notions of Interestingness (OMNI). The insight is that we can utilize foundation models (FMs) as a model of interestingness (MoI), because they already internalize human concepts of interestingness from training on vast amounts of human-generated data, where humans naturally write about what they find interesting or boring. We show that FM-based MoIs improve open-ended learning by focusing on tasks that are both learnable and interesting, outperforming baselines based on uniform task sampling or learning progress alone. This approach has the potential to dramatically advance the ability to intelligently select which tasks to focus on next (i.e., auto-curricula), and could be seen as AI selecting its own next task to learn, facilitating self-improving AI and AI-Generating Algorithms. Project website at https://www.jennyzhangzt.com/omni/

We present NewsQA, a challenging machine comprehension dataset of over 100,000 human-generated question-answer pairs. Crowdworkers supply questions and answers based on a set of over 10,000 news articles from CNN, with answers consisting of spans of text from the corresponding articles. We collect this dataset through a four-stage process designed to solicit exploratory questions that require reasoning. A thorough analysis confirms that NewsQA demands abilities beyond simple word matching and recognizing textual entailment. We measure human performance on the dataset and compare it to several strong neural models. The performance gap between humans and machines (0.198 in F1) indicates that significant progress can be made on NewsQA through future research. The dataset is freely available at https://datasets.maluuba.com/NewsQA.

Typically, machine learning systems solve new tasks by training on thousands of examples. In contrast, humans can solve new tasks by reading some instructions, with perhaps an example or two. To take a step toward closing this gap, we introduce a framework for developing NLP systems that solve new tasks after reading their descriptions, synthesizing prior work in this area. We instantiate this framework with a new English language dataset, ZEST, structured for task-oriented evaluation on unseen tasks. Formulating task descriptions as questions, we ensure each is general enough to apply to many possible inputs, thus comprehensively evaluating a model's ability to solve each task. Moreover, the dataset's structure tests specific types of systematic generalization. We find that the state-of-the-art T5 model achieves a score of 12% on ZEST, leaving a significant challenge for NLP researchers.

Artificial neural networks have exceeded human-level performance in accomplishing several individual tasks (e.g. voice recognition, object recognition, and video games). However, such success remains modest compared to human intelligence that can learn and perform an unlimited number of tasks. Humans' ability of learning and accumulating knowledge over their lifetime is an essential aspect of their intelligence. Continual machine learning aims at a higher level of machine intelligence through providing the artificial agents with the ability to learn online from a non-stationary and never-ending stream of data. A key component of such a never-ending learning process is to overcome the catastrophic forgetting of previously seen data, a problem that neural networks are well known to suffer from. The work described in this thesis has been dedicated to the investigation of continual learning and solutions to mitigate the forgetting phenomena in neural networks. To approach the continual learning problem, we first assume a task incremental setting where tasks are received one at a time and data from previous tasks are not stored. Since the task incremental setting can't be assumed in all continual learning scenarios, we also study the more general online continual setting. We consider an infinite stream of data drawn from a non-stationary distribution with a supervisory or self-supervisory training signal. The proposed methods in this thesis have tackled important aspects of continual learning. They were evaluated on different benchmarks and over various learning sequences. Advances in the state of the art of continual learning have been shown and challenges for bringing continual learning into application were critically identified.

The ability to translate diverse patterns of inputs into structured patterns of behavior has been thought to rest on both humans' and machines' ability to learn robust representations of relevant concepts. The rapid advancement of transformer-based large language models (LLMs) has led to a diversity of computational ingredients -- architectures, fine tuning methods, and training datasets among others -- but it remains unclear which of these ingredients are most crucial for building models that develop human-like representations. Further, most current LLM benchmarks are not suited to measuring representational alignment between humans and models, making benchmark scores unreliable for assessing if current LLMs are making progress towards becoming useful cognitive models. We address these limitations by first evaluating a set of over 70 models that widely vary in their computational ingredients on a triplet similarity task, a method well established in the cognitive sciences for measuring human conceptual representations, using concepts from the THINGS database. Comparing human and model representations, we find that models that undergo instruction-finetuning and which have larger dimensionality of attention heads are among the most human aligned, while multimodal pretraining and parameter size have limited bearing on alignment. Correlations between alignment scores and scores on existing benchmarks reveal that while some benchmarks (e.g., MMLU) are better suited than others (e.g., MUSR) for capturing representational alignment, no existing benchmark is capable of fully accounting for the variance of alignment scores, demonstrating their insufficiency in capturing human-AI alignment. Taken together, our findings help highlight the computational ingredients most essential for advancing LLMs towards models of human conceptual representation and address a key benchmarking gap in LLM evaluation.

As text generated by large language models proliferates, it becomes vital to understand how humans engage with such text, and whether or not they are able to detect when the text they are reading did not originate with a human writer. Prior work on human detection of generated text focuses on the case where an entire passage is either human-written or machine-generated. In this paper, we study a more realistic setting where text begins as human-written and transitions to being generated by state-of-the-art neural language models. We show that, while annotators often struggle at this task, there is substantial variance in annotator skill and that given proper incentives, annotators can improve at this task over time. Furthermore, we conduct a detailed comparison study and analyze how a variety of variables (model size, decoding strategy, fine-tuning, prompt genre, etc.) affect human detection performance. Finally, we collect error annotations from our participants and use them to show that certain textual genres influence models to make different types of errors and that certain sentence-level features correlate highly with annotator selection. We release the RoFT dataset: a collection of over 21,000 human annotations paired with error classifications to encourage future work in human detection and evaluation of generated text.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

The recent release of very large language models such as PaLM and GPT-4 has made an unprecedented impact in the popular media and public consciousness, giving rise to a mixture of excitement and fear as to their capabilities and potential uses, and shining a light on natural language processing research which had not previously received so much attention. The developments offer great promise for education technology, and in this paper we look specifically at the potential for incorporating large language models in AI-driven language teaching and assessment systems. We consider several research areas and also discuss the risks and ethical considerations surrounding generative AI in education technology for language learners. Overall we find that larger language models offer improvements over previous models in text generation, opening up routes toward content generation which had not previously been plausible. For text generation they must be prompted carefully and their outputs may need to be reshaped before they are ready for use. For automated grading and grammatical error correction, tasks whose progress is checked on well-known benchmarks, early investigations indicate that large language models on their own do not improve on state-of-the-art results according to standard evaluation metrics. For grading it appears that linguistic features established in the literature should still be used for best performance, and for error correction it may be that the models can offer alternative feedback styles which are not measured sensitively with existing methods. In all cases, there is work to be done to experiment with the inclusion of large language models in education technology for language learners, in order to properly understand and report on their capacities and limitations, and to ensure that foreseeable risks such as misinformation and harmful bias are mitigated.

Recent advances in large language models (LLMs) provide a new opportunity to address the long-standing question of how concepts are represented and organized in the mind, which is central to unravelling the nature of human cognition. Here, we reframed the classic reverse dictionary task to simulate human concept inference in context and investigated the emergence of human-like conceptual representations within LLMs. We found that LLMs were able to infer concepts from definitional descriptions and construct representation spaces that converge towards a shared, context-independent structure. These representations effectively predicted human behavioural judgments and aligned well with neural activity patterns in the human brain, offering evidence for biological plausibility. These findings demonstrate that human-like conceptual representations and organization can naturally emerge from language prediction, even without real-world grounding. Our work supports the view that LLMs serve as valuable tools for understanding complex human cognition and paves the way for better alignment between artificial and human intelligence.

As language models become more powerful, training and evaluation are increasingly bottlenecked by the data and metrics used for a particular task. For example, summarization models are often trained to predict human reference summaries and evaluated using ROUGE, but both of these metrics are rough proxies for what we really care about -- summary quality. In this work, we show that it is possible to significantly improve summary quality by training a model to optimize for human preferences. We collect a large, high-quality dataset of human comparisons between summaries, train a model to predict the human-preferred summary, and use that model as a reward function to fine-tune a summarization policy using reinforcement learning. We apply our method to a version of the TL;DR dataset of Reddit posts and find that our models significantly outperform both human reference summaries and much larger models fine-tuned with supervised learning alone. Our models also transfer to CNN/DM news articles, producing summaries nearly as good as the human reference without any news-specific fine-tuning. We conduct extensive analyses to understand our human feedback dataset and fine-tuned models We establish that our reward model generalizes to new datasets, and that optimizing our reward model results in better summaries than optimizing ROUGE according to humans. We hope the evidence from our paper motivates machine learning researchers to pay closer attention to how their training loss affects the model behavior they actually want.

We explore how continued pre-training on domain-specific corpora influences large language models, revealing that training on the raw corpora endows the model with domain knowledge, but drastically hurts its prompting ability for question answering. Taken inspiration from human learning via reading comprehension--practice after reading improves the ability to answer questions based on the learned knowledge--we propose a simple method for transforming raw corpora into reading comprehension texts. Each raw text is enriched with a series of tasks related to its content. Our method, highly scalable and applicable to any pre-training corpora, consistently enhances performance across various tasks in three different domains: biomedicine, finance, and law. Notably, our 7B language model achieves competitive performance with domain-specific models of much larger scales, such as BloombergGPT-50B. Furthermore, we demonstrate that domain-specific reading comprehension texts can improve the model's performance even on general benchmarks, showing the potential to develop a general model across even more domains. Our model, code, and data will be available at https://github.com/microsoft/LMOps.

In real-world scenarios, it is desirable for embodied agents to have the ability to leverage human language to gain explicit or implicit knowledge for learning tasks. Despite recent progress, most previous approaches adopt simple low-level instructions as language inputs, which may not reflect natural human communication. It's not clear how to incorporate rich language use to facilitate task learning. To address this question, this paper studies different types of language inputs in facilitating reinforcement learning (RL) embodied agents. More specifically, we examine how different levels of language informativeness (i.e., feedback on past behaviors and future guidance) and diversity (i.e., variation of language expressions) impact agent learning and inference. Our empirical results based on four RL benchmarks demonstrate that agents trained with diverse and informative language feedback can achieve enhanced generalization and fast adaptation to new tasks. These findings highlight the pivotal role of language use in teaching embodied agents new tasks in an open world. Project website: https://github.com/sled-group/Teachable_RL

We fine-tune GPT-3 to answer long-form questions using a text-based web-browsing environment, which allows the model to search and navigate the web. By setting up the task so that it can be performed by humans, we are able to train models on the task using imitation learning, and then optimize answer quality with human feedback. To make human evaluation of factual accuracy easier, models must collect references while browsing in support of their answers. We train and evaluate our models on ELI5, a dataset of questions asked by Reddit users. Our best model is obtained by fine-tuning GPT-3 using behavior cloning, and then performing rejection sampling against a reward model trained to predict human preferences. This model's answers are preferred by humans 56% of the time to those of our human demonstrators, and 69% of the time to the highest-voted answer from Reddit.

Given the growing importance of AI literacy, we decided to write this tutorial to help narrow the gap between the discourse among those who study language models -- the core technology underlying ChatGPT and similar products -- and those who are intrigued and want to learn more about them. In short, we believe the perspective of researchers and educators can add some clarity to the public's understanding of the technologies beyond what's currently available, which tends to be either extremely technical or promotional material generated about products by their purveyors. Our approach teases apart the concept of a language model from products built on them, from the behaviors attributed to or desired from those products, and from claims about similarity to human cognition. As a starting point, we (1) offer a scientific viewpoint that focuses on questions amenable to study through experimentation; (2) situate language models as they are today in the context of the research that led to their development; and (3) describe the boundaries of what is known about the models at this writing.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

While Multimodal Large Language Models (MLLMs) show immense promise for achieving truly human-like interactions, progress is hindered by the lack of fine-grained evaluation frameworks for human-centered scenarios, encompassing both the understanding of complex human intentions and the provision of empathetic, context-aware responses. Here we introduce HumanSense, a comprehensive benchmark designed to evaluate the human-centered perception and interaction capabilities of MLLMs, with a particular focus on deep understanding of extended multimodal contexts and the formulation of rational feedback. Our evaluation reveals that leading MLLMs still have considerable room for improvement, particularly for advanced interaction-oriented tasks. Supplementing visual input with audio and text information yields substantial improvements, and Omni-modal models show advantages on these tasks. Furthermore, we argue that appropriate feedback stems from a contextual analysis of the interlocutor's needs and emotions, with reasoning ability serving as the key to unlocking it. Accordingly, we employ a multi-stage, modality-progressive reinforcement learning to enhance the reasoning abilities of an Omni model, achieving substantial gains on evaluation results. Additionally, we observe that successful reasoning processes exhibit highly consistent thought patterns. By designing corresponding prompts, we also enhance the performance of non-reasoning models in a training-free manner. Project page: brightpinkhttps://digital-avatar.github.io/ai/HumanSense/

Recent research shows that Large Language Models (LLMs) exhibit a compelling level of proficiency in Theory of Mind (ToM) tasks. This ability to impute unobservable mental states to others is vital to human social cognition and may prove equally important in principal-agent relations between individual humans and Artificial Intelligences (AIs). In this paper, we explore how a mechanism studied in developmental psychology known as Violation of Expectation (VoE) can be implemented to reduce errors in LLM prediction about users by leveraging emergent ToM affordances. And we introduce a metacognitive prompting framework to apply VoE in the context of an AI tutor. By storing and retrieving facts derived in cases where LLM expectation about the user was violated, we find that LLMs are able to learn about users in ways that echo theories of human learning. Finally, we discuss latent hazards and augmentative opportunities associated with modeling user psychology and propose ways to mitigate risk along with possible directions for future inquiry.

