Daily Papers

We introduce mEdIT, a multi-lingual extension to CoEdIT -- the recent state-of-the-art text editing models for writing assistance. mEdIT models are trained by fine-tuning multi-lingual large, pre-trained language models (LLMs) via instruction tuning. They are designed to take instructions from the user specifying the attributes of the desired text in the form of natural language instructions, such as Grammatik korrigieren (German) or Parafrasee la oraci\'on (Spanish). We build mEdIT by curating data from multiple publicly available human-annotated text editing datasets for three text editing tasks (Grammatical Error Correction (GEC), Text Simplification, and Paraphrasing) across diverse languages belonging to six different language families. We detail the design and training of mEdIT models and demonstrate their strong performance on many multi-lingual text editing benchmarks against other multilingual LLMs. We also find that mEdIT generalizes effectively to new languages over multilingual baselines. We publicly release our data, code, and trained models at https://github.com/vipulraheja/medit.

We investigate the effectiveness of GPT-3.5 and GPT-4, two large language models, as Grammatical Error Correction (GEC) tools for Brazilian Portuguese and compare their performance against Microsoft Word and Google Docs. We introduce a GEC dataset for Brazilian Portuguese with four categories: Grammar, Spelling, Internet, and Fast typing. Our results show that while GPT-4 has higher recall than other methods, LLMs tend to have lower precision, leading to overcorrection. This study demonstrates the potential of LLMs as practical GEC tools for Brazilian Portuguese and encourages further exploration of LLMs for non-English languages and other educational settings.

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 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.

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.

Grammatical error correction (GEC) is the task of correcting typos, spelling, punctuation and grammatical issues in text. Approaching the problem as a sequence-to-sequence task, we compare the use of a common subword unit vocabulary and byte-level encoding. Initial synthetic training data is created using an error-generating pipeline, and used for finetuning two subword-level models and one byte-level model. Models are then finetuned further on hand-corrected error corpora, including texts written by children, university students, dyslexic and second-language writers, and evaluated over different error types and origins. We show that a byte-level model enables higher correction quality than a subword approach, not only for simple spelling errors, but also for more complex semantic, stylistic and grammatical issues. In particular, initial training on synthetic corpora followed by finetuning on a relatively small parallel corpus of real-world errors helps the byte-level model correct a wide range of commonly occurring errors. Our experiments are run for the Icelandic language but should hold for other similar languages, particularly morphologically rich ones.

We present a corpus professionally annotated for grammatical error correction (GEC) and fluency edits in the Ukrainian language. To the best of our knowledge, this is the first GEC corpus for the Ukrainian language. We collected texts with errors (20,715 sentences) from a diverse pool of contributors, including both native and non-native speakers. The data cover a wide variety of writing domains, from text chats and essays to formal writing. Professional proofreaders corrected and annotated the corpus for errors relating to fluency, grammar, punctuation, and spelling. This corpus can be used for developing and evaluating GEC systems in Ukrainian. More generally, it can be used for researching multilingual and low-resource NLP, morphologically rich languages, document-level GEC, and fluency correction. The corpus is publicly available at https://github.com/grammarly/ua-gec

This paper will present textual corpora for Serbian (and Serbo-Croatian), usable for the training of large language models and publicly available at one of the several notable online repositories. Each corpus will be classified using multiple methods and its characteristics will be detailed. Additionally, the paper will introduce three new corpora: a new umbrella web corpus of Serbo-Croatian, a new high-quality corpus based on the doctoral dissertations stored within National Repository of Doctoral Dissertations from all Universities in Serbia, and a parallel corpus of abstract translation from the same source. The uniqueness of both old and new corpora will be accessed via frequency-based stylometric methods, and the results will be briefly discussed.

This paper introduces a new suite of question answering datasets for Norwegian; NorOpenBookQA, NorCommonSenseQA, NorTruthfulQA, and NRK-Quiz-QA. The data covers a wide range of skills and knowledge domains, including world knowledge, commonsense reasoning, truthfulness, and knowledge about Norway. Covering both of the written standards of Norwegian - Bokm{\aa}l and Nynorsk - our datasets comprise over 10k question-answer pairs, created by native speakers. We detail our dataset creation approach and present the results of evaluating 11 language models (LMs) in zero- and few-shot regimes. Most LMs perform better in Bokm{\aa}l than Nynorsk, struggle most with commonsense reasoning, and are often untruthful in generating answers to questions. All our datasets and annotation materials are publicly available.

Recent advances in language models have demonstrated their capability to solve mathematical reasoning problems, achieving near-perfect accuracy on grade-school level math benchmarks like GSM8K. In this paper, we formally study how language models solve these problems. We design a series of controlled experiments to address several fundamental questions: (1) Can language models truly develop reasoning skills, or do they simply memorize templates? (2) What is the model's hidden (mental) reasoning process? (3) Do models solve math questions using skills similar to or different from humans? (4) Do models trained on GSM8K-like datasets develop reasoning skills beyond those necessary for solving GSM8K problems? (5) What mental process causes models to make reasoning mistakes? (6) How large or deep must a model be to effectively solve GSM8K-level math questions? Our study uncovers many hidden mechanisms by which language models solve mathematical questions, providing insights that extend beyond current understandings of LLMs.

Large Language Models (LLMs) have been profusely evaluated on their ability to answer questions on many topics and their performance on different natural language understanding tasks. Those tests are usually conducted in English, but most LLM users are not native English speakers. Therefore, it is of interest to analyze how LLMs understand other languages at different levels: from paragraphs to morphems. In this paper, we evaluate the performance of state-of-the-art LLMs in TELEIA, a recently released benchmark with similar questions to those of Spanish exams for foreign students, covering topics such as reading comprehension, word formation, meaning and compositional semantics, and grammar. The results show that LLMs perform well at understanding Spanish but are still far from achieving the level of a native speaker in terms of grammatical competence.

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.

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.

Mathematical reasoning serves as a cornerstone for assessing the fundamental cognitive capabilities of human intelligence. In recent times, there has been a notable surge in the development of Large Language Models (LLMs) geared towards the automated resolution of mathematical problems. However, the landscape of mathematical problem types is vast and varied, with LLM-oriented techniques undergoing evaluation across diverse datasets and settings. This diversity makes it challenging to discern the true advancements and obstacles within this burgeoning field. This survey endeavors to address four pivotal dimensions: i) a comprehensive exploration of the various mathematical problems and their corresponding datasets that have been investigated; ii) an examination of the spectrum of LLM-oriented techniques that have been proposed for mathematical problem-solving; iii) an overview of factors and concerns affecting LLMs in solving math; and iv) an elucidation of the persisting challenges within this domain. To the best of our knowledge, this survey stands as one of the first extensive examinations of the landscape of LLMs in the realm of mathematics, providing a holistic perspective on the current state, accomplishments, and future challenges in this rapidly evolving field.

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.

This study explores the performance of large language models (LLMs) in solving competitive programming problems from the Romanian Informatics Olympiad at the county level. Romania, a leading nation in computer science competitions, provides an ideal environment for evaluating LLM capabilities due to its rich history and stringent competition standards. We collected and analyzed a dataset comprising 304 challenges from 2002 to 2023, focusing on solutions written by LLMs in C++ and Python for these problems. Our primary goal is to understand why LLMs perform well or poorly on different tasks. We evaluated various models, including closed-source models like GPT-4 and open-weight models such as CodeLlama and RoMistral, using a standardized process involving multiple attempts and feedback rounds. The analysis revealed significant variations in LLM performance across different grades and problem types. Notably, GPT-4 showed strong performance, indicating its potential use as an educational tool for middle school students. We also observed differences in code quality and style across various LLMs

The field of conlang has evidenced an important growth in the last decades. This has been the product of a wide interest in the use and study of conlangs for artistic purposes. However, one important question is what it is happening with conlang in the academic world. This paper aims to have an overall understanding of the literature on conlang research. With this we aim to give a realistic picture of the field in present days. We have implemented a computational linguistic approach, combining bibliometrics and network analysis to examine all publications available in the Scopus database. Analysing over 2300 academic publications since 1927 until 2022, we have found that Esperanto is by far the most documented conlang. Three main authors have contributed to this: Garv\'ia R., Fiedler S., and Blanke D. The 1970s and 1980s have been the decades where the foundations of current research have been built. In terms of methodologies, language learning and experimental linguistics are the ones contributing to most to the preferred approaches of study in the field. We present the results and discuss our limitations and future work.

