Daily Papers

We present a new algorithm, Cross-Episodic Curriculum (CEC), to boost the learning efficiency and generalization of Transformer agents. Central to CEC is the placement of cross-episodic experiences into a Transformer's context, which forms the basis of a curriculum. By sequentially structuring online learning trials and mixed-quality demonstrations, CEC constructs curricula that encapsulate learning progression and proficiency increase across episodes. Such synergy combined with the potent pattern recognition capabilities of Transformer models delivers a powerful cross-episodic attention mechanism. The effectiveness of CEC is demonstrated under two representative scenarios: one involving multi-task reinforcement learning with discrete control, such as in DeepMind Lab, where the curriculum captures the learning progression in both individual and progressively complex settings; and the other involving imitation learning with mixed-quality data for continuous control, as seen in RoboMimic, where the curriculum captures the improvement in demonstrators' expertise. In all instances, policies resulting from CEC exhibit superior performance and strong generalization. Code is open-sourced at https://cec-agent.github.io/ to facilitate research on Transformer agent learning.

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.

Curriculum Learning has been a popular strategy to improve the cognitive plausibility of Small-Scale Language Models (SSLMs) in the BabyLM Challenge. However, it has not led to considerable improvements over non-curriculum models. We assess whether theoretical linguistic acquisition theories can be used to specify more fine-grained curriculum learning strategies, creating age-ordered corpora of Child-Directed Speech for four typologically distant language families to implement SSLMs and acquisition-inspired curricula cross-lingually. Comparing the success of three objective curricula (Growing, Inwards and MMM) that precisely replicate the predictions of acquisition theories on a standard SSLM architecture, we find fine-grained acquisition-inspired curricula can outperform non-curriculum baselines and performance benefits of curricula strategies in SSLMs can be derived by specifying fine-grained language-specific curricula that precisely replicate language acquisition theories.

Chain-of-thought (CoT) has emerged as a powerful technique to elicit reasoning in large language models and improve a variety of downstream tasks. CoT mainly demonstrates excellent performance in English, but its usage in low-resource languages is constrained due to poor language generalization. To bridge the gap among different languages, we propose a cross-lingual instruction fine-tuning framework (xCOT) to transfer knowledge from high-resource languages to low-resource languages. Specifically, the multilingual instruction training data (xCOT-INSTRUCT) is created to encourage the semantic alignment of multiple languages. We introduce cross-lingual in-context few-shot learning (xICL)) to accelerate multilingual agreement in instruction tuning, where some fragments of source languages in examples are randomly substituted by their counterpart translations of target languages. During multilingual instruction tuning, we adopt the randomly online CoT strategy to enhance the multilingual reasoning ability of the large language model by first translating the query to another language and then answering in English. To further facilitate the language transfer, we leverage the high-resource CoT to supervise the training of low-resource languages with cross-lingual distillation. Experimental results on previous benchmarks demonstrate the superior performance of xCoT in reducing the gap among different languages, highlighting its potential to reduce the cross-lingual gap.

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.

The present study aims to explore the capabilities of Language Models (LMs) in tackling high-stakes multiple-choice tests, represented here by the Exame Nacional do Ensino M\'edio (ENEM), a multidisciplinary entrance examination widely adopted by Brazilian universities. This exam poses challenging tasks for LMs, since its questions may span into multiple fields of knowledge, requiring understanding of information from diverse domains. For instance, a question may require comprehension of both statistics and biology to be solved. This work analyzed responses generated by GPT-3.5 and GPT-4 models for questions presented in the 2009-2017 exams, as well as for questions of the 2022 exam, which were made public after the training of the models was completed. Furthermore, different prompt strategies were tested, including the use of Chain-of-Thought (CoT) prompts to generate explanations for answers. On the 2022 edition, the best-performing model, GPT-4 with CoT, achieved an accuracy of 87%, largely surpassing GPT-3.5 by 11 points. The code and data used on experiments are available at https://github.com/piresramon/gpt-4-enem.