When asked, current large language models (LLMs) like ChatGPT claim that they can assist us with relevance judgments. Many researchers think this would not lead to credible IR research. In this perspective paper, we discuss possible ways for LLMs to assist human experts along with concerns and issues that arise. We devise a human-machine collaboration spectrum that allows categorizing different relevance judgment strategies, based on how much the human relies on the machine. For the extreme point of "fully automated assessment", we further include a pilot experiment on whether LLM-based relevance judgments correlate with judgments from trained human assessors. We conclude the paper by providing two opposing perspectives - for and against the use of LLMs for automatic relevance judgments - and a compromise perspective, informed by our analyses of the literature, our preliminary experimental evidence, and our experience as IR researchers. We hope to start a constructive discussion within the community to avoid a stale-mate during review, where work is dammed if is uses LLMs for evaluation and dammed if it doesn't.

Despite the critical need to align search targets with users' intention, retrievers often only prioritize query information without delving into the users' intended search context. Enhancing the capability of retrievers to understand intentions and preferences of users, akin to language model instructions, has the potential to yield more aligned search targets. Prior studies restrict the application of instructions in information retrieval to a task description format, neglecting the broader context of diverse and evolving search scenarios. Furthermore, the prevailing benchmarks utilized for evaluation lack explicit tailoring to assess instruction-following ability, thereby hindering progress in this field. In response to these limitations, we propose a novel benchmark,INSTRUCTIR, specifically designed to evaluate instruction-following ability in information retrieval tasks. Our approach focuses on user-aligned instructions tailored to each query instance, reflecting the diverse characteristics inherent in real-world search scenarios. Through experimental analysis, we observe that retrievers fine-tuned to follow task-style instructions, such as INSTRUCTOR, can underperform compared to their non-instruction-tuned counterparts. This underscores potential overfitting issues inherent in constructing retrievers trained on existing instruction-aware retrieval datasets.

Metacognitive knowledge refers to humans' intuitive knowledge of their own thinking and reasoning processes. Today's best LLMs clearly possess some reasoning processes. The paper gives evidence that they also have metacognitive knowledge, including ability to name skills and procedures to apply given a task. We explore this primarily in context of math reasoning, developing a prompt-guided interaction procedure to get a powerful LLM to assign sensible skill labels to math questions, followed by having it perform semantic clustering to obtain coarser families of skill labels. These coarse skill labels look interpretable to humans. To validate that these skill labels are meaningful and relevant to the LLM's reasoning processes we perform the following experiments. (a) We ask GPT-4 to assign skill labels to training questions in math datasets GSM8K and MATH. (b) When using an LLM to solve the test questions, we present it with the full list of skill labels and ask it to identify the skill needed. Then it is presented with randomly selected exemplar solved questions associated with that skill label. This improves accuracy on GSM8k and MATH for several strong LLMs, including code-assisted models. The methodology presented is domain-agnostic, even though this article applies it to math problems.

Do machines and humans process language in similar ways? A recent line of research has hinted in the affirmative, demonstrating that human brain signals can be effectively predicted using the internal representations of language models (LMs). This is thought to reflect shared computational principles between LMs and human language processing. However, there are also clear differences in how LMs and humans acquire and use language, even if the final task they are performing is the same. Despite this, there is little work exploring systematic differences between human and machine language processing using brain data. To address this question, we examine the differences between LM representations and the human brain's responses to language, specifically by examining a dataset of Magnetoencephalography (MEG) responses to a written narrative. In doing so we identify three phenomena that, in prior work, LMs have been found to not capture well: emotional understanding, figurative language processing, and physical commonsense. By fine-tuning LMs on datasets related to these phenomena, we observe that fine-tuned LMs show improved alignment with human brain responses across these tasks. Our study implies that the observed divergences between LMs and human brains may stem from LMs' inadequate representation of these specific types of knowledge.

Large Language Models (LLMs) trained on extensive textual corpora have emerged as leading solutions for a broad array of Natural Language Processing (NLP) tasks. Despite their notable performance, these models are prone to certain limitations such as misunderstanding human instructions, generating potentially biased content, or factually incorrect (hallucinated) information. Hence, aligning LLMs with human expectations has become an active area of interest within the research community. This survey presents a comprehensive overview of these alignment technologies, including the following aspects. (1) Data collection: the methods for effectively collecting high-quality instructions for LLM alignment, including the use of NLP benchmarks, human annotations, and leveraging strong LLMs. (2) Training methodologies: a detailed review of the prevailing training methods employed for LLM alignment. Our exploration encompasses Supervised Fine-tuning, both Online and Offline human preference training, along with parameter-efficient training mechanisms. (3) Model Evaluation: the methods for evaluating the effectiveness of these human-aligned LLMs, presenting a multifaceted approach towards their assessment. In conclusion, we collate and distill our findings, shedding light on several promising future research avenues in the field. This survey, therefore, serves as a valuable resource for anyone invested in understanding and advancing the alignment of LLMs to better suit human-oriented tasks and expectations. An associated GitHub link collecting the latest papers is available at https://github.com/GaryYufei/AlignLLMHumanSurvey.

AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

Learning from human feedback has been shown to be effective at aligning language models with human preferences. Past work has often relied on Reinforcement Learning from Human Feedback (RLHF), which optimizes the language model using reward scores assigned from a reward model trained on human preference data. In this work we show how the recently introduced Sequence Likelihood Calibration (SLiC), can also be used to effectively learn from human preferences (SLiC-HF). Furthermore, we demonstrate this can be done with human feedback data collected for a different model, similar to off-policy, offline RL data. Automatic and human evaluation experiments on the TL;DR summarization task show that SLiC-HF significantly improves supervised fine-tuning baselines. Furthermore, SLiC-HF presents a competitive alternative to the PPO RLHF implementation used in past work while being much simpler to implement, easier to tune and more computationally efficient in practice.

Deep neural networks have achieved success across a wide range of applications, including as models of human behavior in vision tasks. However, neural network training and human learning differ in fundamental ways, and neural networks often fail to generalize as robustly as humans do, raising questions regarding the similarity of their underlying representations. What is missing for modern learning systems to exhibit more human-like behavior? We highlight a key misalignment between vision models and humans: whereas human conceptual knowledge is hierarchically organized from fine- to coarse-scale distinctions, model representations do not accurately capture all these levels of abstraction. To address this misalignment, we first train a teacher model to imitate human judgments, then transfer human-like structure from its representations into pretrained state-of-the-art vision foundation models. These human-aligned models more accurately approximate human behavior and uncertainty across a wide range of similarity tasks, including a new dataset of human judgments spanning multiple levels of semantic abstractions. They also perform better on a diverse set of machine learning tasks, increasing generalization and out-of-distribution robustness. Thus, infusing neural networks with additional human knowledge yields a best-of-both-worlds representation that is both more consistent with human cognition and more practically useful, thus paving the way toward more robust, interpretable, and human-like artificial intelligence systems.

This work investigates whether small-scale LMs can benefit from instruction tuning. We compare conversational and question-answering instruction tuning datasets, applied either in a merged or sequential curriculum, using decoder-only models with 100M and 140M parameters. Evaluation spans both fine-tuning (SuperGLUE) and zero-shot (BLiMP, EWoK, WUGs, entity tracking, and psycholinguistic correlation) settings. Results show that instruction tuning yields small but consistent gains in fine-tuning scenarios, with sequential curricula outperforming merged data; however, improvements do not consistently transfer to zero-shot tasks, suggesting a trade-off between interaction-focused adaptation and broad linguistic generalization. These results highlight both the potential and the constraints of adapting human-inspired learning strategies to low-resource LMs, and point toward hybrid, curriculum-based approaches for enhancing generalization under ecological training limits.

We present STARC (Structured Annotations for Reading Comprehension), a new annotation framework for assessing reading comprehension with multiple choice questions. Our framework introduces a principled structure for the answer choices and ties them to textual span annotations. The framework is implemented in OneStopQA, a new high-quality dataset for evaluation and analysis of reading comprehension in English. We use this dataset to demonstrate that STARC can be leveraged for a key new application for the development of SAT-like reading comprehension materials: automatic annotation quality probing via span ablation experiments. We further show that it enables in-depth analyses and comparisons between machine and human reading comprehension behavior, including error distributions and guessing ability. Our experiments also reveal that the standard multiple choice dataset in NLP, RACE, is limited in its ability to measure reading comprehension. 47% of its questions can be guessed by machines without accessing the passage, and 18% are unanimously judged by humans as not having a unique correct answer. OneStopQA provides an alternative test set for reading comprehension which alleviates these shortcomings and has a substantially higher human ceiling performance.

Artificial intelligence and machine learning are in a period of astounding growth. However, there are concerns that these technologies may be used, either with or without intention, to perpetuate the prejudice and unfairness that unfortunately characterizes many human institutions. Here we show for the first time that human-like semantic biases result from the application of standard machine learning to ordinary language---the same sort of language humans are exposed to every day. We replicate a spectrum of standard human biases as exposed by the Implicit Association Test and other well-known psychological studies. We replicate these using a widely used, purely statistical machine-learning model---namely, the GloVe word embedding---trained on a corpus of text from the Web. Our results indicate that language itself contains recoverable and accurate imprints of our historic biases, whether these are morally neutral as towards insects or flowers, problematic as towards race or gender, or even simply veridical, reflecting the {\em status quo} for the distribution of gender with respect to careers or first names. These regularities are captured by machine learning along with the rest of semantics. In addition to our empirical findings concerning language, we also contribute new methods for evaluating bias in text, the Word Embedding Association Test (WEAT) and the Word Embedding Factual Association Test (WEFAT). Our results have implications not only for AI and machine learning, but also for the fields of psychology, sociology, and human ethics, since they raise the possibility that mere exposure to everyday language can account for the biases we replicate here.

Learning from human feedback has gained traction in fields like robotics and natural language processing in recent years. While prior works mostly rely on human feedback in the form of comparisons, language is a preferable modality that provides more informative insights into user preferences. In this work, we aim to incorporate comparative language feedback to iteratively improve robot trajectories and to learn reward functions that encode human preferences. To achieve this goal, we learn a shared latent space that integrates trajectory data and language feedback, and subsequently leverage the learned latent space to improve trajectories and learn human preferences. To the best of our knowledge, we are the first to incorporate comparative language feedback into reward learning. Our simulation experiments demonstrate the effectiveness of the learned latent space and the success of our learning algorithms. We also conduct human subject studies that show our reward learning algorithm achieves a 23.9% higher subjective score on average and is 11.3% more time-efficient compared to preference-based reward learning, underscoring the superior performance of our method. Our website is at https://liralab.usc.edu/comparative-language-feedback/

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

Teaching machines to read natural language documents remains an elusive challenge. Machine reading systems can be tested on their ability to answer questions posed on the contents of documents that they have seen, but until now large scale training and test datasets have been missing for this type of evaluation. In this work we define a new methodology that resolves this bottleneck and provides large scale supervised reading comprehension data. This allows us to develop a class of attention based deep neural networks that learn to read real documents and answer complex questions with minimal prior knowledge of language structure.

Learning from human preferences is important for language models to match human needs and to align with human and social values. Prior works have achieved remarkable successes by learning from human feedback to understand and follow instructions. Nonetheless, these methods are either founded on hand-picked model generations that are favored by human annotators, rendering them inefficient in terms of data utilization and challenging to apply in general, or they depend on reinforcement learning, which often suffers from imperfect reward functions and relies on extremely challenging optimizations. In this work, we propose a novel technique, Chain of Hindsight, that is easy to optimize and can learn from any form of feedback, regardless of its polarity. Our idea is inspired by how humans learn from extensive feedback presented in the form of languages. We convert all types of feedback into sequences of sentences, which are then used to fine-tune the model, allowing us to take advantage of the language comprehension capabilities of language models. We condition the model on a sequence of model generations paired with feedback. By doing so, the model is trained to generate outputs based on feedback, while learning to identify and correct negative attributes or errors. Applying our method to large language models, we observed that Chain of Hindsight significantly surpasses previous methods in aligning language models with human preferences. We report significant improvements on summarization and dialogue benchmarks, with our approach markedly preferred in human evaluations.

When experiencing an information need, users want to engage with a domain expert, but often turn to an information retrieval system, such as a search engine, instead. Classical information retrieval systems do not answer information needs directly, but instead provide references to (hopefully authoritative) answers. Successful question answering systems offer a limited corpus created on-demand by human experts, which is neither timely nor scalable. Pre-trained language models, by contrast, are capable of directly generating prose that may be responsive to an information need, but at present they are dilettantes rather than domain experts -- they do not have a true understanding of the world, they are prone to hallucinating, and crucially they are incapable of justifying their utterances by referring to supporting documents in the corpus they were trained over. This paper examines how ideas from classical information retrieval and pre-trained language models can be synthesized and evolved into systems that truly deliver on the promise of domain expert advice.

We study automatic question generation for sentences from text passages in reading comprehension. We introduce an attention-based sequence learning model for the task and investigate the effect of encoding sentence- vs. paragraph-level information. In contrast to all previous work, our model does not rely on hand-crafted rules or a sophisticated NLP pipeline; it is instead trainable end-to-end via sequence-to-sequence learning. Automatic evaluation results show that our system significantly outperforms the state-of-the-art rule-based system. In human evaluations, questions generated by our system are also rated as being more natural (i.e., grammaticality, fluency) and as more difficult to answer (in terms of syntactic and lexical divergence from the original text and reasoning needed to answer).

We continue the investigation into the power of smaller Transformer-based language models as initiated by TinyStories -- a 10 million parameter model that can produce coherent English -- and the follow-up work on phi-1, a 1.3 billion parameter model with Python coding performance close to the state-of-the-art. The latter work proposed to use existing Large Language Models (LLMs) to generate ``textbook quality" data as a way to enhance the learning process compared to traditional web data. We follow the ``Textbooks Are All You Need" approach, focusing this time on common sense reasoning in natural language, and create a new 1.3 billion parameter model named phi-1.5, with performance on natural language tasks comparable to models 5x larger, and surpassing most non-frontier LLMs on more complex reasoning tasks such as grade-school mathematics and basic coding. More generally, phi-1.5 exhibits many of the traits of much larger LLMs, both good -- such as the ability to ``think step by step" or perform some rudimentary in-context learning -- and bad, including hallucinations and the potential for toxic and biased generations -- encouragingly though, we are seeing improvement on that front thanks to the absence of web data. We open-source phi-1.5 to promote further research on these urgent topics.