Our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K problems labeled with these standards (MathFish). Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

The advancement of natural language processing has paved the way for automated scoring systems in various languages, such as German (e.g., German BERT [G-BERT]). Automatically scoring written responses to science questions in German is a complex task and challenging for standard G-BERT as they lack contextual knowledge in the science domain and may be unaligned with student writing styles. This paper presents a contextualized German Science Education BERT (G-SciEdBERT), an innovative large language model tailored for scoring German-written responses to science tasks and beyond. Using G-BERT, we pre-trained G-SciEdBERT on a corpus of 30K German written science responses with 3M tokens on the Programme for International Student Assessment (PISA) 2018. We fine-tuned G-SciEdBERT on an additional 20K student-written responses with 2M tokens and examined the scoring accuracy. We then compared its scoring performance with G-BERT. Our findings revealed a substantial improvement in scoring accuracy with G-SciEdBERT, demonstrating a 10.2% increase of quadratic weighted Kappa compared to G-BERT (mean difference = 0.1026, SD = 0.069). These insights underline the significance of specialized language models like G-SciEdBERT, which is trained to enhance the accuracy of contextualized automated scoring, offering a substantial contribution to the field of AI in education.

Recent large language models (LLMs) have shown indications of mathematical reasoning ability. However it has not been clear how they would fare on more challenging competition-level problems. And while self-generated verbalizations of intermediate reasoning steps (i.e., chain-of-thought prompting) have been shown to be helpful, whether LLMs can make use of helpful side information such as problem-specific hints has not been investigated before. In this paper, we propose a challenging benchmark dataset for enabling such analyses. The Concept and Hint-Annotated Math Problems (CHAMP) consists of high school math competition problems, annotated with concepts, or general math facts, and hints, or problem-specific tricks. These annotations allow us to explore the effects of additional information, such as relevant hints, misleading concepts, or related problems. This benchmark is difficult, with the best model only scoring 58.1% in standard settings. With concepts and hints, performance sometimes improves, indicating that some models can make use of such side information. We further annotate model-generated solutions for their correctness. Using this corpus, we find that models often arrive at the correct final answer through wrong reasoning steps. In addition, we test whether models are able to verify these solutions, and find that most models struggle. The dataset and code are available on the project website.

Large language models (LLMs) recently exhibited remarkable reasoning capabilities on solving math problems. To further improve this capability, this work proposes Learning from Mistakes (LeMa), akin to human learning processes. Consider a human student who failed to solve a math problem, he will learn from what mistake he has made and how to correct it. Mimicking this error-driven learning process, LeMa fine-tunes LLMs on mistake-correction data pairs generated by GPT-4. Specifically, we first collect inaccurate reasoning paths from various LLMs and then employ GPT-4 as a "corrector" to (1) identify the mistake step, (2) explain the reason for the mistake, and (3) correct the mistake and generate the final answer. Experimental results demonstrate the effectiveness of LeMa: across five backbone LLMs and two mathematical reasoning tasks, LeMa consistently improves the performance compared with fine-tuning on CoT data alone. Impressively, LeMa can also benefit specialized LLMs such as WizardMath and MetaMath, achieving 85.4% pass@1 accuracy on GSM8K and 27.1% on MATH. This surpasses the SOTA performance achieved by non-execution open-source models on these challenging tasks. Our code, data and models will be publicly available at https://github.com/microsoft/CodeT.

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.

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.

Reasoning is a fundamental aspect of human intelligence that plays a crucial role in activities such as problem solving, decision making, and critical thinking. In recent years, large language models (LLMs) have made significant progress in natural language processing, and there is observation that these models may exhibit reasoning abilities when they are sufficiently large. However, it is not yet clear to what extent LLMs are capable of reasoning. This paper provides a comprehensive overview of the current state of knowledge on reasoning in LLMs, including techniques for improving and eliciting reasoning in these models, methods and benchmarks for evaluating reasoning abilities, findings and implications of previous research in this field, and suggestions on future directions. Our aim is to provide a detailed and up-to-date review of this topic and stimulate meaningful discussion and future work.

Grammatical Error Detection and Correction (GEC) tools have proven useful for native speakers and second language learners. Developing such tools requires a large amount of parallel, annotated data, which is unavailable for most languages. Synthetic data generation is a common practice to overcome the scarcity of such data. However, it is not straightforward for morphologically rich languages like Turkish due to complex writing rules that require phonological, morphological, and syntactic information. In this work, we present a flexible and extensible synthetic data generation pipeline for Turkish covering more than 20 expert-curated grammar and spelling rules (a.k.a., writing rules) implemented through complex transformation functions. Using this pipeline, we derive 130,000 high-quality parallel sentences from professionally edited articles. Additionally, we create a more realistic test set by manually annotating a set of movie reviews. We implement three baselines formulating the task as i) neural machine translation, ii) sequence tagging, and iii) prefix tuning with a pretrained decoder-only model, achieving strong results. Furthermore, we perform exhaustive experiments on out-of-domain datasets to gain insights on the transferability and robustness of the proposed approaches. Our results suggest that our corpus, GECTurk, is high-quality and allows knowledge transfer for the out-of-domain setting. To encourage further research on Turkish GEC, we release our datasets, baseline models, and the synthetic data generation pipeline at https://github.com/GGLAB-KU/gecturk.

We present the Chinese Elementary School Math Word Problems (CMATH) dataset, comprising 1.7k elementary school-level math word problems with detailed annotations, source from actual Chinese workbooks and exams. This dataset aims to provide a benchmark tool for assessing the following question: to what grade level of elementary school math do the abilities of popular large language models (LLMs) correspond? We evaluate a variety of popular LLMs, including both commercial and open-source options, and discover that only GPT-4 achieves success (accuracy geq 60\%) across all six elementary school grades, while other models falter at different grade levels. Furthermore, we assess the robustness of several top-performing LLMs by augmenting the original problems in the CMATH dataset with distracting information. Our findings reveal that GPT-4 is able to maintains robustness, while other model fail. We anticipate that our study will expose limitations in LLMs' arithmetic and reasoning capabilities, and promote their ongoing development and advancement.

In recent years, Large language models (LLMs) have garnered significant attention due to their superior performance in complex reasoning tasks. However, recent studies may diminish their reasoning capabilities markedly when problem descriptions contain irrelevant information, even with the use of advanced prompting techniques. To further investigate this issue, a dataset of primary school mathematics problems containing irrelevant information, named GSMIR, was constructed. Testing prominent LLMs and prompting techniques on this dataset revealed that while LLMs can identify irrelevant information, they do not effectively mitigate the interference it causes once identified. A novel automatic construction method, ATF, which enhances the ability of LLMs to identify and self-mitigate the influence of irrelevant information, is proposed to address this shortcoming. This method operates in two steps: first, analysis of irrelevant information, followed by its filtering. The ATF method, as demonstrated by experimental results, significantly improves the reasoning performance of LLMs and prompting techniques, even in the presence of irrelevant information on the GSMIR dataset.

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.

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.