Large Language Models (LLMs) have shown strong in-context learning (ICL) abilities with a few demonstrations. However, one critical challenge is how to select demonstrations to elicit the full potential of LLMs. In this paper, we propose Curriculum Demonstration Selection (CDS), a novel demonstration selection method for ICL. Instead of merely using similarity, CDS additionally partitions samples by their complexity measurements. Following curriculum learning, CDS then selects demonstrations from easy to difficult. Thus the selected demonstrations cover a wide range of difficulty levels, enabling LLMs to learn from varied complexities within the training set. Experiments demonstrate that our CDS consistently outperforms baseline methods, achieving notable improvements across nine LLMs on three benchmarks. Moreover, CDS proves especially effective in enhancing LLM performance in solving challenging problems.

Self-supervised pre-training recently demonstrates success on large-scale multimodal data, and state-of-the-art contrastive learning methods often enforce the feature consistency from cross-modality inputs, such as video/audio or video/text pairs. Despite its convenience to formulate and leverage in practice, such cross-modality alignment (CMA) is only a weak and noisy supervision, since two modalities can be semantically misaligned even they are temporally aligned. For example, even in the commonly adopted instructional videos, a speaker can sometimes refer to something that is not visually present in the current frame; and the semantic misalignment would only be more unpredictable for the raw videos from the internet. We conjecture that might cause conflicts and biases among modalities, and may hence prohibit CMA from scaling up to training with larger and more heterogeneous data. This paper first verifies our conjecture by observing that, even in the latest VATT pre-training using only instructional videos, there exist strong gradient conflicts between different CMA losses within the same video, audio, text triplet, indicating them as the noisy source of supervision. We then propose to harmonize such gradients, via two techniques: (i) cross-modality gradient realignment: modifying different CMA loss gradients for each sample triplet, so that their gradient directions are more aligned; and (ii) gradient-based curriculum learning: leveraging the gradient conflict information on an indicator of sample noisiness, to develop a curriculum learning strategy to prioritize training on less noisy sample triplets. Applying those techniques to pre-training VATT on the HowTo100M dataset, we consistently improve its performance on different downstream tasks. Moreover, we are able to scale VATT pre-training to more complicated non-narrative Youtube8M dataset to further improve the state-of-the-arts.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.

Educational crosswords offer numerous benefits for students, including increased engagement, improved understanding, critical thinking, and memory retention. Creating high-quality educational crosswords can be challenging, but recent advances in natural language processing and machine learning have made it possible to use language models to generate nice wordplays. The exploitation of cutting-edge language models like GPT3-DaVinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT-uncased has led to the development of a comprehensive system for generating and verifying crossword clues. A large dataset of clue-answer pairs was compiled to fine-tune the models in a supervised manner to generate original and challenging clues from a given keyword. On the other hand, for generating crossword clues from a given text, Zero/Few-shot learning techniques were used to extract clues from the input text, adding variety and creativity to the puzzles. We employed the fine-tuned model to generate data and labeled the acceptability of clue-answer parts with human supervision. To ensure quality, we developed a classifier by fine-tuning existing language models on the labeled dataset. Conversely, to assess the quality of clues generated from the given text using zero/few-shot learning, we employed a zero-shot learning approach to check the quality of generated clues. The results of the evaluation have been very promising, demonstrating the effectiveness of the approach in creating high-standard educational crosswords that offer students engaging and rewarding learning experiences.

Chain-of-Thought(CoT) prompting and its variants explore equipping large language models (LLMs) with high-level reasoning abilities by emulating human-like linear cognition and logic. However, the human mind is complicated and mixed with both linear and nonlinear thinking. In this work, we propose Inferential Exclusion Prompting (IEP), a novel prompting that combines the principles of elimination and inference in order to guide LLMs to think non-linearly. IEP guides LLMs to plan and then utilize Natural Language Inference (NLI) to deduce each possible solution's entailment relation with context, commonsense, or facts, therefore yielding a broader perspective by thinking back for inferring. This forward planning and backward eliminating process allows IEP to better simulate the complex human thinking processes compared to other CoT-based methods, which only reflect linear cognitive processes. We conducted a series of empirical studies and have corroborated that IEP consistently outperforms CoT across various tasks. Additionally, we observe that integrating IEP and CoT further improves the LLMs' performance on certain tasks, highlighting the necessity of equipping LLMs with mixed logic processes. Moreover, to better evaluate comprehensive features inherent in human logic, we introduce Mental-Ability Reasoning Benchmark (MARB). The benchmark comprises six novel subtasks with a total of 9,115 questions, among which 1,685 are developed with hand-crafted rationale references. We believe both IEP and MARB can serve as a promising direction for unveiling LLMs' logic and verbal reasoning abilities and drive further advancements. MARB will be available at ~anonymity link soon.