Reading comprehension (RC)---in contrast to information retrieval---requires integrating information and reasoning about events, entities, and their relations across a full document. Question answering is conventionally used to assess RC ability, in both artificial agents and children learning to read. However, existing RC datasets and tasks are dominated by questions that can be solved by selecting answers using superficial information (e.g., local context similarity or global term frequency); they thus fail to test for the essential integrative aspect of RC. To encourage progress on deeper comprehension of language, we present a new dataset and set of tasks in which the reader must answer questions about stories by reading entire books or movie scripts. These tasks are designed so that successfully answering their questions requires understanding the underlying narrative rather than relying on shallow pattern matching or salience. We show that although humans solve the tasks easily, standard RC models struggle on the tasks presented here. We provide an analysis of the dataset and the challenges it presents.

In the era of Large Language Models (LLMs), human-computer interaction has evolved towards natural language, offering unprecedented flexibility. Despite this, LLMs are heavily reliant on well-structured prompts to function efficiently within the realm of In-Context Learning. Vanilla In-Context Learning relies on human-provided contexts, such as labeled examples, explicit instructions, or other guiding mechanisms that shape the model's outputs. To address this challenge, our study presents a universal framework named Automatic In-Context Learning. Upon receiving a user's request, we ask the model to independently generate examples, including labels, instructions, or reasoning pathways. The model then leverages this self-produced context to tackle the given problem. Our approach is universally adaptable and can be implemented in any setting where vanilla In-Context Learning is applicable. We demonstrate that our method yields strong performance across a range of tasks, standing up well when compared to existing methods.

The observed similarities in the behavior of humans and Large Language Models (LLMs) have prompted researchers to consider the potential of using LLMs as models of human cognition. However, several significant challenges must be addressed before LLMs can be legitimately regarded as cognitive models. For instance, LLMs are trained on far more data than humans typically encounter, and may have been directly trained on human data in specific cognitive tasks or aligned with human preferences. Consequently, the origins of these behavioral similarities are not well understood. In this paper, we propose a novel way to enhance the utility of LLMs as cognitive models. This approach involves (i) leveraging computationally equivalent tasks that both an LLM and a rational agent need to master for solving a cognitive problem and (ii) examining the specific task distributions required for an LLM to exhibit human-like behaviors. We apply this approach to decision-making -- specifically risky and intertemporal choice -- where the key computationally equivalent task is the arithmetic of expected value calculations. We show that an LLM pretrained on an ecologically valid arithmetic dataset, which we call Arithmetic-GPT, predicts human behavior better than many traditional cognitive models. Pretraining LLMs on ecologically valid arithmetic datasets is sufficient to produce a strong correspondence between these models and human decision-making. Our results also suggest that LLMs used as cognitive models should be carefully investigated via ablation studies of the pretraining data.

Large language models have made significant advancements in natural language processing (NLP), exhibiting human performance across various classic NLP tasks. These tasks, however, focus on structure and semantics, and few are designed to assess reasoning abilities and real-world knowledge, which are increasingly vital given that these models are trained on extensive textual data and information. While prior research primarily focuses on English, in this work, we gather a collection of exam problems from primary school to university entrance tests in Indonesia, and evaluate whether large language models can pass the exams. We obtain 14,906 questions across 63 tasks and levels, with 46\% of the questions focusing on assessing proficiency in the Indonesian language and knowledge of nine local languages and cultures in Indonesia. Our empirical evaluations show that GPT-3.5 only manages to pass the Indonesian primary school level, with limited knowledge of the Indonesian local languages and cultures. Other smaller models such as BLOOMZ and Falcon fail the exams.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.

Many recent advances in natural language generation have been fueled by training large language models on internet-scale data. However, this paradigm can lead to models that generate toxic, inaccurate, and unhelpful content, and automatic evaluation metrics often fail to identify these behaviors. As models become more capable, human feedback is an invaluable signal for evaluating and improving models. This survey aims to provide an overview of the recent research that has leveraged human feedback to improve natural language generation. First, we introduce an encompassing formalization of feedback, and identify and organize existing research into a taxonomy following this formalization. Next, we discuss how feedback can be described by its format and objective, and cover the two approaches proposed to use feedback (either for training or decoding): directly using the feedback or training feedback models. We also discuss existing datasets for human-feedback data collection, and concerns surrounding feedback collection. Finally, we provide an overview of the nascent field of AI feedback, which exploits large language models to make judgments based on a set of principles and minimize the need for human intervention.

Driven by curiosity, humans have continually sought to explore and understand the world around them, leading to the invention of various tools to satiate this inquisitiveness. Despite not having the capacity to process and memorize vast amounts of information in their brains, humans excel in critical thinking, planning, reflection, and harnessing available tools to interact with and interpret the world, enabling them to find answers efficiently. The recent advancements in large language models (LLMs) suggest that machines might also possess the aforementioned human-like capabilities, allowing them to exhibit powerful abilities even with a constrained parameter count. In this paper, we introduce KwaiAgents, a generalized information-seeking agent system based on LLMs. Within KwaiAgents, we propose an agent system that employs LLMs as its cognitive core, which is capable of understanding a user's query, behavior guidelines, and referencing external documents. The agent can also update and retrieve information from its internal memory, plan and execute actions using a time-aware search-browse toolkit, and ultimately provide a comprehensive response. We further investigate the system's performance when powered by LLMs less advanced than GPT-4, and introduce the Meta-Agent Tuning (MAT) framework, designed to ensure even an open-sourced 7B or 13B model performs well among many agent systems. We exploit both benchmark and human evaluations to systematically validate these capabilities. Extensive experiments show the superiority of our agent system compared to other autonomous agents and highlight the enhanced generalized agent-abilities of our fine-tuned LLMs.

The training of modern large language models (LLMs) takes place in a regime where most training examples are seen only a few times by the model during the course of training. What does a model remember about such examples seen only a few times during training and how long does that memory persist in the face of continuous training with new examples? Here, we investigate these questions through simple recognition, recall, and retention experiments with LLMs. In recognition experiments, we ask if the model can distinguish the seen example from a novel example; in recall experiments, we ask if the model can correctly recall the seen example when cued by a part of it; and in retention experiments, we periodically probe the model's memory for the original examples as the model is trained continuously with new examples. We find that a single exposure is generally sufficient for a model to achieve near perfect accuracy even in very challenging recognition experiments. We estimate that the recognition performance of even small language models easily exceeds human recognition performance reported in similar experiments with humans (Shepard, 1967). Achieving near perfect recall takes more exposures, but most models can do it in just 3 exposures. The flip side of this remarkable capacity for fast learning is that precise memories are quickly overwritten: recall performance for the original examples drops steeply over the first 10 training updates with new examples, followed by a more gradual decline. Even after 100K updates, however, some of the original examples are still recalled near perfectly. A qualitatively similar retention pattern has been observed in human long-term memory retention studies before (Bahrick, 1984). Finally, recognition is much more robust to interference than recall and memory for natural language sentences is generally superior to memory for stimuli without structure.

Retrieval models typically rely on costly human-labeled query-document relevance annotations for training and evaluation. To reduce this cost and leverage the potential of Large Language Models (LLMs) in relevance judgments, we aim to explore whether LLM-generated annotations can effectively replace human annotations in training retrieval models. Retrieval usually emphasizes relevance, which indicates "topic-relatedness" of a document to a query, while in RAG, the value of a document (or utility) depends on how it contributes to answer generation. Recognizing this mismatch, some researchers use LLM performance on downstream tasks with documents as labels, but this approach requires manual answers for specific tasks, leading to high costs and limited generalization. In another line of work, prompting LLMs to select useful documents as RAG references eliminates the need for human annotation and is not task-specific. If we leverage LLMs' utility judgments to annotate retrieval data, we may retain cross-task generalization without human annotation in large-scale corpora. Therefore, we investigate utility-focused annotation via LLMs for large-scale retriever training data across both in-domain and out-of-domain settings on the retrieval and RAG tasks. To reduce the impact of low-quality positives labeled by LLMs, we design a novel loss function, i.e., Disj-InfoNCE. Our experiments reveal that: (1) Retrievers trained on utility-focused annotations significantly outperform those trained on human annotations in the out-of-domain setting on both tasks, demonstrating superior generalization capabilities. (2) LLM annotation does not replace human annotation in the in-domain setting. However, incorporating just 20% human-annotated data enables retrievers trained with utility-focused annotations to match the performance of models trained entirely with human annotations.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

We present a new dataset for machine comprehension in the medical domain. Our dataset uses clinical case reports with around 100,000 gap-filling queries about these cases. We apply several baselines and state-of-the-art neural readers to the dataset, and observe a considerable gap in performance (20% F1) between the best human and machine readers. We analyze the skills required for successful answering and show how reader performance varies depending on the applicable skills. We find that inferences using domain knowledge and object tracking are the most frequently required skills, and that recognizing omitted information and spatio-temporal reasoning are the most difficult for the machines.

Large language models are trained in two stages: (1) unsupervised pretraining from raw text, to learn general-purpose representations, and (2) large scale instruction tuning and reinforcement learning, to better align to end tasks and user preferences. We measure the relative importance of these two stages by training LIMA, a 65B parameter LLaMa language model fine-tuned with the standard supervised loss on only 1,000 carefully curated prompts and responses, without any reinforcement learning or human preference modeling. LIMA demonstrates remarkably strong performance, learning to follow specific response formats from only a handful of examples in the training data, including complex queries that range from planning trip itineraries to speculating about alternate history. Moreover, the model tends to generalize well to unseen tasks that did not appear in the training data. In a controlled human study, responses from LIMA are either equivalent or strictly preferred to GPT-4 in 43% of cases; this statistic is as high as 58% when compared to Bard and 65% versus DaVinci003, which was trained with human feedback. Taken together, these results strongly suggest that almost all knowledge in large language models is learned during pretraining, and only limited instruction tuning data is necessary to teach models to produce high quality output.

Despite the existence of various benchmarks for evaluating natural language processing models, we argue that human exams are a more suitable means of evaluating general intelligence for large language models (LLMs), as they inherently demand a much wider range of abilities such as language understanding, domain knowledge, and problem-solving skills. To this end, we introduce M3Exam, a novel benchmark sourced from real and official human exam questions for evaluating LLMs in a multilingual, multimodal, and multilevel context. M3Exam exhibits three unique characteristics: (1) multilingualism, encompassing questions from multiple countries that require strong multilingual proficiency and cultural knowledge; (2) multimodality, accounting for the multimodal nature of many exam questions to test the model's multimodal understanding capability; and (3) multilevel structure, featuring exams from three critical educational periods to comprehensively assess a model's proficiency at different levels. In total, M3Exam contains 12,317 questions in 9 diverse languages with three educational levels, where about 23\% of the questions require processing images for successful solving. We assess the performance of top-performing LLMs on M3Exam and find that current models, including GPT-4, still struggle with multilingual text, particularly in low-resource and non-Latin script languages. Multimodal LLMs also perform poorly with complex multimodal questions. We believe that M3Exam can be a valuable resource for comprehensively evaluating LLMs by examining their multilingual and multimodal abilities and tracking their development. Data and evaluation code is available at https://github.com/DAMO-NLP-SG/M3Exam.

Human feedback on conversations with language language models (LLMs) is central to how these systems learn about the world, improve their capabilities, and are steered toward desirable and safe behaviors. However, this feedback is mostly collected by frontier AI labs and kept behind closed doors. In this work, we bring together interdisciplinary experts to assess the opportunities and challenges to realizing an open ecosystem of human feedback for AI. We first look for successful practices in peer production, open source, and citizen science communities. We then characterize the main challenges for open human feedback. For each, we survey current approaches and offer recommendations. We end by envisioning the components needed to underpin a sustainable and open human feedback ecosystem. In the center of this ecosystem are mutually beneficial feedback loops, between users and specialized models, incentivizing a diverse stakeholders community of model trainers and feedback providers to support a general open feedback pool.

Over the past decade, predictive language modeling for code has proven to be a valuable tool for enabling new forms of automation for developers. More recently, we have seen the advent of general purpose "large language models", based on neural transformer architectures, that have been trained on massive datasets of human written text spanning code and natural language. However, despite the demonstrated representational power of such models, interacting with them has historically been constrained to specific task settings, limiting their general applicability. Many of these limitations were recently overcome with the introduction of ChatGPT, a language model created by OpenAI and trained to operate as a conversational agent, enabling it to answer questions and respond to a wide variety of commands from end users. The introduction of models, such as ChatGPT, has already spurred fervent discussion from educators, ranging from fear that students could use these AI tools to circumvent learning, to excitement about the new types of learning opportunities that they might unlock. However, given the nascent nature of these tools, we currently lack fundamental knowledge related to how well they perform in different educational settings, and the potential promise (or danger) that they might pose to traditional forms of instruction. As such, in this paper, we examine how well ChatGPT performs when tasked with answering common questions in a popular software testing curriculum. Our findings indicate that ChatGPT can provide correct or partially correct answers in 55.6% of cases, provide correct or partially correct explanations of answers in 53.0% of cases, and that prompting the tool in a shared question context leads to a marginally higher rate of correct responses. Based on these findings, we discuss the potential promises and perils related to the use of ChatGPT by students and instructors.

Large Language Models (LLMs) have not only exhibited exceptional performance across various tasks, but also demonstrated sparks of intelligence. Recent studies have focused on assessing their capabilities on human exams and revealed their impressive competence in different domains. However, cognitive research on the overall knowledge structure of LLMs is still lacking. In this paper, based on educational diagnostic assessment method, we conduct an evaluation using MoocRadar, a meticulously annotated human test dataset based on Bloom Taxonomy. We aim to reveal the knowledge structures of LLMs and gain insights of their cognitive capabilities. This research emphasizes the significance of investigating LLMs' knowledge and understanding the disparate cognitive patterns of LLMs. By shedding light on models' knowledge, researchers can advance development and utilization of LLMs in a more informed and effective manner.