We introduce Korean Language Understanding Evaluation (KLUE) benchmark. KLUE is a collection of 8 Korean natural language understanding (NLU) tasks, including Topic Classification, SemanticTextual Similarity, Natural Language Inference, Named Entity Recognition, Relation Extraction, Dependency Parsing, Machine Reading Comprehension, and Dialogue State Tracking. We build all of the tasks from scratch from diverse source corpora while respecting copyrights, to ensure accessibility for anyone without any restrictions. With ethical considerations in mind, we carefully design annotation protocols. Along with the benchmark tasks and data, we provide suitable evaluation metrics and fine-tuning recipes for pretrained language models for each task. We furthermore release the pretrained language models (PLM), KLUE-BERT and KLUE-RoBERTa, to help reproducing baseline models on KLUE and thereby facilitate future research. We make a few interesting observations from the preliminary experiments using the proposed KLUE benchmark suite, already demonstrating the usefulness of this new benchmark suite. First, we find KLUE-RoBERTa-large outperforms other baselines, including multilingual PLMs and existing open-source Korean PLMs. Second, we see minimal degradation in performance even when we replace personally identifiable information from the pretraining corpus, suggesting that privacy and NLU capability are not at odds with each other. Lastly, we find that using BPE tokenization in combination with morpheme-level pre-tokenization is effective in tasks involving morpheme-level tagging, detection and generation. In addition to accelerating Korean NLP research, our comprehensive documentation on creating KLUE will facilitate creating similar resources for other languages in the future. KLUE is available at https://klue-benchmark.com.

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.

Lately, pre-trained language models advanced the field of natural language processing (NLP). The introduction of Bidirectional Encoders for Transformers (BERT) and its optimized version RoBERTa have had significant impact and increased the relevance of pre-trained models. First, research in this field mainly started on English data followed by models trained with multilingual text corpora. However, current research shows that multilingual models are inferior to monolingual models. Currently, no German single language RoBERTa model is yet published, which we introduce in this work (GottBERT). The German portion of the OSCAR data set was used as text corpus. In an evaluation we compare its performance on the two Named Entity Recognition (NER) tasks Conll 2003 and GermEval 2014 as well as on the text classification tasks GermEval 2018 (fine and coarse) and GNAD with existing German single language BERT models and two multilingual ones. GottBERT was pre-trained related to the original RoBERTa model using fairseq. All downstream tasks were trained using hyperparameter presets taken from the benchmark of German BERT. The experiments were setup utilizing FARM. Performance was measured by the F_{1} score. GottBERT was successfully pre-trained on a 256 core TPU pod using the RoBERTa BASE architecture. Even without extensive hyper-parameter optimization, in all NER and one text classification task, GottBERT already outperformed all other tested German and multilingual models. In order to support the German NLP field, we publish GottBERT under the AGPLv3 license.

We present a statistical model for German medical natural language processing trained for named entity recognition (NER) as an open, publicly available model. The work serves as a refined successor to our first GERNERMED model which is substantially outperformed by our work. We demonstrate the effectiveness of combining multiple techniques in order to achieve strong results in entity recognition performance by the means of transfer-learning on pretrained deep language models (LM), word-alignment and neural machine translation. Due to the sparse situation on open, public medical entity recognition models for German texts, this work offers benefits to the German research community on medical NLP as a baseline model. Since our model is based on public English data, its weights are provided without legal restrictions on usage and distribution. The sample code and the statistical model is available at: https://github.com/frankkramer-lab/GERNERMED-pp

We present SwissBERT, a masked language model created specifically for processing Switzerland-related text. SwissBERT is a pre-trained model that we adapted to news articles written in the national languages of Switzerland -- German, French, Italian, and Romansh. We evaluate SwissBERT on natural language understanding tasks related to Switzerland and find that it tends to outperform previous models on these tasks, especially when processing contemporary news and/or Romansh Grischun. Since SwissBERT uses language adapters, it may be extended to Swiss German dialects in future work. The model and our open-source code are publicly released at https://github.com/ZurichNLP/swissbert.

Employment contracts are used to agree upon the working conditions between employers and employees all over the world. Understanding and reviewing contracts for void or unfair clauses requires extensive knowledge of the legal system and terminology. Recent advances in Natural Language Processing (NLP) hold promise for assisting in these reviews. However, applying NLP techniques on legal text is particularly difficult due to the scarcity of expert-annotated datasets. To address this issue and as a starting point for our effort in assisting lawyers with contract reviews using NLP, we release an anonymized and annotated benchmark dataset for legality and fairness review of German employment contract clauses, alongside with baseline model evaluations.

Today's large language models (LLMs) routinely generate coherent, grammatical and seemingly meaningful paragraphs of text. This achievement has led to speculation that these networks are -- or will soon become -- "thinking machines", capable of performing tasks that require abstract knowledge and reasoning. Here, we review the capabilities of LLMs by considering their performance on two different aspects of language use: 'formal linguistic competence', which includes knowledge of rules and patterns of a given language, and 'functional linguistic competence', a host of cognitive abilities required for language understanding and use in the real world. Drawing on evidence from cognitive neuroscience, we show that formal competence in humans relies on specialized language processing mechanisms, whereas functional competence recruits multiple extralinguistic capacities that comprise human thought, such as formal reasoning, world knowledge, situation modeling, and social cognition. In line with this distinction, LLMs show impressive (although imperfect) performance on tasks requiring formal linguistic competence, but fail on many tests requiring functional competence. Based on this evidence, we argue that (1) contemporary LLMs should be taken seriously as models of formal linguistic skills; (2) models that master real-life language use would need to incorporate or develop not only a core language module, but also multiple non-language-specific cognitive capacities required for modeling thought. Overall, a distinction between formal and functional linguistic competence helps clarify the discourse surrounding LLMs' potential and provides a path toward building models that understand and use language in human-like ways.

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.

In this paper we look at the ability of recent large language models (LLMs) at solving mathematical problems in combinatorics. We compare models LLaMA-2, LLaMA-3.1, GPT-4, and Mixtral against each other and against human pupils and undergraduates with prior experience in mathematical olympiads. To facilitate these comparisons we introduce the Combi-Puzzles dataset, which contains 125 problem variants based on 25 combinatorial reasoning problems. Each problem is presented in one of five distinct forms, created by systematically manipulating the problem statements through adversarial additions, numeric parameter changes, and linguistic obfuscation. Our variations preserve the mathematical core and are designed to measure the generalisability of LLM problem-solving abilities, while also increasing confidence that problems are submitted to LLMs in forms that have not been seen as training instances. We found that a model based on GPT-4 outperformed all other models in producing correct responses, and performed significantly better in the mathematical variation of the problems than humans. We also found that modifications to problem statements significantly impact the LLM's performance, while human performance remains unaffected.

This document provides the annotation guidelines for MaiBaam, a Bavarian corpus annotated with part-of-speech (POS) tags and syntactic dependencies. MaiBaam belongs to the Universal Dependencies (UD) project, and our annotations elaborate on the general and German UD version 2 guidelines. In this document, we detail how to preprocess and tokenize Bavarian data, provide an overview of the POS tags and dependencies we use, explain annotation decisions that would also apply to closely related languages like German, and lastly we introduce and motivate decisions that are specific to Bavarian grammar.

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.

Language models have demonstrated remarkable performance in solving reasoning tasks; however, even the strongest models still occasionally make reasoning mistakes. Recently, there has been active research aimed at improving reasoning accuracy, particularly by using pretrained language models to "self-correct" their mistakes via multi-round prompting. In this paper, we follow this line of work but focus on understanding the usefulness of incorporating "error-correction" data directly into the pretraining stage. This data consists of erroneous solution steps immediately followed by their corrections. Using a synthetic math dataset, we show promising results: this type of pretrain data can help language models achieve higher reasoning accuracy directly (i.e., through simple auto-regression, without multi-round prompting) compared to pretraining on the same amount of error-free data. We also delve into many details, such as (1) how this approach differs from beam search, (2) how such data can be prepared, (3) whether masking is needed on the erroneous tokens, (4) the amount of error required, (5) whether such data can be deferred to the fine-tuning stage, and many others.