Episodic memory plays a crucial role in various cognitive processes, such as the ability to mentally recall past events. While cognitive science emphasizes the significance of spatial context in the formation and retrieval of episodic memory, the current primary approach to implementing episodic memory in AI systems is through transformers that store temporally ordered experiences, which overlooks the spatial dimension. As a result, it is unclear how the underlying structure could be extended to incorporate the spatial axis beyond temporal order alone and thereby what benefits can be obtained. To address this, this paper explores the use of Spatially-Aware Transformer models that incorporate spatial information. These models enable the creation of place-centric episodic memory that considers both temporal and spatial dimensions. Adopting this approach, we demonstrate that memory utilization efficiency can be improved, leading to enhanced accuracy in various place-centric downstream tasks. Additionally, we propose the Adaptive Memory Allocator, a memory management method based on reinforcement learning that aims to optimize efficiency of memory utilization. Our experiments demonstrate the advantages of our proposed model in various environments and across multiple downstream tasks, including prediction, generation, reasoning, and reinforcement learning. The source code for our models and experiments will be available at https://github.com/junmokane/spatially-aware-transformer.

Unlike empathetic dialogues, the system in emotional support conversations (ESC) is expected to not only convey empathy for comforting the help-seeker, but also proactively assist in exploring and addressing their problems during the conversation. In this work, we study the problem of mixed-initiative ESC where the user and system can both take the initiative in leading the conversation. Specifically, we conduct a novel analysis on mixed-initiative ESC systems with a tailor-designed schema that divides utterances into different types with speaker roles and initiative types. Four emotional support metrics are proposed to evaluate the mixed-initiative interactions. The analysis reveals the necessity and challenges of building mixed-initiative ESC systems. In the light of this, we propose a knowledge-enhanced mixed-initiative framework (KEMI) for ESC, which retrieves actual case knowledge from a large-scale mental health knowledge graph for generating mixed-initiative responses. Experimental results on two ESC datasets show the superiority of KEMI in both content-preserving evaluation and mixed initiative related analyses.

Large language models (LLM) have recently shown the extraordinary ability to perform unseen tasks based on few-shot examples provided as text, also known as in-context learning (ICL). While recent works have attempted to understand the mechanisms driving ICL, few have explored training strategies that incentivize these models to generalize to multiple tasks. Multi-task learning (MTL) for generalist models is a promising direction that offers transfer learning potential, enabling large parameterized models to be trained from simpler, related tasks. In this work, we investigate the combination of MTL with ICL to build models that efficiently learn tasks while being robust to out-of-distribution examples. We propose several effective curriculum learning strategies that allow ICL models to achieve higher data efficiency and more stable convergence. Our experiments reveal that ICL models can effectively learn difficult tasks by training on progressively harder tasks while mixing in prior tasks, denoted as mixed curriculum in this work. Our code and models are available at https://github.com/harmonbhasin/curriculum_learning_icl .

Social scientists use surveys to probe the opinions and beliefs of populations, but these methods are slow, costly, and prone to biases. Recent advances in large language models (LLMs) enable creating computational representations or "digital twins" of populations that generate human-like responses mimicking the population's language, styles, and attitudes. We introduce Community-Cross-Instruct, an unsupervised framework for aligning LLMs to online communities to elicit their beliefs. Given a corpus of a community's online discussions, Community-Cross-Instruct automatically generates instruction-output pairs by an advanced LLM to (1) finetune an foundational LLM to faithfully represent that community, and (2) evaluate the alignment of the finetuned model to the community. We demonstrate the method's utility in accurately representing political and fitness communities on Reddit. Unlike prior methods requiring human-authored instructions, Community-Cross-Instruct generates instructions in a fully unsupervised manner, enhancing scalability and generalization across domains. This work enables cost-effective and automated surveying of diverse online communities.