When prompting a language model (LM), users frequently expect the model to adhere to a set of behavioral principles across diverse tasks, such as producing insightful content while avoiding harmful or biased language. Instilling such principles into a model can be resource-intensive and technically challenging, generally requiring human preference labels or examples. We introduce SAMI, a method for teaching a pretrained LM to follow behavioral principles that does not require any preference labels or demonstrations. SAMI is an iterative algorithm that finetunes a pretrained LM to increase the conditional mutual information between constitutions and self-generated responses given queries from a datasest. On single-turn dialogue and summarization, a SAMI-trained mistral-7b outperforms the initial pretrained model, with win rates between 66% and 77%. Strikingly, it also surpasses an instruction-finetuned baseline (mistral-7b-instruct) with win rates between 55% and 57% on single-turn dialogue. SAMI requires a "principle writer" model; to avoid dependence on stronger models, we further evaluate aligning a strong pretrained model (mixtral-8x7b) using constitutions written by a weak instruction-finetuned model (mistral-7b-instruct). The SAMI-trained mixtral-8x7b outperforms both the initial model and the instruction-finetuned model, achieving a 65% win rate on summarization. Our results indicate that a pretrained LM can learn to follow constitutions without using preference labels, demonstrations, or human oversight.

The recent advent of large language models has reinvigorated debate over whether human cognitive capacities might emerge in such generic models given sufficient training data. Of particular interest is the ability of these models to reason about novel problems zero-shot, without any direct training. In human cognition, this capacity is closely tied to an ability to reason by analogy. Here, we performed a direct comparison between human reasoners and a large language model (the text-davinci-003 variant of GPT-3) on a range of analogical tasks, including a non-visual matrix reasoning task based on the rule structure of Raven's Standard Progressive Matrices. We found that GPT-3 displayed a surprisingly strong capacity for abstract pattern induction, matching or even surpassing human capabilities in most settings; preliminary tests of GPT-4 indicated even better performance. Our results indicate that large language models such as GPT-3 have acquired an emergent ability to find zero-shot solutions to a broad range of analogy problems.

The largest store of continually updating knowledge on our planet can be accessed via internet search. In this work we study giving access to this information to conversational agents. Large language models, even though they store an impressive amount of knowledge within their weights, are known to hallucinate facts when generating dialogue (Shuster et al., 2021); moreover, those facts are frozen in time at the point of model training. In contrast, we propose an approach that learns to generate an internet search query based on the context, and then conditions on the search results to finally generate a response, a method that can employ up-to-the-minute relevant information. We train and evaluate such models on a newly collected dataset of human-human conversations whereby one of the speakers is given access to internet search during knowledgedriven discussions in order to ground their responses. We find that search-query based access of the internet in conversation provides superior performance compared to existing approaches that either use no augmentation or FAISS-based retrieval (Lewis et al., 2020).

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

Fine-tuning language models~(LMs) on human-generated data remains a prevalent practice. However, the performance of such models is often limited by the quantity and diversity of high-quality human data. In this paper, we explore whether we can go beyond human data on tasks where we have access to scalar feedback, for example, on math problems where one can verify correctness. To do so, we investigate a simple self-training method based on expectation-maximization, which we call ReST^{EM}, where we (1) generate samples from the model and filter them using binary feedback, (2) fine-tune the model on these samples, and (3) repeat this process a few times. Testing on advanced MATH reasoning and APPS coding benchmarks using PaLM-2 models, we find that ReST^{EM} scales favorably with model size and significantly surpasses fine-tuning only on human data. Overall, our findings suggest self-training with feedback can substantially reduce dependence on human-generated data.

Machine reading comprehension (MRC) aims to teach machines to read and comprehend human languages, which is a long-standing goal of natural language processing (NLP). With the burst of deep neural networks and the evolution of contextualized language models (CLMs), the research of MRC has experienced two significant breakthroughs. MRC and CLM, as a phenomenon, have a great impact on the NLP community. In this survey, we provide a comprehensive and comparative review on MRC covering overall research topics about 1) the origin and development of MRC and CLM, with a particular focus on the role of CLMs; 2) the impact of MRC and CLM to the NLP community; 3) the definition, datasets, and evaluation of MRC; 4) general MRC architecture and technical methods in the view of two-stage Encoder-Decoder solving architecture from the insights of the cognitive process of humans; 5) previous highlights, emerging topics, and our empirical analysis, among which we especially focus on what works in different periods of MRC researches. We propose a full-view categorization and new taxonomies on these topics. The primary views we have arrived at are that 1) MRC boosts the progress from language processing to understanding; 2) the rapid improvement of MRC systems greatly benefits from the development of CLMs; 3) the theme of MRC is gradually moving from shallow text matching to cognitive reasoning.

Recent studies show evidence for emergent cognitive abilities in Large Pre-trained Language Models (PLMs). The increasing cognitive alignment of these models has made them candidates for cognitive science theories. Prior research into the emergent cognitive abilities of PLMs has largely been path-independent to model training, i.e., has focused on the final model weights and not the intermediate steps. However, building plausible models of human cognition using PLMs would benefit from considering the developmental alignment of their performance during training to the trajectories of children's thinking. Guided by psychometric tests of human intelligence, we choose four sets of tasks to investigate the alignment of ten popular families of PLMs and evaluate their available intermediate and final training steps. These tasks are Numerical ability, Linguistic abilities, Conceptual understanding, and Fluid reasoning. We find a striking regularity: regardless of model size, the developmental trajectories of PLMs consistently exhibit a window of maximal alignment to human cognitive development. Before that window, training appears to endow "blank slate" models with the requisite structure to be poised to rapidly learn from experience. After that window, training appears to serve the engineering goal of reducing loss but not the scientific goal of increasing alignment with human cognition.

Machine Reading Comprehension (MRC) has become one of the essential tasks in Natural Language Understanding (NLU) as it is often included in several NLU benchmarks (Liang et al., 2020; Wilie et al., 2020). However, most MRC datasets only have answerable question type, overlooking the importance of unanswerable questions. MRC models trained only on answerable questions will select the span that is most likely to be the answer, even when the answer does not actually exist in the given passage (Rajpurkar et al., 2018). This problem especially remains in medium- to low-resource languages like Indonesian. Existing Indonesian MRC datasets (Purwarianti et al., 2007; Clark et al., 2020) are still inadequate because of the small size and limited question types, i.e., they only cover answerable questions. To fill this gap, we build a new Indonesian MRC dataset called I(n)don'tKnow- MRC (IDK-MRC) by combining the automatic and manual unanswerable question generation to minimize the cost of manual dataset construction while maintaining the dataset quality. Combined with the existing answerable questions, IDK-MRC consists of more than 10K questions in total. Our analysis shows that our dataset significantly improves the performance of Indonesian MRC models, showing a large improvement for unanswerable questions.

The issue of shortcut learning is widely known in NLP and has been an important research focus in recent years. Unintended correlations in the data enable models to easily solve tasks that were meant to exhibit advanced language understanding and reasoning capabilities. In this survey paper, we focus on the field of machine reading comprehension (MRC), an important task for showcasing high-level language understanding that also suffers from a range of shortcuts. We summarize the available techniques for measuring and mitigating shortcuts and conclude with suggestions for further progress in shortcut research. Importantly, we highlight two concerns for shortcut mitigation in MRC: (1) the lack of public challenge sets, a necessary component for effective and reusable evaluation, and (2) the lack of certain mitigation techniques that are prominent in other areas.

This is a lecture note for the course DS-GA 3001 <Natural Language Understanding with Distributed Representation> at the Center for Data Science , New York University in Fall, 2015. As the name of the course suggests, this lecture note introduces readers to a neural network based approach to natural language understanding/processing. In order to make it as self-contained as possible, I spend much time on describing basics of machine learning and neural networks, only after which how they are used for natural languages is introduced. On the language front, I almost solely focus on language modelling and machine translation, two of which I personally find most fascinating and most fundamental to natural language understanding.

Large language models are able to perform a task by conditioning on a few input-output demonstrations - a paradigm known as in-context learning. We show that language models can explicitly infer an underlying task from a few demonstrations by prompting them to generate a natural language instruction that fits the examples. To explore this ability, we introduce the instruction induction challenge, compile a dataset consisting of 24 tasks, and define a novel evaluation metric based on executing the generated instruction. We discover that, to a large extent, the ability to generate instructions does indeed emerge when using a model that is both large enough and aligned to follow instructions; InstructGPT achieves 65.7% of human performance in our execution-based metric, while the original GPT-3 model reaches only 9.8% of human performance. This surprising result suggests that instruction induction might be a viable learning paradigm in and of itself, where instead of fitting a set of latent continuous parameters to the data, one searches for the best description in the natural language hypothesis space.

As large language models continue to advance, their application in educational contexts remains underexplored and under-optimized. In this paper, we address this gap by introducing the first diverse benchmark tailored for educational scenarios, incorporating synthetic data containing 9 major scenarios and over 4,000 distinct educational contexts. To enable comprehensive assessment, we propose a set of multi-dimensional evaluation metrics that cover 12 critical aspects relevant to both teachers and students. We further apply human annotation to ensure the effectiveness of the model-generated evaluation responses. Additionally, we succeed to train a relatively small-scale model on our constructed dataset and demonstrate that it can achieve performance comparable to state-of-the-art large models (e.g., Deepseek V3, Qwen Max) on the test set. Overall, this work provides a practical foundation for the development and evaluation of education-oriented language models. Code and data are released at https://github.com/ybai-nlp/EduBench.

Human intelligence, the most evident and accessible form of source of reasoning, hosted by biological hardware, has evolved and been refined over thousands of years, positioning itself today to create new artificial forms and preparing to self--design their evolutionary path forward. Beginning with the advent of foundation models, the rate at which human and artificial intelligence interact with each other has surpassed any anticipated quantitative figures. The close engagement led to both bits of intelligence to be impacted in various ways, which naturally resulted in complex confluences that warrant close scrutiny. In the sequel, we shall explore the interplay between human and machine intelligence, focusing on the crucial role humans play in developing ethical, responsible, and robust intelligent systems. We slightly delve into interesting aspects of implementation inspired by the mechanisms underlying neuroscience and human cognition. Additionally, we propose future perspectives, capitalizing on the advantages of symbiotic designs to suggest a human-centered direction for next-generation AI development. We finalize this evolving document with a few thoughts and open questions yet to be addressed by the broader community.

Large language models have astounded the world with fascinating new capabilities. However, they currently lack the ability to teach themselves new skills, relying instead on being trained on large amounts of human-generated data. We introduce SECToR (Self-Education via Chain-of-Thought Reasoning), a proof-of-concept demonstration that language models can successfully teach themselves new skills using chain-of-thought reasoning. Inspired by previous work in both reinforcement learning (Silver et al., 2017) and human cognition (Kahneman, 2011), SECToR first uses chain-of-thought reasoning to slowly think its way through problems. SECToR then fine-tunes the model to generate those same answers, this time without using chain-of-thought reasoning. Language models trained via SECToR autonomously learn to add up to 29-digit numbers without any access to any ground truth examples beyond an initial supervised fine-tuning phase consisting only of numbers with 6 or fewer digits. Our central hypothesis is that chain-of-thought reasoning can act as a policy improvement operator, analogously to how Monte-Carlo Tree Search is used in AlphaZero. We hope that this research can lead to new directions in which language models can learn to teach themselves without the need for human demonstrations.

Large language models (LLMs) are capable of writing grammatical text that follows instructions, answers questions, and solves problems. As they have advanced, it has become difficult to distinguish their output from human-written text. While past research has found some differences in surface features such as word choice and punctuation, and developed classifiers to detect LLM output, none has studied the rhetorical styles of LLMs. Using several variants of Llama 3 and GPT-4o, we construct two parallel corpora of human- and LLM-written texts from common prompts. Using Douglas Biber's set of lexical, grammatical, and rhetorical features, we identify systematic differences between LLMs and humans and between different LLMs. These differences persist when moving from smaller models to larger ones, and are larger for instruction-tuned models than base models. This demonstrates that despite their advanced abilities, LLMs struggle to match human styles, and hence more advanced linguistic features can detect patterns in their behavior not previously recognized.

Learning to search is the task of building artificial agents that learn to autonomously use a search box to find information. So far, it has been shown that current language models can learn symbolic query reformulation policies, in combination with traditional term-based retrieval, but fall short of outperforming neural retrievers. We extend the previous learning to search setup to a hybrid environment, which accepts discrete query refinement operations, after a first-pass retrieval step via a dual encoder. Experiments on the BEIR task show that search agents, trained via behavioral cloning, outperform the underlying search system based on a combined dual encoder retriever and cross encoder reranker. Furthermore, we find that simple heuristic Hybrid Retrieval Environments (HRE) can improve baseline performance by several nDCG points. The search agent based on HRE (HARE) matches state-of-the-art performance, balanced in both zero-shot and in-domain evaluations, via interpretable actions, and at twice the speed.

We apply preference modeling and reinforcement learning from human feedback (RLHF) to finetune language models to act as helpful and harmless assistants. We find this alignment training improves performance on almost all NLP evaluations, and is fully compatible with training for specialized skills such as python coding and summarization. We explore an iterated online mode of training, where preference models and RL policies are updated on a weekly cadence with fresh human feedback data, efficiently improving our datasets and models. Finally, we investigate the robustness of RLHF training, and identify a roughly linear relation between the RL reward and the square root of the KL divergence between the policy and its initialization. Alongside our main results, we perform peripheral analyses on calibration, competing objectives, and the use of OOD detection, compare our models with human writers, and provide samples from our models using prompts appearing in recent related work.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

BabyLM aims to dissolve the boundaries between cognitive modeling and language modeling. We call for both workshop papers and for researchers to join the 3rd BabyLM competition. As in previous years, we call for participants in the data-efficient pretraining challenge in the general track. This year, we also offer a new track: INTERACTION. This new track encourages interactive behavior, learning from a teacher, and adapting the teaching material to the student. We also call for papers outside the competition in any relevant areas. These include training efficiency, cognitively plausible research, weak model evaluation, and more.