The exploitation of syntactic graphs (SyGs) as a word's context has been shown to be beneficial for distributional semantic models (DSMs), both at the level of individual word representations and in deriving phrasal representations via composition. However, notwithstanding the potential performance benefit, the syntactically-aware DSMs proposed to date have huge numbers of parameters (compared to conventional DSMs) and suffer from data sparsity. Furthermore, the encoding of the SyG links (i.e., the syntactic relations) has been largely limited to linear maps. The knowledge graphs' literature, on the other hand, has proposed light-weight models employing different geometric transformations (GTs) to encode edges in a knowledge graph (KG). Our work explores the possibility of adopting this family of models to encode SyGs. Furthermore, we investigate which GT better encodes syntactic relations, so that these representations can be used to enhance phrase-level composition via syntactic contextualisation.

We present a new Icelandic-English parallel corpus, the Icelandic Parallel Abstracts Corpus (IPAC), composed of abstracts from student theses and dissertations. The texts were collected from the Skemman repository which keeps records of all theses, dissertations and final projects from students at Icelandic universities. The corpus was aligned based on sentence-level BLEU scores, in both translation directions, from NMT models using Bleualign. The result is a corpus of 64k sentence pairs from over 6 thousand parallel abstracts.

The developments that language models have provided in fulfilling almost all kinds of tasks have attracted the attention of not only researchers but also the society and have enabled them to become products. There are commercially successful language models available. However, users may prefer open-source language models due to cost, data privacy, or regulations. Yet, despite the increasing number of these models, there is no comprehensive comparison of their performance for Turkish. This study aims to fill this gap in the literature. A comparison is made among seven selected language models based on their contextual learning and question-answering abilities. Turkish datasets for contextual learning and question-answering were prepared, and both automatic and human evaluations were conducted. The results show that for question-answering, continuing pretraining before fine-tuning with instructional datasets is more successful in adapting multilingual models to Turkish and that in-context learning performances do not much related to question-answering performances.

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.

Language models have rapidly evolved, predominantly focusing on English while often neglecting extensive pretraining in other languages. This approach has required initiatives to adapt powerful, English-centric models to other linguistic contexts through finetuning. For Dutch, such a recent endeavour is ``GEITje'' a model originally derived from the English-based Mistral 7B. Building on this fundamental work, the current research extends the capabilities of GEITje by supervised finetuning on newly created high-quality synthetic conversational datasets, along with an additional preference alignment procedure on a synthetic feedback dataset. Both the developed models and the created datasets are openly available.

Large Language Models (LLMs) have been applied to Math Word Problems (MWPs) with transformative impacts, revolutionizing how these complex problems are approached and solved in various domains including educational settings. However, the evaluation of these models often prioritizes final accuracy, overlooking the crucial aspect of reasoning capabilities. This work addresses this gap by focusing on the ability of LLMs to detect and correct reasoning mistakes. We introduce a novel dataset MWP-MISTAKE, incorporating MWPs with both correct and incorrect reasoning steps generated through rule-based methods and smaller language models. Our comprehensive benchmarking reveals significant insights into the strengths and weaknesses of state-of-the-art models, such as GPT-4o, GPT-4, GPT-3.5Turbo, and others. We highlight GPT-$o's superior performance in mistake detection and rectification and the persistent challenges faced by smaller models. Additionally, we identify issues related to data contamination and memorization, impacting the reliability of LLMs in real-world applications. Our findings emphasize the importance of rigorous evaluation of reasoning processes and propose future directions to enhance the generalization and robustness of LLMs in mathematical problem-solving.

This paper presents TextComplexityDE, a dataset consisting of 1000 sentences in German language taken from 23 Wikipedia articles in 3 different article-genres to be used for developing text-complexity predictor models and automatic text simplification in German language. The dataset includes subjective assessment of different text-complexity aspects provided by German learners in level A and B. In addition, it contains manual simplification of 250 of those sentences provided by native speakers and subjective assessment of the simplified sentences by participants from the target group. The subjective ratings were collected using both laboratory studies and crowdsourcing approach.

One common trend in recent studies of language models (LMs) is the use of standardized tests for evaluation. However, despite being the fifth most spoken language worldwide, few such evaluations have been conducted in Portuguese. This is mainly due to the lack of high-quality datasets available to the community for carrying out evaluations in Portuguese. To address this gap, we introduce the Brazilian Leading Universities Entrance eXams (BLUEX), a dataset of entrance exams from the two leading universities in Brazil: UNICAMP and USP. The dataset includes annotated metadata for evaluating the performance of NLP models on a variety of subjects. Furthermore, BLUEX includes a collection of recently administered exams that are unlikely to be included in the training data of many popular LMs as of 2023. The dataset is also annotated to indicate the position of images in each question, providing a valuable resource for advancing the state-of-the-art in multimodal language understanding and reasoning. We describe the creation and characteristics of BLUEX and establish a benchmark through experiments with state-of-the-art LMs, demonstrating its potential for advancing the state-of-the-art in natural language understanding and reasoning in Portuguese. The data and relevant code can be found at https://github.com/Portuguese-Benchmark-Datasets/BLUEX

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.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

Large Language Models (LLMs) have shown remarkable performance in various natural language processing tasks but face challenges in mathematical reasoning, where complex problem-solving requires both linguistic understanding and mathematical reasoning skills. Existing approaches to address this challenge often rely on ensemble methods and suffer from the problem of data scarcity in target domains. In this work, we present a novel method to enhance LLMs' capabilities in mathematical reasoning tasks. Motivated by the need to bridge this gap, our approach incorporates a question paraphrase strategy, which aims at diversifying the linguistic forms of mathematical questions to improve generalization. Additionally, specialized training objectives are employed to guide the model's learning process, focusing on enhancing its understanding of mathematical concepts and reasoning processes. We conduct experiments on four datasets using different LLMs, and demonstrate the effectiveness of our approach in improving LLMs' performance on mathematical reasoning tasks. Our findings underscore the significance of our methodology in the advancement of large language models and its potential implications for real-world applications that require mathematical reasoning abilities.

Coecke, Sadrzadeh, and Clark (arXiv:1003.4394v1 [cs.CL]) developed a compositional model of meaning for distributional semantics, in which each word in a sentence has a meaning vector and the distributional meaning of the sentence is a function of the tensor products of the word vectors. Abstractly speaking, this function is the morphism corresponding to the grammatical structure of the sentence in the category of finite dimensional vector spaces. In this paper, we provide a concrete method for implementing this linear meaning map, by constructing a corpus-based vector space for the type of sentence. Our construction method is based on structured vector spaces whereby meaning vectors of all sentences, regardless of their grammatical structure, live in the same vector space. Our proposed sentence space is the tensor product of two noun spaces, in which the basis vectors are pairs of words each augmented with a grammatical role. This enables us to compare meanings of sentences by simply taking the inner product of their vectors.

Research on gender and language is tightly knitted to social debates on gender equality and non-discriminatory language use. Psycholinguistic scholars have made significant contributions in this field. However, corpus-based studies that investigate these matters within the context of language use are still rare. In our study, we address the question of how much textual material would actually have to be changed if non-gender-inclusive texts were rewritten to be gender-inclusive. This quantitative measure is an important empirical insight, as a recurring argument against the use of gender-inclusive German is that it supposedly makes written texts too long and complicated. It is also argued that gender-inclusive language has negative effects on language learners. However, such effects are only likely if gender-inclusive texts are very different from those that are not gender-inclusive. In our corpus-linguistic study, we manually annotated German press texts to identify the parts that would have to be changed. Our results show that, on average, less than 1% of all tokens would be affected by gender-inclusive language. This small proportion calls into question whether gender-inclusive German presents a substantial barrier to understanding and learning the language, particularly when we take into account the potential complexities of interpreting masculine generics.