Interaction and navigation defined by natural language instructions in dynamic environments pose significant challenges for neural agents. This paper focuses on addressing two challenges: handling long sequence of subtasks, and understanding complex human instructions. We propose Episodic Transformer (E.T.), a multimodal transformer that encodes language inputs and the full episode history of visual observations and actions. To improve training, we leverage synthetic instructions as an intermediate representation that decouples understanding the visual appearance of an environment from the variations of natural language instructions. We demonstrate that encoding the history with a transformer is critical to solve compositional tasks, and that pretraining and joint training with synthetic instructions further improve the performance. Our approach sets a new state of the art on the challenging ALFRED benchmark, achieving 38.4% and 8.5% task success rates on seen and unseen test splits.

Large Language Models, such as Generative Pre-trained Transformer 3 (aka. GPT-3), have been developed to understand language through the analysis of extensive text data, allowing them to identify patterns and connections between words. While LLMs have demonstrated impressive performance across various text-related tasks, they encounter challenges in tasks associated with reasoning. To address this challenge, Chain of Thought(CoT) prompting method has been proposed as a means to enhance LLMs' proficiency in complex reasoning tasks like solving math word problems and answering questions based on logical argumentative reasoning. The primary aim of this research is to assess how well four language models can grade reflective essays of third-year medical students. The assessment will specifically target the evaluation of critical thinking skills using CoT prompting. The research will provide the following contributions; to introduce and educate on the process of instructing models to evaluate reflective essays from a dataset they have not been previously trained on; to illustrate the use of CoT prompting as an instructional approach for training large models to carry out particular tasks. Our results suggest that among all the models, Llama-7b performs the least effectively, displaying the highest mean squared error. Conversely, ChatGPT emerges as the superior model, boasting a higher Cohen kappa score value of 0.53. Lastly, it's important to note that the selected models do prioritise user privacy by allowing users to delete their own conducted conversations.

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.

Hallucinations (i.e., generating plausible but inaccurate content) and laziness (i.e. excessive refusals or defaulting to "I don't know") persist as major challenges in LLM reasoning. Current efforts to reduce hallucinations primarily focus on factual errors in knowledge-grounded tasks, often neglecting hallucinations related to faulty reasoning. Meanwhile, some approaches render LLMs overly conservative, limiting their problem-solving capabilities. To mitigate hallucination and laziness in reasoning tasks, we propose Automatic Curriculum Expert Iteration (Auto-CEI) to enhance LLM reasoning and align responses to the model's capabilities--assertively answering within its limits and declining when tasks exceed them. In our method, Expert Iteration explores the reasoning trajectories near the LLM policy, guiding incorrect paths back on track to reduce compounding errors and improve robustness; it also promotes appropriate "I don't know" responses after sufficient reasoning attempts. The curriculum automatically adjusts rewards, incentivizing extended reasoning before acknowledging incapability, thereby pushing the limits of LLM reasoning and aligning its behaviour with these limits. We compare Auto-CEI with various SOTA baselines across logical reasoning, mathematics, and planning tasks, where Auto-CEI achieves superior alignment by effectively balancing assertiveness and conservativeness.

Vision-language pre-training and instruction tuning have demonstrated general-purpose capabilities in 2D visual reasoning tasks by aligning visual encoders with state-of-the-art large language models (LLMs). In this paper, we introduce a simple, yet effective, cross-modality framework built atop frozen LLMs that allows the integration of various modalities without extensive modality-specific customization. To facilitate instruction-modality fine-tuning, we collect high-quality instruction tuning data in an automatic and scalable manner, composed of 24K QA samples for audio and 250K QA samples for 3D. Leveraging instruction-aware representations, our model performs comparably with leading-edge counterparts without the need of extensive modality-specific pre-training or customization. Furthermore, our approach demonstrates cross-modal reasoning abilities across two or more input modalities, despite each modality projection being trained individually. To study the model's cross-modal abilities, we contribute a novel Discriminative Cross-modal Reasoning (DisCRn) evaluation task, comprising 9K audio-video QA samples and 28K image-3D QA samples that require the model to reason discriminatively across disparate input modalities.