Can human reading comprehension be assessed from eye movements in reading? In this work, we address this longstanding question using large-scale eyetracking data over textual materials that are geared towards behavioral analyses of reading comprehension. We focus on a fine-grained and largely unaddressed task of predicting reading comprehension from eye movements at the level of a single question over a passage. We tackle this task using three new multimodal language models, as well as a battery of prior models from the literature. We evaluate the models' ability to generalize to new textual items, new participants, and the combination of both, in two different reading regimes, ordinary reading and information seeking. The evaluations suggest that although the task is highly challenging, eye movements contain useful signals for fine-grained prediction of reading comprehension. Code and data will be made publicly available.

Humanities scholars commonly provide evidence for claims that they make about a work of literature (e.g., a novel) in the form of quotations from the work. We collect a large-scale dataset (RELiC) of 78K literary quotations and surrounding critical analysis and use it to formulate the novel task of literary evidence retrieval, in which models are given an excerpt of literary analysis surrounding a masked quotation and asked to retrieve the quoted passage from the set of all passages in the work. Solving this retrieval task requires a deep understanding of complex literary and linguistic phenomena, which proves challenging to methods that overwhelmingly rely on lexical and semantic similarity matching. We implement a RoBERTa-based dense passage retriever for this task that outperforms existing pretrained information retrieval baselines; however, experiments and analysis by human domain experts indicate that there is substantial room for improvement over our dense retriever.

Knowing how to use words appropriately has been a key to improving language proficiency. Previous studies typically discuss how students learn receptively to select the correct candidate from a set of confusing words in the fill-in-the-blank task where specific context is given. In this paper, we go one step further, assisting students to learn to use confusing words appropriately in a productive task: sentence translation. We leverage the GiveMeExample system, which suggests example sentences for each confusing word, to achieve this goal. In this study, students learn to differentiate the confusing words by reading the example sentences, and then choose the appropriate word(s) to complete the sentence translation task. Results show students made substantial progress in terms of sentence structure. In addition, highly proficient students better managed to learn confusing words. In view of the influence of the first language on learners, we further propose an effective approach to improve the quality of the suggested sentences.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

Current language models are unable to quickly learn new concepts on the fly, often requiring a more involved finetuning process to learn robustly. Prompting in-context is not robust to context distractions, and often fails to confer much information about the new concepts. Classic methods for few-shot word learning in NLP, relying on global word vectors, are less applicable to large language models. In this paper, we introduce a novel approach named CoLLEGe (Concept Learning with Language Embedding Generation) to modernize few-shot concept learning. CoLLEGe is a meta-learning framework capable of generating flexible embeddings for new concepts using a small number of example sentences or definitions. Our primary meta-learning objective is simply to facilitate a language model to make next word predictions in forthcoming sentences, making it compatible with language model pretraining. We design a series of tasks to test new concept learning in challenging real-world scenarios, including new word acquisition, definition inference, and verbal reasoning, and demonstrate that our method succeeds in each setting without task-specific training.

We present Hubble, a suite of fully open-source large language models (LLMs) for the scientific study of LLM memorization. Hubble models come in standard and perturbed variants: standard models are pretrained on a large English corpus, and perturbed models are trained in the same way but with controlled insertion of text (e.g., book passages, biographies, and test sets) designed to emulate key memorization risks. Our core release includes 8 models -- standard and perturbed models with 1B or 8B parameters, pretrained on 100B or 500B tokens -- establishing that memorization risks are determined by the frequency of sensitive data relative to size of the training corpus (i.e., a password appearing once in a smaller corpus is memorized better than the same password in a larger corpus). Our release also includes 6 perturbed models with text inserted at different pretraining phases, showing that sensitive data without continued exposure can be forgotten. These findings suggest two best practices for addressing memorization risks: to dilute sensitive data by increasing the size of the training corpus, and to order sensitive data to appear earlier in training. Beyond these general empirical findings, Hubble enables a broad range of memorization research; for example, analyzing the biographies reveals how readily different types of private information are memorized. We also demonstrate that the randomized insertions in Hubble make it an ideal testbed for membership inference and machine unlearning, and invite the community to further explore, benchmark, and build upon our work.

Reading comprehension has recently seen rapid progress, with systems matching humans on the most popular datasets for the task. However, a large body of work has highlighted the brittleness of these systems, showing that there is much work left to be done. We introduce a new English reading comprehension benchmark, DROP, which requires Discrete Reasoning Over the content of Paragraphs. In this crowdsourced, adversarially-created, 96k-question benchmark, a system must resolve references in a question, perhaps to multiple input positions, and perform discrete operations over them (such as addition, counting, or sorting). These operations require a much more comprehensive understanding of the content of paragraphs than what was necessary for prior datasets. We apply state-of-the-art methods from both the reading comprehension and semantic parsing literature on this dataset and show that the best systems only achieve 32.7% F1 on our generalized accuracy metric, while expert human performance is 96.0%. We additionally present a new model that combines reading comprehension methods with simple numerical reasoning to achieve 47.0% F1.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

We describe our team's contribution to the STRICT-SMALL track of the BabyLM Challenge. The challenge requires training a language model from scratch using only a relatively small training dataset of ten million words. We experiment with three variants of cognitively-motivated curriculum learning and analyze their effect on the performance of the model on linguistic evaluation tasks. In the vocabulary curriculum, we analyze methods for constraining the vocabulary in the early stages of training to simulate cognitively more plausible learning curves. In the data curriculum experiments, we vary the order of the training instances based on i) infant-inspired expectations and ii) the learning behavior of the model. In the objective curriculum, we explore different variations of combining the conventional masked language modeling task with a more coarse-grained word class prediction task to reinforce linguistic generalization capabilities. Our results did not yield consistent improvements over our own non-curriculum learning baseline across a range of linguistic benchmarks; however, we do find marginal gains on select tasks. Our analysis highlights key takeaways for specific combinations of tasks and settings which benefit from our proposed curricula. We moreover determine that careful selection of model architecture, and training hyper-parameters yield substantial improvements over the default baselines provided by the BabyLM challenge.

Recent work investigates whether LMs learn human-like linguistic generalizations and representations from developmentally plausible amounts of data. Yet, the basic linguistic units processed in these LMs are determined by subword-based tokenization, which limits their validity as models of learning at and below the word level. In this paper, we explore the potential of tokenization-free, phoneme- and grapheme-based language models. We demonstrate that small models based on the Llama architecture can achieve strong linguistic performance on standard syntactic and novel lexical/phonetic benchmarks when trained with character-level vocabularies. We further show that phoneme-based models almost match grapheme-based models in standard tasks and novel evaluations. Our findings suggest a promising direction for creating more linguistically plausible language models that are better suited for computational studies of language acquisition and processing.

Modern large language models (LLMs) achieve impressive performance on some tasks, while exhibiting distinctly non-human-like behaviors on others. This raises the question of how well the LLM's learned representations align with human representations. In this work, we introduce a novel approach to study representation alignment: we adopt a method from research on activation steering to identify neurons responsible for specific concepts (e.g., ''cat'') and then analyze the corresponding activation patterns. We find that LLM representations captured this way closely align with human representations inferred from behavioral data, matching inter-human alignment levels. Our approach significantly outperforms the alignment captured by word embeddings, which have been the focus of prior work on human-LLM alignment. Additionally, our approach enables a more granular view of how LLMs represent concepts -- we show that LLMs organize concepts in a way that mirrors human concept organization.

The self-rationalising capabilities of large language models (LLMs) have been explored in restricted settings, using task/specific data sets. However, current LLMs do not (only) rely on specifically annotated data; nonetheless, they frequently explain their outputs. The properties of the generated explanations are influenced by the pre-training corpus and by the target data used for instruction fine-tuning. As the pre-training corpus includes a large amount of human-written explanations "in the wild", we hypothesise that LLMs adopt common properties of human explanations. By analysing the outputs for a multi-domain instruction fine-tuning data set, we find that generated explanations show selectivity and contain illustrative elements, but less frequently are subjective or misleading. We discuss reasons and consequences of the properties' presence or absence. In particular, we outline positive and negative implications depending on the goals and user groups of the self-rationalising system.

Human visual perception can easily generalize to out-of-distributed visual data, which is far beyond the capability of modern machine learning models. Domain generalization (DG) aims to close this gap, with existing DG methods mainly focusing on the loss function design. In this paper, we propose to explore an orthogonal direction, i.e., the design of the backbone architecture. It is motivated by an empirical finding that transformer-based models trained with empirical risk minimization (ERM) outperform CNN-based models employing state-of-the-art (SOTA) DG algorithms on multiple DG datasets. We develop a formal framework to characterize a network's robustness to distribution shifts by studying its architecture's alignment with the correlations in the dataset. This analysis guides us to propose a novel DG model built upon vision transformers, namely Generalizable Mixture-of-Experts (GMoE). Extensive experiments on DomainBed demonstrate that GMoE trained with ERM outperforms SOTA DG baselines by a large margin. Moreover, GMoE is complementary to existing DG methods and its performance is substantially improved when trained with DG algorithms.

Humans possess an extraordinary ability to create and utilize tools, allowing them to overcome physical limitations and explore new frontiers. With the advent of foundation models, AI systems have the potential to be equally adept in tool use as humans. This paradigm, i.e., tool learning with foundation models, combines the strengths of specialized tools and foundation models to achieve enhanced accuracy, efficiency, and automation in problem-solving. Despite its immense potential, there is still a lack of a comprehensive understanding of key challenges, opportunities, and future endeavors in this field. To this end, we present a systematic investigation of tool learning in this paper. We first introduce the background of tool learning, including its cognitive origins, the paradigm shift of foundation models, and the complementary roles of tools and models. Then we recapitulate existing tool learning research into tool-augmented and tool-oriented learning. We formulate a general tool learning framework: starting from understanding the user instruction, models should learn to decompose a complex task into several subtasks, dynamically adjust their plan through reasoning, and effectively conquer each sub-task by selecting appropriate tools. We also discuss how to train models for improved tool-use capabilities and facilitate the generalization in tool learning. Considering the lack of a systematic tool learning evaluation in prior works, we experiment with 18 representative tools and show the potential of current foundation models in skillfully utilizing tools. Finally, we discuss several open problems that require further investigation for tool learning. In general, we hope this paper could inspire future research in integrating tools with foundation models.

While Multimodal Large Language Models (MLLMs) demonstrate impressive abilities over high level perception and reasoning, their robustness in the wild still lags behind humans and exhibits diminished efficacy on simple tasks that are intuitive for humans. We examine the hypothesis that these deficiencies stem from the absence of core knowledge, rudimentary cognitive abilities innate to humans from early childhood. To probe core knowledge representation in MLLMs, we draw from developmental cognitive sciences and develop a large-scale benchmark, CoreCognition dataset, encompassing 12 core cognitive concepts. We evaluate 219 models with 10 different prompts, leading to a total of 2409 data points for analysis. Our findings reveal core knowledge deficits in early developed core abilities while models demonstrate human comparable performance in high level cognition. Moreover, we find that low level abilities show little to no scaling, in stark contrast to high level abilities. Finally, we introduce an evaluation technique, Concept Hacking, through which we demonstrate that MLLMs do not genuinely advance toward core knowledge but instead rely on illusory understanding and shortcut learning as they scale. Website with this https://growing-ai-like-a-child.github.io/{link}.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

We introduce a large scale MAchine Reading COmprehension dataset, which we name MS MARCO. The dataset comprises of 1,010,916 anonymized questions---sampled from Bing's search query logs---each with a human generated answer and 182,669 completely human rewritten generated answers. In addition, the dataset contains 8,841,823 passages---extracted from 3,563,535 web documents retrieved by Bing---that provide the information necessary for curating the natural language answers. A question in the MS MARCO dataset may have multiple answers or no answers at all. Using this dataset, we propose three different tasks with varying levels of difficulty: (i) predict if a question is answerable given a set of context passages, and extract and synthesize the answer as a human would (ii) generate a well-formed answer (if possible) based on the context passages that can be understood with the question and passage context, and finally (iii) rank a set of retrieved passages given a question. The size of the dataset and the fact that the questions are derived from real user search queries distinguishes MS MARCO from other well-known publicly available datasets for machine reading comprehension and question-answering. We believe that the scale and the real-world nature of this dataset makes it attractive for benchmarking machine reading comprehension and question-answering models.

Machine learning is the science of credit assignment: finding patterns in observations that predict the consequences of actions and help to improve future performance. Credit assignment is also required for human understanding of how the world works, not only for individuals navigating daily life, but also for academic professionals like historians who interpret the present in light of past events. Here I focus on the history of modern artificial intelligence (AI) which is dominated by artificial neural networks (NNs) and deep learning, both conceptually closer to the old field of cybernetics than to what's been called AI since 1956 (e.g., expert systems and logic programming). A modern history of AI will emphasize breakthroughs outside of the focus of traditional AI text books, in particular, mathematical foundations of today's NNs such as the chain rule (1676), the first NNs (linear regression, circa 1800), and the first working deep learners (1965-). From the perspective of 2022, I provide a timeline of the -- in hindsight -- most important relevant events in the history of NNs, deep learning, AI, computer science, and mathematics in general, crediting those who laid foundations of the field. The text contains numerous hyperlinks to relevant overview sites from my AI Blog. It supplements my previous deep learning survey (2015) which provides hundreds of additional references. Finally, to round it off, I'll put things in a broader historic context spanning the time since the Big Bang until when the universe will be many times older than it is now.