Experts in various fields routinely perform methodical writing tasks to plan, organize, and report their work. From a clinician writing a differential diagnosis for a patient, to a teacher writing a lesson plan for students, these tasks are pervasive, requiring to methodically generate structured long-form output for a given input. We develop a typology of methodical tasks structured in the form of a task objective, procedure, input, and output, and introduce DoLoMiTes, a novel benchmark with specifications for 519 such tasks elicited from hundreds of experts from across 25 fields. Our benchmark further contains specific instantiations of methodical tasks with concrete input and output examples (1,857 in total) which we obtain by collecting expert revisions of up to 10 model-generated examples of each task. We use these examples to evaluate contemporary language models highlighting that automating methodical tasks is a challenging long-form generation problem, as it requires performing complex inferences, while drawing upon the given context as well as domain knowledge.

The VNHSGE (VietNamese High School Graduation Examination) dataset, developed exclusively for evaluating large language models (LLMs), is introduced in this article. The dataset, which covers nine subjects, was generated from the Vietnamese National High School Graduation Examination and comparable tests. 300 literary essays have been included, and there are over 19,000 multiple-choice questions on a range of topics. The dataset assesses LLMs in multitasking situations such as question answering, text generation, reading comprehension, visual question answering, and more by including both textual data and accompanying images. Using ChatGPT and BingChat, we evaluated LLMs on the VNHSGE dataset and contrasted their performance with that of Vietnamese students to see how well they performed. The results show that ChatGPT and BingChat both perform at a human level in a number of areas, including literature, English, history, geography, and civics education. They still have space to grow, though, especially in the areas of mathematics, physics, chemistry, and biology. The VNHSGE dataset seeks to provide an adequate benchmark for assessing the abilities of LLMs with its wide-ranging coverage and variety of activities. We intend to promote future developments in the creation of LLMs by making this dataset available to the scientific community, especially in resolving LLMs' limits in disciplines involving mathematics and the natural sciences.

In pace with developments in the research field of artificial intelligence, knowledge graphs (KGs) have attracted a surge of interest from both academia and industry. As a representation of semantic relations between entities, KGs have proven to be particularly relevant for natural language processing (NLP), experiencing a rapid spread and wide adoption within recent years. Given the increasing amount of research work in this area, several KG-related approaches have been surveyed in the NLP research community. However, a comprehensive study that categorizes established topics and reviews the maturity of individual research streams remains absent to this day. Contributing to closing this gap, we systematically analyzed 507 papers from the literature on KGs in NLP. Our survey encompasses a multifaceted review of tasks, research types, and contributions. As a result, we present a structured overview of the research landscape, provide a taxonomy of tasks, summarize our findings, and highlight directions for future work.

Despite the success of the Universal Dependencies (UD) project exemplified by its impressive language breadth, there is still a lack in `within-language breadth': most treebanks focus on standard languages. Even for German, the language with the most annotations in UD, so far no treebank exists for one of its language varieties spoken by over 10M people: Bavarian. To contribute to closing this gap, we present the first multi-dialect Bavarian treebank (MaiBaam) manually annotated with part-of-speech and syntactic dependency information in UD, covering multiple text genres (wiki, fiction, grammar examples, social, non-fiction). We highlight the morphosyntactic differences between the closely-related Bavarian and German and showcase the rich variability of speakers' orthographies. Our corpus includes 15k tokens, covering dialects from all Bavarian-speaking areas spanning three countries. We provide baseline parsing and POS tagging results, which are lower than results obtained on German and vary substantially between different graph-based parsers. To support further research on Bavarian syntax, we make our dataset, language-specific guidelines and code publicly available.

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.

Employing Large Language Models (LLMs) to address mathematical problems is an intriguing research endeavor, considering the abundance of math problems expressed in natural language across numerous science and engineering fields. While several prior works have investigated solving elementary mathematics using LLMs, this work explores the frontier of using GPT-4 for solving more complex and challenging math problems. We evaluate various ways of using GPT-4. Some of them are adapted from existing work, and one is \MathChat, a conversational problem-solving framework newly proposed in this work. We perform the evaluation on difficult high school competition problems from the MATH dataset, which shows the advantage of the proposed conversational approach.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students' use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for ideas generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students' concerns when using NLG tools for idea generation and can inform educators' instruction to implement NLG tools for classroom creative writing.

Recently, it has been found that monolingual English language models can be used as knowledge bases. Instead of structural knowledge base queries, masked sentences such as "Paris is the capital of [MASK]" are used as probes. We translate the established benchmarks TREx and GoogleRE into 53 languages. Working with mBERT, we investigate three questions. (i) Can mBERT be used as a multilingual knowledge base? Most prior work only considers English. Extending research to multiple languages is important for diversity and accessibility. (ii) Is mBERT's performance as knowledge base language-independent or does it vary from language to language? (iii) A multilingual model is trained on more text, e.g., mBERT is trained on 104 Wikipedias. Can mBERT leverage this for better performance? We find that using mBERT as a knowledge base yields varying performance across languages and pooling predictions across languages improves performance. Conversely, mBERT exhibits a language bias; e.g., when queried in Italian, it tends to predict Italy as the country of origin.

A common way of assessing language learners' mastery of vocabulary is via multiple-choice cloze (i.e., fill-in-the-blank) questions. But the creation of test items can be laborious for individual teachers or in large-scale language programs. In this paper, we evaluate a new method for automatically generating these types of questions using large language models (LLM). The VocaTT (vocabulary teaching and training) engine is written in Python and comprises three basic steps: pre-processing target word lists, generating sentences and candidate word options using GPT, and finally selecting suitable word options. To test the efficiency of this system, 60 questions were generated targeting academic words. The generated items were reviewed by expert reviewers who judged the well-formedness of the sentences and word options, adding comments to items judged not well-formed. Results showed a 75% rate of well-formedness for sentences and 66.85% rate for suitable word options. This is a marked improvement over the generator used earlier in our research which did not take advantage of GPT's capabilities. Post-hoc qualitative analysis reveals several points for improvement in future work including cross-referencing part-of-speech tagging, better sentence validation, and improving GPT prompts.

With the rapid development of Large Language Models (LLMs), it is crucial to have benchmarks which can evaluate the ability of LLMs on different domains. One common use of LLMs is performing tasks on scientific topics, such as writing algorithms, querying databases or giving mathematical proofs. Inspired by the way university students are evaluated on such tasks, in this paper, we propose SciEx - a benchmark consisting of university computer science exam questions, to evaluate LLMs ability on solving scientific tasks. SciEx is (1) multilingual, containing both English and German exams, and (2) multi-modal, containing questions that involve images, and (3) contains various types of freeform questions with different difficulty levels, due to the nature of university exams. We evaluate the performance of various state-of-the-art LLMs on our new benchmark. Since SciEx questions are freeform, it is not straightforward to evaluate LLM performance. Therefore, we provide human expert grading of the LLM outputs on SciEx. We show that the free-form exams in SciEx remain challenging for the current LLMs, where the best LLM only achieves 59.4\% exam grade on average. We also provide detailed comparisons between LLM performance and student performance on SciEx. To enable future evaluation of new LLMs, we propose using LLM-as-a-judge to grade the LLM answers on SciEx. Our experiments show that, although they do not perform perfectly on solving the exams, LLMs are decent as graders, achieving 0.948 Pearson correlation with expert grading.