Recent advancements in language models have showcased human-comparable performance in academic entrance exams. However, existing studies often overlook questions that require the integration of visual comprehension, thus compromising the full spectrum and complexity inherent in real-world scenarios. To address this gap, we present a comprehensive framework to evaluate language models on entrance exams, which incorporates both textual and visual elements. We evaluate the two most recent editions of Exame Nacional do Ensino M\'edio (ENEM), the main standardized entrance examination adopted by Brazilian universities. Our study not only reaffirms the capabilities of GPT-4 as the state of the art for handling complex multidisciplinary questions, but also pioneers in offering a realistic assessment of multimodal language models on Portuguese examinations. One of the highlights is that text captions transcribing visual content outperform the direct use of images, suggesting that the vision model has room for improvement. Yet, despite improvements afforded by images or captions, mathematical questions remain a challenge for these state-of-the-art models. The code and data used on experiments are available at https://github.com/piresramon/gpt-4-enem.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Computer Science (CS) stands as a testament to the intricacies of human intelligence, profoundly advancing the development of artificial intelligence and modern society. However, the current community of large language models (LLMs) overly focuses on benchmarks for analyzing specific foundational skills (e.g. mathematics and code generation), neglecting an all-round evaluation of the computer science field. To bridge this gap, we introduce CS-Bench, the first bilingual (Chinese-English) benchmark dedicated to evaluating the performance of LLMs in computer science. CS-Bench comprises approximately 5K meticulously curated test samples, covering 26 subfields across 4 key areas of computer science, encompassing various task forms and divisions of knowledge and reasoning. Utilizing CS-Bench, we conduct a comprehensive evaluation of over 30 mainstream LLMs, revealing the relationship between CS performance and model scales. We also quantitatively analyze the reasons for failures in existing LLMs and highlight directions for improvements, including knowledge supplementation and CS-specific reasoning. Further cross-capability experiments show a high correlation between LLMs' capabilities in computer science and their abilities in mathematics and coding. Moreover, expert LLMs specialized in mathematics and coding also demonstrate strong performances in several CS subfields. Looking ahead, we envision CS-Bench serving as a cornerstone for LLM applications in the CS field and paving new avenues in assessing LLMs' diverse reasoning capabilities. The CS-Bench data and evaluation code are available at https://github.com/csbench/csbench.

Augmentation and knowledge distillation (KD) are well-established techniques employed in audio classification tasks, aimed at enhancing performance and reducing model sizes on the widely recognized Audioset (AS) benchmark. Although both techniques are effective individually, their combined use, called consistent teaching, hasn't been explored before. This paper proposes CED, a simple training framework that distils student models from large teacher ensembles with consistent teaching. To achieve this, CED efficiently stores logits as well as the augmentation methods on disk, making it scalable to large-scale datasets. Central to CED's efficacy is its label-free nature, meaning that only the stored logits are used for the optimization of a student model only requiring 0.3\% additional disk space for AS. The study trains various transformer-based models, including a 10M parameter model achieving a 49.0 mean average precision (mAP) on AS. Pretrained models and code are available at https://github.com/RicherMans/CED.

Accurate mathematical reasoning with Large Language Models (LLMs) is crucial in revolutionizing domains that heavily rely on such reasoning. However, LLMs often encounter difficulties in certain aspects of mathematical reasoning, leading to flawed reasoning and erroneous results. To mitigate these issues, we introduce a novel mechanism, the Chain of Self-Correction (CoSC), specifically designed to embed self-correction as an inherent ability in LLMs, enabling them to validate and rectify their own results. The CoSC mechanism operates through a sequence of self-correction stages. In each stage, the LLMs generate a program to address a given problem, execute this program using program-based tools to obtain an output, subsequently verify this output. Based on the verification, the LLMs either proceed to the next correction stage or finalize the answer. This iterative self-correction process allows the LLMs to refine their reasoning steps and improve the accuracy of their mathematical reasoning. To enable the CoSC mechanism at a low cost, we employ a two-phase finetuning approach. In the first phase, the LLMs are trained with a relatively small volume of seeding data generated from GPT-4, establishing an initial CoSC capability. In the second phase, the CoSC capability is further enhanced by training with a larger volume of self-generated data using the trained model in the first phase, without relying on the paid GPT-4. Our comprehensive experiments demonstrate that CoSC significantly improves performance on traditional mathematical datasets among existing open-source LLMs. Notably, our CoSC-Code-34B model achieved a 53.5% score on MATH, the most challenging mathematical reasoning dataset in the public domain, surpassing the performance of well-established models such as ChatGPT, GPT-4, and even multi-modal LLMs like GPT-4V, Gemini-1.0 Pro, and Gemini-1.0 Ultra.