The human ability to easily solve multimodal tasks in context (i.e., with only a few demonstrations or simple instructions), is what current multimodal systems have largely struggled to imitate. In this work, we demonstrate that the task-agnostic in-context learning capabilities of large multimodal models can be significantly enhanced by effective scaling-up. We introduce Emu2, a generative multimodal model with 37 billion parameters, trained on large-scale multimodal sequences with a unified autoregressive objective. Emu2 exhibits strong multimodal in-context learning abilities, even emerging to solve tasks that require on-the-fly reasoning, such as visual prompting and object-grounded generation. The model sets a new record on multiple multimodal understanding tasks in few-shot settings. When instruction-tuned to follow specific instructions, Emu2 further achieves new state-of-the-art on challenging tasks such as question answering benchmarks for large multimodal models and open-ended subject-driven generation. These achievements demonstrate that Emu2 can serve as a base model and general-purpose interface for a wide range of multimodal tasks. Code and models are publicly available to facilitate future research.

Human values are crucial to human decision-making. Value pluralism is the view that multiple correct values may be held in tension with one another (e.g., when considering lying to a friend to protect their feelings, how does one balance honesty with friendship?). As statistical learners, AI systems fit to averages by default, washing out these potentially irreducible value conflicts. To improve AI systems to better reflect value pluralism, the first-order challenge is to explore the extent to which AI systems can model pluralistic human values, rights, and duties as well as their interaction. We introduce ValuePrism, a large-scale dataset of 218k values, rights, and duties connected to 31k human-written situations. ValuePrism's contextualized values are generated by GPT-4 and deemed high-quality by human annotators 91% of the time. We conduct a large-scale study with annotators across diverse social and demographic backgrounds to try to understand whose values are represented. With ValuePrism, we build Kaleido, an open, light-weight, and structured language-based multi-task model that generates, explains, and assesses the relevance and valence (i.e., support or oppose) of human values, rights, and duties within a specific context. Humans prefer the sets of values output by our system over the teacher GPT-4, finding them more accurate and with broader coverage. In addition, we demonstrate that Kaleido can help explain variability in human decision-making by outputting contrasting values. Finally, we show that Kaleido's representations transfer to other philosophical frameworks and datasets, confirming the benefit of an explicit, modular, and interpretable approach to value pluralism. We hope that our work will serve as a step to making more explicit the implicit values behind human decision-making and to steering AI systems to make decisions that are more in accordance with them.

Research on generative models to produce human-aligned / human-preferred outputs has seen significant recent contributions. Between text and image-generative models, we narrowed our focus to text-based generative models, particularly to produce captions for images that align with human preferences. In this research, we explored a potential method to amplify the performance of the Deep Neural Network Model to generate captions that are preferred by humans. This was achieved by integrating Supervised Learning and Reinforcement Learning with Human Feedback (RLHF) using the Flickr8k dataset. Also, a novel loss function that is capable of optimizing the model based on human feedback is introduced. In this paper, we provide a concise sketch of our approach and results, hoping to contribute to the ongoing advances in the field of human-aligned generative AI models.

A promising approach for teaching artificial agents to use natural language involves using human-in-the-loop training. However, recent work suggests that current machine learning methods are too data inefficient to be trained in this way from scratch. In this paper, we investigate the relationship between two categories of learning signals with the ultimate goal of improving sample efficiency: imitating human language data via supervised learning, and maximizing reward in a simulated multi-agent environment via self-play (as done in emergent communication), and introduce the term supervised self-play (S2P) for algorithms using both of these signals. We find that first training agents via supervised learning on human data followed by self-play outperforms the converse, suggesting that it is not beneficial to emerge languages from scratch. We then empirically investigate various S2P schedules that begin with supervised learning in two environments: a Lewis signaling game with symbolic inputs, and an image-based referential game with natural language descriptions. Lastly, we introduce population based approaches to S2P, which further improves the performance over single-agent methods.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

Recent studies show that instruction tuning and learning from human feedback improve the abilities of large language models (LMs) dramatically. While these tuning methods can make models generate high-quality text, we conjecture that more implicit cognitive biases may arise in these fine-tuned models. Our work provides evidence that these fine-tuned models exhibit biases that were absent or less pronounced in their pretrained predecessors. We examine the extent of this phenomenon in three cognitive biases - the decoy effect, the certainty effect, and the belief bias - all of which are known to influence human decision-making and reasoning. Our findings highlight the presence of these biases in various models, especially those that have undergone instruction tuning, such as Flan-T5, GPT3.5, and GPT4. This research constitutes a step toward comprehending cognitive biases in instruction-tuned LMs, which is crucial for the development of more reliable and unbiased language models.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

In 3D human action recognition, limited supervised data makes it challenging to fully tap into the modeling potential of powerful networks such as transformers. As a result, researchers have been actively investigating effective self-supervised pre-training strategies. In this work, we show that instead of following the prevalent pretext task to perform masked self-component reconstruction in human joints, explicit contextual motion modeling is key to the success of learning effective feature representation for 3D action recognition. Formally, we propose the Masked Motion Prediction (MAMP) framework. To be specific, the proposed MAMP takes as input the masked spatio-temporal skeleton sequence and predicts the corresponding temporal motion of the masked human joints. Considering the high temporal redundancy of the skeleton sequence, in our MAMP, the motion information also acts as an empirical semantic richness prior that guide the masking process, promoting better attention to semantically rich temporal regions. Extensive experiments on NTU-60, NTU-120, and PKU-MMD datasets show that the proposed MAMP pre-training substantially improves the performance of the adopted vanilla transformer, achieving state-of-the-art results without bells and whistles. The source code of our MAMP is available at https://github.com/maoyunyao/MAMP.

Machine reading comprehension tasks require a machine reader to answer questions relevant to the given document. In this paper, we present the first free-form multiple-Choice Chinese machine reading Comprehension dataset (C^3), containing 13,369 documents (dialogues or more formally written mixed-genre texts) and their associated 19,577 multiple-choice free-form questions collected from Chinese-as-a-second-language examinations. We present a comprehensive analysis of the prior knowledge (i.e., linguistic, domain-specific, and general world knowledge) needed for these real-world problems. We implement rule-based and popular neural methods and find that there is still a significant performance gap between the best performing model (68.5%) and human readers (96.0%), especially on problems that require prior knowledge. We further study the effects of distractor plausibility and data augmentation based on translated relevant datasets for English on model performance. We expect C^3 to present great challenges to existing systems as answering 86.8% of questions requires both knowledge within and beyond the accompanying document, and we hope that C^3 can serve as a platform to study how to leverage various kinds of prior knowledge to better understand a given written or orally oriented text. C^3 is available at https://dataset.org/c3/.

In many real-world applications, users rely on natural language instructions to guide large language models (LLMs) across a wide range of tasks. These instructions are often complex, diverse, and subject to frequent change. However, LLMs do not always attend to these instructions reliably, and users lack simple mechanisms to emphasize their importance beyond modifying prompt wording or structure. To address this, we present an inference-time method that enables users to emphasize specific parts of their prompt by steering the model's attention toward them, aligning the model's perceived importance of different prompt tokens with user intent. Unlike prior approaches that are limited to static instructions, require significant offline profiling, or rely on fixed biases, we dynamically update the proportion of model attention given to the user-specified parts--ensuring improved instruction following without performance degradation. We demonstrate that our approach improves instruction following across a variety of tasks involving multiple instructions and generalizes across models of varying scales.

As the general capabilities of artificial intelligence (AI) agents continue to evolve, their ability to learn to master multiple complex tasks through experience remains a key challenge. Current LLM agents, particularly those based on proprietary language models, typically rely on prompts to incorporate knowledge about the target tasks. This approach does not allow the agent to internalize this information and instead relies on ever-expanding prompts to sustain its functionality in diverse scenarios. This resembles a system of notes used by a person affected by anterograde amnesia, the inability to form new memories. In this paper, we propose a novel method to train AI agents to incorporate knowledge and skills for multiple tasks without the need for either cumbersome note systems or prior high-quality demonstration data. Our approach employs an iterative process where the agent collects new experiences, receives corrective feedback from humans in the form of hints, and integrates this feedback into its weights via a context distillation training procedure. We demonstrate the efficacy of our approach by implementing it in a Llama-3-based agent that, after only a few rounds of feedback, outperforms advanced models GPT-4o and DeepSeek-V3 in tasksets requiring correct sequencing of information retrieval, tool use, and question answering.

State-of-the-art solutions in the areas of "Language Modelling & Generating Text", "Speech Recognition", "Generating Image Descriptions" or "Video Tagging" have been using Recurrent Neural Networks as the foundation for their approaches. Understanding the underlying concepts is therefore of tremendous importance if we want to keep up with recent or upcoming publications in those areas. In this work we give a short overview over some of the most important concepts in the realm of Recurrent Neural Networks which enables readers to easily understand the fundamentals such as but not limited to "Backpropagation through Time" or "Long Short-Term Memory Units" as well as some of the more recent advances like the "Attention Mechanism" or "Pointer Networks". We also give recommendations for further reading regarding more complex topics where it is necessary.

Machine reading is a fundamental task for testing the capability of natural language understanding, which is closely related to human cognition in many aspects. With the rising of deep learning techniques, algorithmic models rival human performances on simple QA, and thus increasingly challenging machine reading datasets have been proposed. Though various challenges such as evidence integration and commonsense knowledge have been integrated, one of the fundamental capabilities in human reading, namely logical reasoning, is not fully investigated. We build a comprehensive dataset, named LogiQA, which is sourced from expert-written questions for testing human Logical reasoning. It consists of 8,678 QA instances, covering multiple types of deductive reasoning. Results show that state-of-the-art neural models perform by far worse than human ceiling. Our dataset can also serve as a benchmark for reinvestigating logical AI under the deep learning NLP setting. The dataset is freely available at https://github.com/lgw863/LogiQA-dataset

Large language models (LLMs) have been shown to exhibit a wide range of capabilities, such as writing robot code from language commands -- enabling non-experts to direct robot behaviors, modify them based on feedback, or compose them to perform new tasks. However, these capabilities (driven by in-context learning) are limited to short-term interactions, where users' feedback remains relevant for only as long as it fits within the context size of the LLM, and can be forgotten over longer interactions. In this work, we investigate fine-tuning the robot code-writing LLMs, to remember their in-context interactions and improve their teachability i.e., how efficiently they adapt to human inputs (measured by average number of corrections before the user considers the task successful). Our key observation is that when human-robot interactions are formulated as a partially observable Markov decision process (in which human language inputs are observations, and robot code outputs are actions), then training an LLM to complete previous interactions can be viewed as training a transition dynamics model -- that can be combined with classic robotics techniques such as model predictive control (MPC) to discover shorter paths to success. This gives rise to Language Model Predictive Control (LMPC), a framework that fine-tunes PaLM 2 to improve its teachability on 78 tasks across 5 robot embodiments -- improving non-expert teaching success rates of unseen tasks by 26.9% while reducing the average number of human corrections from 2.4 to 1.9. Experiments show that LMPC also produces strong meta-learners, improving the success rate of in-context learning new tasks on unseen robot embodiments and APIs by 31.5%. See videos, code, and demos at: https://robot-teaching.github.io/.

Learning from mistakes is a fundamental feature of human intelligence. Previous work has shown that Large Language Models (LLMs) can also learn from incorrect answers when provided with a comprehensive rationale detailing why an answer is wrong or how to correct it. In this work, we examine whether LLMs can learn from mistakes in mathematical reasoning tasks when these explanations are not provided. We investigate if LLMs are able to implicitly infer such rationales simply from observing both incorrect and correct answers. Surprisingly, we find that LLMs perform better, on average, when rationales are eliminated from the context and incorrect answers are simply shown alongside correct ones. This approach also substantially outperforms chain-of-thought prompting in our evaluations. We show that these results are consistent across LLMs of different sizes and varying reasoning abilities. Further, we carry out an in-depth analysis, and show that prompting with both wrong and correct answers leads to greater performance and better generalisation than introducing additional, more diverse question-answer pairs into the context. Finally, we show that new rationales generated by models that have only observed incorrect and correct answers are scored equally as highly by humans as those produced with the aid of exemplar rationales. Our results demonstrate that LLMs are indeed capable of in-context implicit learning.

To act in the world, robots rely on a representation of salient task aspects: for example, to carry a cup of coffee, a robot must consider movement efficiency and cup orientation in its behaviour. However, if we want robots to act for and with people, their representations must not be just functional but also reflective of what humans care about, i.e. their representations must be aligned with humans'. In this survey, we pose that current reward and imitation learning approaches suffer from representation misalignment, where the robot's learned representation does not capture the human's representation. We suggest that because humans will be the ultimate evaluator of robot performance in the world, it is critical that we explicitly focus our efforts on aligning learned task representations with humans, in addition to learning the downstream task. We advocate that current representation learning approaches in robotics should be studied from the perspective of how well they accomplish the objective of representation alignment. To do so, we mathematically define the problem, identify its key desiderata, and situate current robot learning methods within this formalism. We conclude the survey by suggesting future directions for exploring open challenges.

A key component of successfully reading a passage of text is the ability to apply knowledge gained from the passage to a new situation. In order to facilitate progress on this kind of reading, we present ROPES, a challenging benchmark for reading comprehension targeting Reasoning Over Paragraph Effects in Situations. We target expository language describing causes and effects (e.g., "animal pollinators increase efficiency of fertilization in flowers"), as they have clear implications for new situations. A system is presented a background passage containing at least one of these relations, a novel situation that uses this background, and questions that require reasoning about effects of the relationships in the background passage in the context of the situation. We collect background passages from science textbooks and Wikipedia that contain such phenomena, and ask crowd workers to author situations, questions, and answers, resulting in a 14,322 question dataset. We analyze the challenges of this task and evaluate the performance of state-of-the-art reading comprehension models. The best model performs only slightly better than randomly guessing an answer of the correct type, at 61.6% F1, well below the human performance of 89.0%.