Multiple choice question answering tasks evaluate the reasoning, comprehension, and mathematical abilities of Large Language Models (LLMs). While existing benchmarks employ automatic translation for multilingual evaluation, this approach is error-prone and potentially introduces culturally biased questions, especially in social sciences. We introduce the first multitask, multiple-choice Turkish QA benchmark, TurkishMMLU, to evaluate LLMs' understanding of the Turkish language. TurkishMMLU includes over 10,000 questions, covering 9 different subjects from Turkish high-school education curricula. These questions are written by curriculum experts, suitable for the high-school curricula in Turkey, covering subjects ranging from natural sciences and math questions to more culturally representative topics such as Turkish Literature and the history of the Turkish Republic. We evaluate over 20 LLMs, including multilingual open-source (e.g., Gemma, Llama, MT5), closed-source (GPT 4o, Claude, Gemini), and Turkish-adapted (e.g., Trendyol) models. We provide an extensive evaluation, including zero-shot and few-shot evaluation of LLMs, chain-of-thought reasoning, and question difficulty analysis along with model performance. We provide an in-depth analysis of the Turkish capabilities and limitations of current LLMs to provide insights for future LLMs for the Turkish language. We publicly release our code for the dataset and evaluation: https://github.com/ArdaYueksel/TurkishMMLU.

Deductive reasoning plays a pivotal role in the formulation of sound and cohesive arguments. It allows individuals to draw conclusions that logically follow, given the truth value of the information provided. Recent progress in the domain of large language models (LLMs) has showcased their capability in executing deductive reasoning tasks. Nonetheless, a significant portion of research primarily assesses the accuracy of LLMs in solving such tasks, often overlooking a deeper analysis of their reasoning behavior. In this study, we draw upon principles from cognitive psychology to examine inferential strategies employed by LLMs, through a detailed evaluation of their responses to propositional logic problems. Our findings indicate that LLMs display reasoning patterns akin to those observed in humans, including strategies like supposition following or chain construction. Moreover, our research demonstrates that the architecture and scale of the model significantly affect its preferred method of reasoning, with more advanced models tending to adopt strategies more frequently than less sophisticated ones. Importantly, we assert that a model's accuracy, that is the correctness of its final conclusion, does not necessarily reflect the validity of its reasoning process. This distinction underscores the necessity for more nuanced evaluation procedures in the field.

The capabilities and limitations of Large Language Models have been sketched out in great detail in recent years, providing an intriguing yet conflicting picture. On the one hand, LLMs demonstrate a general ability to solve problems. On the other hand, they show surprising reasoning gaps when compared to humans, casting doubt on the robustness of their generalisation strategies. The sheer volume of data used in the design of LLMs has precluded us from applying the method traditionally used to measure generalisation: train-test set separation. To overcome this, we study what kind of generalisation strategies LLMs employ when performing reasoning tasks by investigating the pretraining data they rely on. For two models of different sizes (7B and 35B) and 2.5B of their pretraining tokens, we identify what documents influence the model outputs for three simple mathematical reasoning tasks and contrast this to the data that are influential for answering factual questions. We find that, while the models rely on mostly distinct sets of data for each factual question, a document often has a similar influence across different reasoning questions within the same task, indicating the presence of procedural knowledge. We further find that the answers to factual questions often show up in the most influential data. However, for reasoning questions the answers usually do not show up as highly influential, nor do the answers to the intermediate reasoning steps. When we characterise the top ranked documents for the reasoning questions qualitatively, we confirm that the influential documents often contain procedural knowledge, like demonstrating how to obtain a solution using formulae or code. Our findings indicate that the approach to reasoning the models use is unlike retrieval, and more like a generalisable strategy that synthesises procedural knowledge from documents doing a similar form of reasoning.

In natural language processing (NLP), there is a need for more resources in Portuguese, since much of the data used in the state-of-the-art research is in other languages. In this paper, we pretrain a T5 model on the BrWac corpus, an extensive collection of web pages in Portuguese, and evaluate its performance against other Portuguese pretrained models and multilingual models on three different tasks. We show that our Portuguese pretrained models have significantly better performance over the original T5 models. Moreover, we demonstrate the positive impact of using a Portuguese vocabulary. Our code and models are available at https://github.com/unicamp-dl/PTT5.

We survey clinical document corpora, with focus on German textual data. Due to rigid data privacy legislation in Germany these resources, with only few exceptions, are stored in safe clinical data spaces and locked against clinic-external researchers. This situation stands in stark contrast with established workflows in the field of natural language processing where easy accessibility and reuse of data collections are common practice. Hence, alternative corpus designs have been examined to escape from this data poverty. Besides machine translation of English clinical datasets and the generation of synthetic corpora with fictitious clinical contents, several other types of domain proxies have come up as substitutes for authentic clinical documents. Common instances of close proxies are medical journal publications, clinical therapy guidelines, drug labels, etc., more distant proxies include online encyclopedic medical articles or medical contents from social media channels. After PRISM-conformant screening of 359 hits from four bibliographic systems, 75 relevant documents were finally selected for this review and 59 distinct corpora were determined. We identified 24 real clinical corpora (from 40 publications) out of which only 5 are publicly distributable. 2 translations of real corpora and 3 synthetic ones complement the set of clinical corpora. 14 corpora were categorized as close domain proxies, 16 as distant ones. There is a clear divide between the large number of non-accessible authentic clinical German-language corpora and their publicly accessible substitutes: translated or synthetic, close or more distant proxies. So on first sight, the data bottleneck seems broken. Intuitively yet, differences in genre-specific writing style, wording and medical domain expertise in this typological space are also obvious. This raises the question how valid alternative corpus designs really are.

This paper introduces the first Turkish crossword puzzle generator designed to leverage the capabilities of large language models (LLMs) for educational purposes. In this work, we introduced two specially created datasets: one with over 180,000 unique answer-clue pairs for generating relevant clues from the given answer, and another with over 35,000 samples containing text, answer, category, and clue data, aimed at producing clues for specific texts and keywords within certain categories. Beyond entertainment, this generator emerges as an interactive educational tool that enhances memory, vocabulary, and problem-solving skills. It's a notable step in AI-enhanced education, merging game-like engagement with learning for Turkish and setting new standards for interactive, intelligent learning tools in Turkish.

This paper introduces the Swedish BERT ("KB-BERT") developed by the KBLab for data-driven research at the National Library of Sweden (KB). Building on recent efforts to create transformer-based BERT models for languages other than English, we explain how we used KB's collections to create and train a new language-specific BERT model for Swedish. We also present the results of our model in comparison with existing models - chiefly that produced by the Swedish Public Employment Service, Arbetsf\"ormedlingen, and Google's multilingual M-BERT - where we demonstrate that KB-BERT outperforms these in a range of NLP tasks from named entity recognition (NER) to part-of-speech tagging (POS). Our discussion highlights the difficulties that continue to exist given the lack of training data and testbeds for smaller languages like Swedish. We release our model for further exploration and research here: https://github.com/Kungbib/swedish-bert-models .

Logical reasoning is fundamental for humans yet presents a substantial challenge in the domain of Artificial Intelligence. Initially, researchers used Knowledge Representation and Reasoning (KR) systems that did not scale and required non trivial manual effort. Recently, the emergence of large language models (LLMs) has demonstrated the ability to overcome various limitations of formal Knowledge Representation (KR) systems. Consequently, there is a growing interest in using LLMs for logical reasoning via natural language. This work strives to understand the proficiency of LLMs in logical reasoning by offering a brief review of the latest progress in this area; with a focus on the logical reasoning datasets, tasks, and the methods adopted to utilize LLMs for reasoning. To offer a thorough analysis, we have compiled a benchmark titled LogiGLUE. This includes 24 varied datasets encompassing deductive, abductive, and inductive reasoning. We have standardized these datasets into Seq2Seq tasks to facilitate straightforward training and evaluation for future research. Utilizing LogiGLUE as a foundation, we have trained an instruction fine tuned language model, resulting in LogiT5. We study single task training, multi task training, and a chain of thought knowledge distillation fine tuning technique to assess the performance of model across the different logical reasoning categories. By this comprehensive process, we aim to shed light on the capabilities and potential pathways for enhancing logical reasoning proficiency in LLMs, paving the way for more advanced and nuanced developments in this critical field.