Multi-media communications facilitate global interaction among people. However, despite researchers exploring cross-lingual translation techniques such as machine translation and audio speech translation to overcome language barriers, there is still a shortage of cross-lingual studies on visual speech. This lack of research is mainly due to the absence of datasets containing visual speech and translated text pairs. In this paper, we present AVMuST-TED, the first dataset for Audio-Visual Multilingual Speech Translation, derived from TED talks. Nonetheless, visual speech is not as distinguishable as audio speech, making it difficult to develop a mapping from source speech phonemes to the target language text. To address this issue, we propose MixSpeech, a cross-modality self-learning framework that utilizes audio speech to regularize the training of visual speech tasks. To further minimize the cross-modality gap and its impact on knowledge transfer, we suggest adopting mixed speech, which is created by interpolating audio and visual streams, along with a curriculum learning strategy to adjust the mixing ratio as needed. MixSpeech enhances speech translation in noisy environments, improving BLEU scores for four languages on AVMuST-TED by +1.4 to +4.2. Moreover, it achieves state-of-the-art performance in lip reading on CMLR (11.1\%), LRS2 (25.5\%), and LRS3 (28.0\%).

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

Human brains integrate linguistic and perceptual information simultaneously to understand natural language, and hold the critical ability to render imaginations. Such abilities enable us to construct new abstract concepts or concrete objects, and are essential in involving practical knowledge to solve problems in low-resource scenarios. However, most existing methods for Natural Language Understanding (NLU) are mainly focused on textual signals. They do not simulate human visual imagination ability, which hinders models from inferring and learning efficiently from limited data samples. Therefore, we introduce an Imagination-Augmented Cross-modal Encoder (iACE) to solve natural language understanding tasks from a novel learning perspective -- imagination-augmented cross-modal understanding. iACE enables visual imagination with external knowledge transferred from the powerful generative and pre-trained vision-and-language models. Extensive experiments on GLUE and SWAG show that iACE achieves consistent improvement over visually-supervised pre-trained models. More importantly, results in extreme and normal few-shot settings validate the effectiveness of iACE in low-resource natural language understanding circumstances.

Artificial intelligence (AI) and large language models (LLMs) in healthcare require advanced clinical skills (CS), yet current benchmarks fail to evaluate these comprehensively. We introduce MedQA-CS, an AI-SCE framework inspired by medical education's Objective Structured Clinical Examinations (OSCEs), to address this gap. MedQA-CS evaluates LLMs through two instruction-following tasks, LLM-as-medical-student and LLM-as-CS-examiner, designed to reflect real clinical scenarios. Our contributions include developing MedQA-CS, a comprehensive evaluation framework with publicly available data and expert annotations, and providing the quantitative and qualitative assessment of LLMs as reliable judges in CS evaluation. Our experiments show that MedQA-CS is a more challenging benchmark for evaluating clinical skills than traditional multiple-choice QA benchmarks (e.g., MedQA). Combined with existing benchmarks, MedQA-CS enables a more comprehensive evaluation of LLMs' clinical capabilities for both open- and closed-source LLMs.

Recent work has highlighted the culturally-contingent nature of commonsense knowledge. We introduce AMAMMER{epsilon}, a test set of 525 multiple-choice questions designed to evaluate the commonsense knowledge of English LLMs, relative to the cultural contexts of Ghana and the United States. To create AMAMMER{epsilon}, we select a set of multiple-choice questions (MCQs) from existing commonsense datasets and rewrite them in a multi-stage process involving surveys of Ghanaian and U.S. participants. In three rounds of surveys, participants from both pools are solicited to (1) write correct and incorrect answer choices, (2) rate individual answer choices on a 5-point Likert scale, and (3) select the best answer choice from the newly-constructed MCQ items, in a final validation step. By engaging participants at multiple stages, our procedure ensures that participant perspectives are incorporated both in the creation and validation of test items, resulting in high levels of agreement within each pool. We evaluate several off-the-shelf English LLMs on AMAMMER{epsilon}. Uniformly, models prefer answers choices that align with the preferences of U.S. annotators over Ghanaian annotators. Additionally, when test items specify a cultural context (Ghana or the U.S.), models exhibit some ability to adapt, but performance is consistently better in U.S. contexts than Ghanaian. As large resources are devoted to the advancement of English LLMs, our findings underscore the need for culturally adaptable models and evaluations to meet the needs of diverse English-speaking populations around the world.