Inference-time computation techniques, analogous to human System 2 Thinking, have recently become popular for improving model performances. However, most existing approaches suffer from several limitations: they are modality-specific (e.g., working only in text), problem-specific (e.g., verifiable domains like math and coding), or require additional supervision/training on top of unsupervised pretraining (e.g., verifiers or verifiable rewards). In this paper, we ask the question "Is it possible to generalize these System 2 Thinking approaches, and develop models that learn to think solely from unsupervised learning?" Interestingly, we find the answer is yes, by learning to explicitly verify the compatibility between inputs and candidate-predictions, and then re-framing prediction problems as optimization with respect to this verifier. Specifically, we train Energy-Based Transformers (EBTs) -- a new class of Energy-Based Models (EBMs) -- to assign an energy value to every input and candidate-prediction pair, enabling predictions through gradient descent-based energy minimization until convergence. Across both discrete (text) and continuous (visual) modalities, we find EBTs scale faster than the dominant Transformer++ approach during training, achieving an up to 35% higher scaling rate with respect to data, batch size, parameters, FLOPs, and depth. During inference, EBTs improve performance with System 2 Thinking by 29% more than the Transformer++ on language tasks, and EBTs outperform Diffusion Transformers on image denoising while using fewer forward passes. Further, we find that EBTs achieve better results than existing models on most downstream tasks given the same or worse pretraining performance, suggesting that EBTs generalize better than existing approaches. Consequently, EBTs are a promising new paradigm for scaling both the learning and thinking capabilities of models.

Algorithms for text-generation in dialogue can be misguided. For example, in task-oriented settings, reinforcement learning that optimizes only task-success can lead to abysmal lexical diversity. We hypothesize this is due to poor theoretical understanding of the objectives in text-generation and their relation to the learning process (i.e., model training). To this end, we propose a new theoretical framework for learning to generate text in dialogue. Compared to existing theories of learning, our framework allows for analysis of the multi-faceted goals inherent to text-generation. We use our framework to develop theoretical guarantees for learners that adapt to unseen data. As an example, we apply our theory to study data-shift within a cooperative learning algorithm proposed for the GuessWhat?! visual dialogue game. From this insight, we propose a new algorithm, and empirically, we demonstrate our proposal improves both task-success and human-likeness of the generated text. Finally, we show statistics from our theory are empirically predictive of multiple qualities of the generated dialogue, suggesting our theory is useful for model-selection when human evaluations are not available.

We present an empirical evaluation of various outputs generated by nine of the most widely-available large language models (LLMs). Our analysis is done with off-the-shelf, readily-available tools. We find a correlation between percentage of memorized text, percentage of unique text, and overall output quality, when measured with respect to output pathologies such as counterfactual and logically-flawed statements, and general failures like not staying on topic. Overall, 80.0% of the outputs evaluated contained memorized data, but outputs containing the most memorized content were also more likely to be considered of high quality. We discuss and evaluate mitigation strategies, showing that, in the models evaluated, the rate of memorized text being output is reduced. We conclude with a discussion on potential implications around what it means to learn, to memorize, and to evaluate quality text.

We introduce a new challenge to test the STEM skills of neural models. The problems in the real world often require solutions, combining knowledge from STEM (science, technology, engineering, and math). Unlike existing datasets, our dataset requires the understanding of multimodal vision-language information of STEM. Our dataset features one of the largest and most comprehensive datasets for the challenge. It includes 448 skills and 1,073,146 questions spanning all STEM subjects. Compared to existing datasets that often focus on examining expert-level ability, our dataset includes fundamental skills and questions designed based on the K-12 curriculum. We also add state-of-the-art foundation models such as CLIP and GPT-3.5-Turbo to our benchmark. Results show that the recent model advances only help master a very limited number of lower grade-level skills (2.5% in the third grade) in our dataset. In fact, these models are still well below (averaging 54.7%) the performance of elementary students, not to mention near expert-level performance. To understand and increase the performance on our dataset, we teach the models on a training split of our dataset. Even though we observe improved performance, the model performance remains relatively low compared to average elementary students. To solve STEM problems, we will need novel algorithmic innovations from the community.

Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.

In the realm of autonomous driving, accurate 3D perception is the foundation. However, developing such models relies on extensive human annotations -- a process that is both costly and labor-intensive. To address this challenge from a data representation learning perspective, we introduce SuperFlow, a novel framework designed to harness consecutive LiDAR-camera pairs for establishing spatiotemporal pretraining objectives. SuperFlow stands out by integrating two key designs: 1) a dense-to-sparse consistency regularization, which promotes insensitivity to point cloud density variations during feature learning, and 2) a flow-based contrastive learning module, carefully crafted to extract meaningful temporal cues from readily available sensor calibrations. To further boost learning efficiency, we incorporate a plug-and-play view consistency module that enhances the alignment of the knowledge distilled from camera views. Extensive comparative and ablation studies across 11 heterogeneous LiDAR datasets validate our effectiveness and superiority. Additionally, we observe several interesting emerging properties by scaling up the 2D and 3D backbones during pretraining, shedding light on the future research of 3D foundation models for LiDAR-based perception.

Many real world learning tasks involve complex or hard-to-specify objectives, and using an easier-to-specify proxy can lead to poor performance or misaligned behavior. One solution is to have humans provide a training signal by demonstrating or judging performance, but this approach fails if the task is too complicated for a human to directly evaluate. We propose Iterated Amplification, an alternative training strategy which progressively builds up a training signal for difficult problems by combining solutions to easier subproblems. Iterated Amplification is closely related to Expert Iteration (Anthony et al., 2017; Silver et al., 2017), except that it uses no external reward function. We present results in algorithmic environments, showing that Iterated Amplification can efficiently learn complex behaviors.

Recent automatic curriculum learning algorithms, and in particular Teacher-Student algorithms, rely on the notion of learning progress, making the assumption that the good next tasks are the ones on which the learner is making the fastest progress or digress. In this work, we first propose a simpler and improved version of these algorithms. We then argue that the notion of learning progress itself has several shortcomings that lead to a low sample efficiency for the learner. We finally propose a new algorithm, based on the notion of mastering rate, that significantly outperforms learning progress-based algorithms.

Data visualizations are powerful tools for communicating patterns in quantitative data. Yet understanding any data visualization is no small feat -- succeeding requires jointly making sense of visual, numerical, and linguistic inputs arranged in a conventionalized format one has previously learned to parse. Recently developed vision-language models are, in principle, promising candidates for developing computational models of these cognitive operations. However, it is currently unclear to what degree these models emulate human behavior on tasks that involve reasoning about data visualizations. This gap reflects limitations in prior work that has evaluated data visualization understanding in artificial systems using measures that differ from those typically used to assess these abilities in humans. Here we evaluated eight vision-language models on six data visualization literacy assessments designed for humans and compared model responses to those of human participants. We found that these models performed worse than human participants on average, and this performance gap persisted even when using relatively lenient criteria to assess model performance. Moreover, while relative performance across items was somewhat correlated between models and humans, all models produced patterns of errors that were reliably distinct from those produced by human participants. Taken together, these findings suggest significant opportunities for further development of artificial systems that might serve as useful models of how humans reason about data visualizations. All code and data needed to reproduce these results are available at: https://osf.io/e25mu/?view_only=399daff5a14d4b16b09473cf19043f18.

The recent large language models (LLMs), e.g., ChatGPT, have been able to generate human-like and fluent responses when provided with specific instructions. While admitting the convenience brought by technological advancement, educators also have concerns that students might leverage LLMs to complete their writing assignments and pass them off as their original work. Although many AI content detection studies have been conducted as a result of such concerns, most of these prior studies modeled AI content detection as a classification problem, assuming that a text is either entirely human-written or entirely AI-generated. In this study, we investigated AI content detection in a rarely explored yet realistic setting where the text to be detected is collaboratively written by human and generative LLMs (i.e., hybrid text). We first formalized the detection task as identifying the transition points between human-written content and AI-generated content from a given hybrid text (boundary detection). Then we proposed a two-step approach where we (1) separated AI-generated content from human-written content during the encoder training process; and (2) calculated the distances between every two adjacent prototypes and assumed that the boundaries exist between the two adjacent prototypes that have the furthest distance from each other. Through extensive experiments, we observed the following main findings: (1) the proposed approach consistently outperformed the baseline methods across different experiment settings; (2) the encoder training process can significantly boost the performance of the proposed approach; (3) when detecting boundaries for single-boundary hybrid essays, the proposed approach could be enhanced by adopting a relatively large prototype size, leading to a 22% improvement in the In-Domain evaluation and an 18% improvement in the Out-of-Domain evaluation.

Large language models (LLMs) have shown impressive performance in following natural language instructions to solve unseen tasks. However, it remains unclear whether models truly understand task definitions and whether the human-written definitions are optimal. In this paper, we systematically study the role of task definitions in instruction learning. We first conduct an ablation analysis informed by human annotations to understand which parts of a task definition are most important, and find that model performance only drops substantially when removing contents describing the task output, in particular label information. Next, we propose an automatic algorithm to compress task definitions to a minimal supporting set of tokens, and find that 60\% of tokens can be removed while maintaining or even improving model performance. Based on these results, we propose two strategies to help models better leverage task instructions: (1) providing only key information for tasks in a common structured format, and (2) adding a meta-tuning stage to help the model better understand the definitions. With these two strategies, we achieve a 4.2 Rouge-L improvement over 119 unseen test tasks.

Scholastic trivia competitions test knowledge and intelligence through mastery of question answering. Modern question answering benchmarks are one variant of the Turing test. Specifically, answering a set of questions as well as a human is a minimum bar towards demonstrating human-like intelligence. This paper makes the case that the format of one competition -- where participants can answer in the middle of hearing a question (incremental) -- better differentiates the skill between (human or machine) players. Additionally, merging a sequential decision-making sub-task with question answering (QA) provides a good setting for research in model calibration and opponent modeling. Thus, embedded in this task are three machine learning challenges: (1) factoid QA over thousands of Wikipedia-like answers, (2) calibration of the QA model's confidence scores, and (3) sequential decision-making that incorporates knowledge of the QA model, its calibration, and what the opponent may do. We make two contributions: (1) collecting and curating a large factoid QA dataset and an accompanying gameplay dataset, and (2) developing a model that addresses these three machine learning challenges. In addition to offline evaluation, we pitted our model against some of the most accomplished trivia players in the world in a series of exhibition matches spanning several years. Throughout this paper, we show that collaborations with the vibrant trivia community have contributed to the quality of our dataset, spawned new research directions, and doubled as an exciting way to engage the public with research in machine learning and natural language processing.

We present an Arabic crossword puzzle generator from a given text that utilizes advanced language models such as GPT-4-Turbo, GPT-3.5-Turbo and Llama3-8B-Instruct, specifically developed for educational purposes, this innovative generator leverages a meticulously compiled dataset named Arabic-Clue-Instruct with over 50,000 entries encompassing text, answers, clues, and categories. This dataset is intricately designed to aid in the generation of pertinent clues linked to specific texts and keywords within defined categories. This project addresses the scarcity of advanced educational tools tailored for the Arabic language, promoting enhanced language learning and cognitive development. By providing a culturally and linguistically relevant tool, our objective is to make learning more engaging and effective through gamification and interactivity. Integrating state-of-the-art artificial intelligence with contemporary learning methodologies, this tool can generate crossword puzzles from any given educational text, thereby facilitating an interactive and enjoyable learning experience. This tool not only advances educational paradigms but also sets a new standard in interactive and cognitive learning technologies. The model and dataset are publicly available.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

We present the call for papers for the BabyLM Challenge: Sample-efficient pretraining on a developmentally plausible corpus. This shared task is intended for participants with an interest in small scale language modeling, human language acquisition, low-resource NLP, and cognitive modeling. In partnership with CoNLL and CMCL, we provide a platform for approaches to pretraining with a limited-size corpus sourced from data inspired by the input to children. The task has three tracks, two of which restrict the training data to pre-released datasets of 10M and 100M words and are dedicated to explorations of approaches such as architectural variations, self-supervised objectives, or curriculum learning. The final track only restricts the amount of text used, allowing innovation in the choice of the data, its domain, and even its modality (i.e., data from sources other than text is welcome). We will release a shared evaluation pipeline which scores models on a variety of benchmarks and tasks, including targeted syntactic evaluations and natural language understanding.

Our ability to continuously acquire, organize, and leverage knowledge is a key feature of human intelligence that AI systems must approximate to unlock their full potential. Given the challenges in continual learning with large language models (LLMs), retrieval-augmented generation (RAG) has become the dominant way to introduce new information. However, its reliance on vector retrieval hinders its ability to mimic the dynamic and interconnected nature of human long-term memory. Recent RAG approaches augment vector embeddings with various structures like knowledge graphs to address some of these gaps, namely sense-making and associativity. However, their performance on more basic factual memory tasks drops considerably below standard RAG. We address this unintended deterioration and propose HippoRAG 2, a framework that outperforms standard RAG comprehensively on factual, sense-making, and associative memory tasks. HippoRAG 2 builds upon the Personalized PageRank algorithm used in HippoRAG and enhances it with deeper passage integration and more effective online use of an LLM. This combination pushes this RAG system closer to the effectiveness of human long-term memory, achieving a 7% improvement in associative memory tasks over the state-of-the-art embedding model while also exhibiting superior factual knowledge and sense-making memory capabilities. This work paves the way for non-parametric continual learning for LLMs. Our code and data will be released at https://github.com/OSU-NLP-Group/HippoRAG.

Large Language Models (LLMs) have showcased impressive capabilities in text comprehension and generation, prompting research efforts towards video LLMs to facilitate human-AI interaction at the video level. However, how to effectively encode and understand videos in video-based dialogue systems remains to be solved. In this paper, we investigate a straightforward yet unexplored question: Can we feed all spatial-temporal tokens into the LLM, thus delegating the task of video sequence modeling to the LLMs? Surprisingly, this simple approach yields significant improvements in video understanding. Based upon this, we propose ST-LLM, an effective video-LLM baseline with Spatial-Temporal sequence modeling inside LLM. Furthermore, to address the overhead and stability issues introduced by uncompressed video tokens within LLMs, we develop a dynamic masking strategy with tailor-made training objectives. For particularly long videos, we have also designed a global-local input module to balance efficiency and effectiveness. Consequently, we harness LLM for proficient spatial-temporal modeling, while upholding efficiency and stability. Extensive experimental results attest to the effectiveness of our method. Through a more concise model and training pipeline, ST-LLM establishes a new state-of-the-art result on VideoChatGPT-Bench and MVBench. Codes have been available at https://github.com/TencentARC/ST-LLM.