The number of Language Models (LMs) dedicated to processing scientific text is on the rise. Keeping pace with the rapid growth of scientific LMs (SciLMs) has become a daunting task for researchers. To date, no comprehensive surveys on SciLMs have been undertaken, leaving this issue unaddressed. Given the constant stream of new SciLMs, appraising the state-of-the-art and how they compare to each other remain largely unknown. This work fills that gap and provides a comprehensive review of SciLMs, including an extensive analysis of their effectiveness across different domains, tasks and datasets, and a discussion on the challenges that lie ahead.

Obtaining text datasets with semantic annotations is an effortful process, yet crucial for supervised training in natural language processsing (NLP). In general, developing and applying new NLP pipelines in domain-specific contexts for tasks often requires custom designed datasets to address NLP tasks in supervised machine learning fashion. When operating in non-English languages for medical data processing, this exposes several minor and major, interconnected problems such as lack of task-matching datasets as well as task-specific pre-trained models. In our work we suggest to leverage pretrained language models for training data acquisition in order to retrieve sufficiently large datasets for training smaller and more efficient models for use-case specific tasks. To demonstrate the effectiveness of your approach, we create a custom dataset which we use to train a medical NER model for German texts, GPTNERMED, yet our method remains language-independent in principle. Our obtained dataset as well as our pre-trained models are publicly available at: https://github.com/frankkramer-lab/GPTNERMED

Code-switching (CSW) is a common phenomenon among multilingual speakers where multiple languages are used in a single discourse or utterance. Mixed language utterances may still contain grammatical errors however, yet most existing Grammar Error Correction (GEC) systems have been trained on monolingual data and not developed with CSW in mind. In this work, we conduct the first exploration into the use of GEC systems on CSW text. Through this exploration, we propose a novel method of generating synthetic CSW GEC datasets by translating different spans of text within existing GEC corpora. We then investigate different methods of selecting these spans based on CSW ratio, switch-point factor and linguistic constraints, and identify how they affect the performance of GEC systems on CSW text. Our best model achieves an average increase of 1.57 F_{0.5} across 3 CSW test sets (English-Chinese, English-Korean and English-Japanese) without affecting the model's performance on a monolingual dataset. We furthermore discovered that models trained on one CSW language generalise relatively well to other typologically similar CSW languages.

Skill Classification (SC) is the task of classifying job competences from job postings. This work is the first in SC applied to Danish job vacancy data. We release the first Danish job posting dataset: Kompetencer (en: competences), annotated for nested spans of competences. To improve upon coarse-grained annotations, we make use of The European Skills, Competences, Qualifications and Occupations (ESCO; le Vrang et al., 2014) taxonomy API to obtain fine-grained labels via distant supervision. We study two setups: The zero-shot and few-shot classification setting. We fine-tune English-based models and RemBERT (Chung et al., 2020) and compare them to in-language Danish models. Our results show RemBERT significantly outperforms all other models in both the zero-shot and the few-shot setting.

Mathematical reasoning is regarded as a necessary ability for Language Models (LMs). Recent works demonstrate large LMs' impressive performance in solving math problems. The success is attributed to their Chain-of-Thought (CoT) reasoning abilities, i.e., the ability to decompose complex questions into step-by-step reasoning chains, but such ability seems only to emerge from models with abundant parameters. This work investigates how to incorporate relatively small LMs with the capabilities of multi-step reasoning. We propose to inject such abilities by continually pre-training LMs on a synthetic dataset MsAT which is composed of Multi-step Arithmetic Tasks. Our experiments on four math word problem datasets show the effectiveness of the proposed method in enhancing LMs' math reasoning abilities.

Given the rapid ascent of large language models (LLMs), we study the question: (How) can large language models help in reviewing of scientific papers or proposals? We first conduct some pilot studies where we find that (i) GPT-4 outperforms other LLMs (Bard, Vicuna, Koala, Alpaca, LLaMa, Dolly, OpenAssistant, StableLM), and (ii) prompting with a specific question (e.g., to identify errors) outperforms prompting to simply write a review. With these insights, we study the use of LLMs (specifically, GPT-4) for three tasks: 1. Identifying errors: We construct 13 short computer science papers each with a deliberately inserted error, and ask the LLM to check for the correctness of these papers. We observe that the LLM finds errors in 7 of them, spanning both mathematical and conceptual errors. 2. Verifying checklists: We task the LLM to verify 16 closed-ended checklist questions in the respective sections of 15 NeurIPS 2022 papers. We find that across 119 {checklist question, paper} pairs, the LLM had an 86.6% accuracy. 3. Choosing the "better" paper: We generate 10 pairs of abstracts, deliberately designing each pair in such a way that one abstract was clearly superior than the other. The LLM, however, struggled to discern these relatively straightforward distinctions accurately, committing errors in its evaluations for 6 out of the 10 pairs. Based on these experiments, we think that LLMs have a promising use as reviewing assistants for specific reviewing tasks, but not (yet) for complete evaluations of papers or proposals.

Large Language Models (LLMs) have exhibited exceptional performance across a broad range of tasks and domains. However, they still encounter difficulties in solving mathematical problems due to the rigorous and logical nature of mathematics. Previous studies have employed techniques such as supervised fine-tuning (SFT), prompt engineering, and search-based methods to improve the mathematical problem-solving abilities of LLMs. Despite these efforts, their performance remains suboptimal and demands substantial computational resources. To address this issue, we propose a novel approach, BEATS, to enhance mathematical problem-solving abilities. Our method leverages newly designed prompts that guide the model to iteratively rewrite, advance by one step, and generate answers based on previous steps. Additionally, we introduce a new back-verification technique that uses LLMs to validate the correctness of the generated answers. Furthermore, we employ a pruning tree search to optimize search time while achieving strong performance. Notably, our method improves Qwen2-7b-Instruct's score from 36.94 to 61.52, outperforming GPT4's 42.5 on the MATH benchmark.

In recent years, digital technologies have grown in many ways. As a result, many school-aged children have been exposed to the digital world a lot. Children are using more digital technologies, so schools need to teach kids more about cyber security and online safety. Because of this, there are now more school programmes and projects that teach students about cyber security and online safety and help them learn and improve their skills. Still, despite many programmes and projects, there is not much proof of how many schools have taken part and helped spread the word about them. This work shows how we can learn about the size and scope of cyber security and online safety education in schools in the UK, a country with a very active and advanced cyber security education profile, using nearly 200k public tweets from over 15k schools. By using simple techniques like descriptive statistics and visualisation as well as advanced natural language processing (NLP) techniques like sentiment analysis and topic modelling, we show some new findings and insights about how UK schools as a sector have been doing on Twitter with their cyber security and online safety education activities. Our work has led to a range of large-scale and real-world evidence that can help inform people and organisations interested in cyber security and teaching online safety in schools.

Prompt engineering and calibration make large language models excel at reasoning tasks, including multiple choice commonsense reasoning. From a practical perspective, we investigate and evaluate these strategies on smaller language models. Through experiments on five commonsense reasoning benchmarks, we find that each strategy favors certain models, but their joint effects are mostly negative.

This study evaluates the performance of large language models (LLMs) as medical agents in Portuguese, aiming to develop a reliable and relevant virtual assistant for healthcare professionals. The HealthCareMagic-100k-en and MedQuAD datasets, translated from English using GPT-3.5, were used to fine-tune the ChatBode-7B model using the PEFT-QLoRA method. The InternLM2 model, with initial training on medical data, presented the best overall performance, with high precision and adequacy in metrics such as accuracy, completeness and safety. However, DrBode models, derived from ChatBode, exhibited a phenomenon of catastrophic forgetting of acquired medical knowledge. Despite this, these models performed frequently or even better in aspects such as grammaticality and coherence. A significant challenge was low inter-rater agreement, highlighting the need for more robust assessment protocols. This work paves the way for future research, such as evaluating multilingual models specific to the medical field, improving the quality of training data, and developing more consistent evaluation methodologies for the medical field.