The abilities to perceive, learn, and use generalities, similarities, classes, i.e., semantic memory (SM), is central to cognition. Machine learning (ML), neural network, and AI research has been primarily driven by tasks requiring such abilities. However, another central facet of cognition, single-trial formation of permanent memories of experiences, i.e., episodic memory (EM), has had relatively little focus. Only recently has EM-like functionality been added to Deep Learning (DL) models, e.g., Neural Turing Machine, Memory Networks. However, in these cases: a) EM is implemented as a separate module, which entails substantial data movement (and so, time and power) between the DL net itself and EM; and b) individual items are stored localistically within the EM, precluding realizing the exponential representational efficiency of distributed over localist coding. We describe Sparsey, an unsupervised, hierarchical, spatial/spatiotemporal associative memory model differing fundamentally from mainstream ML models, most crucially, in its use of sparse distributed representations (SDRs), or, cell assemblies, which admits an extremely efficient, single-trial learning algorithm that maps input similarity into code space similarity (measured as intersection). SDRs of individual inputs are stored in superposition and because similarity is preserved, the patterns of intersections over the assigned codes reflect the similarity, i.e., statistical, structure, of all orders, not simply pairwise, over the inputs. Thus, SM, i.e., a generative model, is built as a computationally free side effect of the act of storing episodic memory traces of individual inputs, either spatial patterns or sequences. We report initial results on MNIST and on the Weizmann video event recognition benchmarks. While we have not yet attained SOTA class accuracy, learning takes only minutes on a single CPU.

Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

Chain-of-thought (CoT) prompting with large language models has proven effective in numerous natural language processing tasks, but designing prompts that generalize well to diverse problem types can be challenging, especially in the context of math word problem (MWP) solving. Additionally, it is common to have a large amount of training data that have a better diversity coverage but CoT annotations are not available, which limits the use of supervised learning techniques. To address these issues, we investigate two approaches to leverage the training data in a few-shot prompting scenario: dynamic program prompting and program distillation. Our approach is largely inspired by Gao et al., (2022), where they proposed to replace the CoT with the programs as the intermediate reasoning step. Such a prompting strategy allows us to accurately verify the answer correctness through program execution in MWP solving. Our dynamic program prompting involves annotating the training data by sampling correct programs from a large language model, while program distillation involves adapting a smaller model to the program-annotated training data. Our experiments on three standard MWP datasets demonstrate the effectiveness of these approaches, yielding significant improvements over previous baselines for prompting and fine-tuning. Our results suggest that leveraging a large amount of training data can improve the generalization ability of prompts and boost the performance of fine-tuned small models in MWP solving.

In cooperative multi-agent reinforcement learning (MARL), agents aim to achieve a common goal, such as defeating enemies or scoring a goal. Existing MARL algorithms are effective but still require significant learning time and often get trapped in local optima by complex tasks, subsequently failing to discover a goal-reaching policy. To address this, we introduce Efficient episodic Memory Utilization (EMU) for MARL, with two primary objectives: (a) accelerating reinforcement learning by leveraging semantically coherent memory from an episodic buffer and (b) selectively promoting desirable transitions to prevent local convergence. To achieve (a), EMU incorporates a trainable encoder/decoder structure alongside MARL, creating coherent memory embeddings that facilitate exploratory memory recall. To achieve (b), EMU introduces a novel reward structure called episodic incentive based on the desirability of states. This reward improves the TD target in Q-learning and acts as an additional incentive for desirable transitions. We provide theoretical support for the proposed incentive and demonstrate the effectiveness of EMU compared to conventional episodic control. The proposed method is evaluated in StarCraft II and Google Research Football, and empirical results indicate further performance improvement over state-of-the-art methods.