Predicting temporal progress from visual trajectories is important for intelligent robots that can learn, adapt, and improve. However, learning such progress estimator, or temporal value function, across different tasks and domains requires both a large amount of diverse data and methods which can scale and generalize. To address these challenges, we present Generative Value Learning (\GVL), a universal value function estimator that leverages the world knowledge embedded in vision-language models (VLMs) to predict task progress. Naively asking a VLM to predict values for a video sequence performs poorly due to the strong temporal correlation between successive frames. Instead, GVL poses value estimation as a temporal ordering problem over shuffled video frames; this seemingly more challenging task encourages VLMs to more fully exploit their underlying semantic and temporal grounding capabilities to differentiate frames based on their perceived task progress, consequently producing significantly better value predictions. Without any robot or task specific training, GVL can in-context zero-shot and few-shot predict effective values for more than 300 distinct real-world tasks across diverse robot platforms, including challenging bimanual manipulation tasks. Furthermore, we demonstrate that GVL permits flexible multi-modal in-context learning via examples from heterogeneous tasks and embodiments, such as human videos. The generality of GVL enables various downstream applications pertinent to visuomotor policy learning, including dataset filtering, success detection, and advantage-weighted regression -- all without any model training or finetuning.

We present RACE, a new dataset for benchmark evaluation of methods in the reading comprehension task. Collected from the English exams for middle and high school Chinese students in the age range between 12 to 18, RACE consists of near 28,000 passages and near 100,000 questions generated by human experts (English instructors), and covers a variety of topics which are carefully designed for evaluating the students' ability in understanding and reasoning. In particular, the proportion of questions that requires reasoning is much larger in RACE than that in other benchmark datasets for reading comprehension, and there is a significant gap between the performance of the state-of-the-art models (43%) and the ceiling human performance (95%). We hope this new dataset can serve as a valuable resource for research and evaluation in machine comprehension. The dataset is freely available at http://www.cs.cmu.edu/~glai1/data/race/ and the code is available at https://github.com/qizhex/RACE_AR_baselines.

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

Humans can understand and produce new utterances effortlessly, thanks to their compositional skills. Once a person learns the meaning of a new verb "dax," he or she can immediately understand the meaning of "dax twice" or "sing and dax." In this paper, we introduce the SCAN domain, consisting of a set of simple compositional navigation commands paired with the corresponding action sequences. We then test the zero-shot generalization capabilities of a variety of recurrent neural networks (RNNs) trained on SCAN with sequence-to-sequence methods. We find that RNNs can make successful zero-shot generalizations when the differences between training and test commands are small, so that they can apply "mix-and-match" strategies to solve the task. However, when generalization requires systematic compositional skills (as in the "dax" example above), RNNs fail spectacularly. We conclude with a proof-of-concept experiment in neural machine translation, suggesting that lack of systematicity might be partially responsible for neural networks' notorious training data thirst.

We study subliminal learning, a surprising phenomenon where language models transmit behavioral traits via semantically unrelated data. In our main experiments, a "teacher" model with some trait T (such as liking owls or being misaligned) generates a dataset consisting solely of number sequences. Remarkably, a "student" model trained on this dataset learns T. This occurs even when the data is filtered to remove references to T. We observe the same effect when training on code or reasoning traces generated by the same teacher model. However, we do not observe the effect when the teacher and student have different base models. To help explain our findings, we prove a theoretical result showing that subliminal learning occurs in all neural networks under certain conditions, and demonstrate subliminal learning in a simple MLP classifier. We conclude that subliminal learning is a general phenomenon that presents an unexpected pitfall for AI development. Distillation could propagate unintended traits, even when developers try to prevent this via data filtering.

We publicly release a new large-scale dataset, called SearchQA, for machine comprehension, or question-answering. Unlike recently released datasets, such as DeepMind CNN/DailyMail and SQuAD, the proposed SearchQA was constructed to reflect a full pipeline of general question-answering. That is, we start not from an existing article and generate a question-answer pair, but start from an existing question-answer pair, crawled from J! Archive, and augment it with text snippets retrieved by Google. Following this approach, we built SearchQA, which consists of more than 140k question-answer pairs with each pair having 49.6 snippets on average. Each question-answer-context tuple of the SearchQA comes with additional meta-data such as the snippet's URL, which we believe will be valuable resources for future research. We conduct human evaluation as well as test two baseline methods, one simple word selection and the other deep learning based, on the SearchQA. We show that there is a meaningful gap between the human and machine performances. This suggests that the proposed dataset could well serve as a benchmark for question-answering.

Thanks to rapid progress in artificial intelligence, we have entered an era when technology and philosophy intersect in interesting ways. Sitting squarely at the centre of this intersection are large language models (LLMs). The more adept LLMs become at mimicking human language, the more vulnerable we become to anthropomorphism, to seeing the systems in which they are embedded as more human-like than they really are. This trend is amplified by the natural tendency to use philosophically loaded terms, such as "knows", "believes", and "thinks", when describing these systems. To mitigate this trend, this paper advocates the practice of repeatedly stepping back to remind ourselves of how LLMs, and the systems of which they form a part, actually work. The hope is that increased scientific precision will encourage more philosophical nuance in the discourse around artificial intelligence, both within the field and in the public sphere.

Despite progress in perceptual tasks such as image classification, computers still perform poorly on cognitive tasks such as image description and question answering. Cognition is core to tasks that involve not just recognizing, but reasoning about our visual world. However, models used to tackle the rich content in images for cognitive tasks are still being trained using the same datasets designed for perceptual tasks. To achieve success at cognitive tasks, models need to understand the interactions and relationships between objects in an image. When asked "What vehicle is the person riding?", computers will need to identify the objects in an image as well as the relationships riding(man, carriage) and pulling(horse, carriage) in order to answer correctly that "the person is riding a horse-drawn carriage". In this paper, we present the Visual Genome dataset to enable the modeling of such relationships. We collect dense annotations of objects, attributes, and relationships within each image to learn these models. Specifically, our dataset contains over 100K images where each image has an average of 21 objects, 18 attributes, and 18 pairwise relationships between objects. We canonicalize the objects, attributes, relationships, and noun phrases in region descriptions and questions answer pairs to WordNet synsets. Together, these annotations represent the densest and largest dataset of image descriptions, objects, attributes, relationships, and question answers.

The recent wave of generative AI has sparked unprecedented global attention, with both excitement and concern over potentially superhuman levels of artificial intelligence: models now take only seconds to produce outputs that would challenge or exceed the capabilities even of expert humans. At the same time, models still show basic errors in understanding that would not be expected even in non-expert humans. This presents us with an apparent paradox: how do we reconcile seemingly superhuman capabilities with the persistence of errors that few humans would make? In this work, we posit that this tension reflects a divergence in the configuration of intelligence in today's generative models relative to intelligence in humans. Specifically, we propose and test the Generative AI Paradox hypothesis: generative models, having been trained directly to reproduce expert-like outputs, acquire generative capabilities that are not contingent upon -- and can therefore exceed -- their ability to understand those same types of outputs. This contrasts with humans, for whom basic understanding almost always precedes the ability to generate expert-level outputs. We test this hypothesis through controlled experiments analyzing generation vs. understanding in generative models, across both language and image modalities. Our results show that although models can outperform humans in generation, they consistently fall short of human capabilities in measures of understanding, as well as weaker correlation between generation and understanding performance, and more brittleness to adversarial inputs. Our findings support the hypothesis that models' generative capability may not be contingent upon understanding capability, and call for caution in interpreting artificial intelligence by analogy to human intelligence.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

Pretrained language models have shown superior performance on many natural language processing tasks, yet they still struggle at multi-step formal reasoning tasks like grade school math problems. One key challenge of finetuning them to solve such math reasoning problems is that many existing datasets only contain one reference solution for each problem, despite the fact that there are often alternative solutions resembling different reasoning paths to the final answer. This way, the finetuned models are biased towards the limited reference solutions, which limits their generalization to unseen examples. To mitigate this issue, we propose to let the model perform sampling during training and learn from both self-sampled fully-correct solutions, which yield the correct answer upon execution, and partially-correct solutions, whose intermediate state matches an intermediate state of a known correct solution. We show that our use of self-sampled correct and partially-correct solutions can benefit learning and help guide the sampling process, leading to more efficient exploration of the solution space. Additionally, we explore various training objectives to support learning from multiple solutions per example and find they greatly affect the performance. Experiments on two math reasoning datasets show the effectiveness of our method compared to learning from a single reference solution with MLE, where we improve PASS@100 from 35.5% to 44.5% for GSM8K, and 27.6% to 36.2% PASS@80 for MathQA. Such improvements are also consistent across different model sizes. Our code is available at https://github.com/microsoft/TraceCodegen.

Frozen models trained to mimic static datasets can never improve their performance. Models that can employ internet-retrieval for up-to-date information and obtain feedback from humans during deployment provide the promise of both adapting to new information, and improving their performance. In this work we study how to improve internet-driven conversational skills in such a learning framework. We collect deployment data, which we make publicly available, of human interactions, and collect various types of human feedback -- including binary quality measurements, free-form text feedback, and fine-grained reasons for failure. We then study various algorithms for improving from such feedback, including standard supervised learning, rejection sampling, model-guiding and reward-based learning, in order to make recommendations on which type of feedback and algorithms work best. We find the recently introduced Director model (Arora et al., '22) shows significant improvements over other existing approaches.

The paper focuses on deep learning semantic search algorithms applied in the HR domain. The aim of the article is developing a novel approach to training a Siamese network to link the skills mentioned in the job ad with the title. It has been shown that the title normalization process can be based either on classification or similarity comparison approaches. While classification algorithms strive to classify a sample into predefined set of categories, similarity search algorithms take a more flexible approach, since they are designed to find samples that are similar to a given query sample, without requiring pre-defined classes and labels. In this article semantic similarity search to find candidates for title normalization has been used. A pre-trained language model has been adapted while teaching it to match titles and skills based on co-occurrence information. For the purpose of this research fifty billion title-descriptions pairs had been collected for training the model and thirty three thousand title-description-normalized title triplets, where normalized job title was picked up manually by job ad creator for testing purposes. As baselines FastText, BERT, SentenceBert and JobBert have been used. As a metric of the accuracy of the designed algorithm is Recall in top one, five and ten model's suggestions. It has been shown that the novel training objective lets it achieve significant improvement in comparison to other generic and specific text encoders. Two settings with treating titles as standalone strings, and with included skills as additional features during inference have been used and the results have been compared in this article. Improvements by 10% and 21.5% have been achieved using VacancySBERT and VacancySBERT (with skills) respectively. The benchmark has been developed as open-source to foster further research in the area.

We present a study on how and where personas -- defined by distinct sets of human characteristics, values, and beliefs -- are encoded in the representation space of large language models (LLMs). Using a range of dimension reduction and pattern recognition methods, we first identify the model layers that show the greatest divergence in encoding these representations. We then analyze the activations within a selected layer to examine how specific personas are encoded relative to others, including their shared and distinct embedding spaces. We find that, across multiple pre-trained decoder-only LLMs, the analyzed personas show large differences in representation space only within the final third of the decoder layers. We observe overlapping activations for specific ethical perspectives -- such as moral nihilism and utilitarianism -- suggesting a degree of polysemy. In contrast, political ideologies like conservatism and liberalism appear to be represented in more distinct regions. These findings help to improve our understanding of how LLMs internally represent information and can inform future efforts in refining the modulation of specific human traits in LLM outputs. Warning: This paper includes potentially offensive sample statements.

Lecture slide presentations, a sequence of pages that contain text and figures accompanied by speech, are constructed and presented carefully in order to optimally transfer knowledge to students. Previous studies in multimedia and psychology attribute the effectiveness of lecture presentations to their multimodal nature. As a step toward developing AI to aid in student learning as intelligent teacher assistants, we introduce the Multimodal Lecture Presentations dataset as a large-scale benchmark testing the capabilities of machine learning models in multimodal understanding of educational content. Our dataset contains aligned slides and spoken language, for 180+ hours of video and 9000+ slides, with 10 lecturers from various subjects (e.g., computer science, dentistry, biology). We introduce two research tasks which are designed as stepping stones towards AI agents that can explain (automatically captioning a lecture presentation) and illustrate (synthesizing visual figures to accompany spoken explanations) educational content. We provide manual annotations to help implement these two research tasks and evaluate state-of-the-art models on them. Comparing baselines and human student performances, we find that current models struggle in (1) weak crossmodal alignment between slides and spoken text, (2) learning novel visual mediums, (3) technical language, and (4) long-range sequences. Towards addressing this issue, we also introduce PolyViLT, a multimodal transformer trained with a multi-instance learning loss that is more effective than current approaches. We conclude by shedding light on the challenges and opportunities in multimodal understanding of educational presentations.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

Large language model (LLM)-based evaluation pipelines have demonstrated their capability to robustly evaluate machine-generated text. Extending this methodology to assess human-written text could significantly benefit educational settings by providing direct feedback to enhance writing skills, although this application is not straightforward. In this paper, we investigate whether LLMs can effectively assess human-written text for educational purposes. We collected 100 texts from 32 Korean students across 15 types of writing and employed GPT-4-Turbo to evaluate them using grammaticality, fluency, coherence, consistency, and relevance as criteria. Our analyses indicate that LLM evaluators can reliably assess grammaticality and fluency, as well as more objective types of writing, though they struggle with other criteria and types of writing. We publicly release our dataset and feedback.