Automatically estimating the complexity of texts for readers has a variety of applications, such as recommending texts with an appropriate complexity level to language learners or supporting the evaluation of text simplification approaches. In this paper, we present our submission to the Text Complexity DE Challenge 2022, a regression task where the goal is to predict the complexity of a German sentence for German learners at level B. Our approach relies on more than 220,000 pseudo-labels created from the German Wikipedia and other corpora to train Transformer-based models, and refrains from any feature engineering or any additional, labeled data. We find that the pseudo-label-based approach gives impressive results yet requires little to no adjustment to the specific task and therefore could be easily adapted to other domains and tasks.

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.

Pre-trained multilingual language models (PMLMs) are commonly used when dealing with data from multiple languages and cross-lingual transfer. However, PMLMs are trained on varying amounts of data for each language. In practice this means their performance is often much better on English than many other languages. We explore to what extent this also applies to moral norms. Do the models capture moral norms from English and impose them on other languages? Do the models exhibit random and thus potentially harmful beliefs in certain languages? Both these issues could negatively impact cross-lingual transfer and potentially lead to harmful outcomes. In this paper, we (1) apply the MoralDirection framework to multilingual models, comparing results in German, Czech, Arabic, Mandarin Chinese, and English, (2) analyse model behaviour on filtered parallel subtitles corpora, and (3) apply the models to a Moral Foundations Questionnaire, comparing with human responses from different countries. Our experiments demonstrate that, indeed, PMLMs encode differing moral biases, but these do not necessarily correspond to cultural differences or commonalities in human opinions.

Information overload is a major obstacle to scientific progress. The explosive growth in scientific literature and data has made it ever harder to discover useful insights in a large mass of information. Today scientific knowledge is accessed through search engines, but they are unable to organize scientific knowledge alone. In this paper we introduce Galactica: a large language model that can store, combine and reason about scientific knowledge. We train on a large scientific corpus of papers, reference material, knowledge bases and many other sources. We outperform existing models on a range of scientific tasks. On technical knowledge probes such as LaTeX equations, Galactica outperforms the latest GPT-3 by 68.2% versus 49.0%. Galactica also performs well on reasoning, outperforming Chinchilla on mathematical MMLU by 41.3% to 35.7%, and PaLM 540B on MATH with a score of 20.4% versus 8.8%. It also sets a new state-of-the-art on downstream tasks such as PubMedQA and MedMCQA dev of 77.6% and 52.9%. And despite not being trained on a general corpus, Galactica outperforms BLOOM and OPT-175B on BIG-bench. We believe these results demonstrate the potential for language models as a new interface for science. We open source the model for the benefit of the scientific community.

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.

Recent advances in large language models (LLMs) have demonstrated notable progress on many mathematical benchmarks. However, most of these benchmarks only feature problems grounded in junior and senior high school subjects, contain only multiple-choice questions, and are confined to a limited scope of elementary arithmetic operations. To address these issues, this paper introduces an expansive benchmark suite SciBench that aims to systematically examine the reasoning capabilities required for complex scientific problem solving. SciBench contains two carefully curated datasets: an open set featuring a range of collegiate-level scientific problems drawn from mathematics, chemistry, and physics textbooks, and a closed set comprising problems from undergraduate-level exams in computer science and mathematics. Based on the two datasets, we conduct an in-depth benchmark study of two representative LLMs with various prompting strategies. The results reveal that current LLMs fall short of delivering satisfactory performance, with an overall score of merely 35.80%. Furthermore, through a detailed user study, we categorize the errors made by LLMs into ten problem-solving abilities. Our analysis indicates that no single prompting strategy significantly outperforms others and some strategies that demonstrate improvements in certain problem-solving skills result in declines in other skills. We envision that SciBench will catalyze further developments in the reasoning abilities of LLMs, thereby ultimately contributing to scientific research and discovery.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

While large language models (LLMs) exhibit remarkable capabilities across a wide range of tasks, they pose potential safety concerns, such as the ``jailbreak'' problem, wherein malicious instructions can manipulate LLMs to exhibit undesirable behavior. Although several preventive measures have been developed to mitigate the potential risks associated with LLMs, they have primarily focused on English data. In this study, we reveal the presence of multilingual jailbreak challenges within LLMs and consider two potential risk scenarios: unintentional and intentional. The unintentional scenario involves users querying LLMs using non-English prompts and inadvertently bypassing the safety mechanisms, while the intentional scenario concerns malicious users combining malicious instructions with multilingual prompts to deliberately attack LLMs. The experimental results reveal that in the unintentional scenario, the rate of unsafe content increases as the availability of languages decreases. Specifically, low-resource languages exhibit three times the likelihood of encountering harmful content compared to high-resource languages, with both ChatGPT and GPT-4. In the intentional scenario, multilingual prompts can exacerbate the negative impact of malicious instructions, with astonishingly high rates of unsafe output: 80.92\% for ChatGPT and 40.71\% for GPT-4. To handle such a challenge in the multilingual context, we propose a novel Self-Defense framework that automatically generates multilingual training data for safety fine-tuning. Experimental results show that ChatGPT fine-tuned with such data can achieve a substantial reduction in unsafe content generation. Data is available at https://github.com/DAMO-NLP-SG/multilingual-safety-for-LLMs. Warning: This paper contains examples with potentially harmful content.

The development of large language models has instilled widespread interest among the researchers to understand their inherent reasoning and problem-solving capabilities. Despite good amount of research going on to elucidate these capabilities, there is a still an appreciable gap in understanding moral development and judgments of these models. The current approaches of evaluating the ethical reasoning abilities of these models as a classification task pose numerous inaccuracies because of over-simplification. In this study, we built a psychological connection by bridging two disparate fields-human psychology and AI. We proposed an effective evaluation framework which can help to delineate the model's ethical reasoning ability in terms of moral consistency and Kohlberg's moral development stages with the help of Psychometric Assessment Tool-Defining Issues Test.

Pre-training Large Language Models (LLMs) require massive amounts of text data, and the performance of the LLMs typically correlates with the scale and quality of the datasets. This means that it may be challenging to build LLMs for smaller languages such as Nordic ones, where the availability of text corpora is limited. In order to facilitate the development of the LLMS in the Nordic languages, we curate a high-quality dataset consisting of 1.2TB of text, in all of the major North Germanic languages (Danish, Icelandic, Norwegian, and Swedish), as well as some high-quality English data. This paper details our considerations and processes for collecting, cleaning, and filtering the dataset.

The impressive performance of recent language models across a wide range of tasks suggests that they possess a degree of abstract reasoning skills. Are these skills general and transferable, or specialized to specific tasks seen during pretraining? To disentangle these effects, we propose an evaluation framework based on "counterfactual" task variants that deviate from the default assumptions underlying standard tasks. Across a suite of 11 tasks, we observe nontrivial performance on the counterfactual variants, but nevertheless find that performance substantially and consistently degrades compared to the default conditions. This suggests that while current LMs may possess abstract task-solving skills to a degree, they often also rely on narrow, non-transferable procedures for task-solving. These results motivate a more careful interpretation of language model performance that teases apart these aspects of behavior.

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.

In this work we present the experiments which lead to the creation of our BERT and ELECTRA based German language models, GBERT and GELECTRA. By varying the input training data, model size, and the presence of Whole Word Masking (WWM) we were able to attain SoTA performance across a set of document classification and named entity recognition (NER) tasks for both models of base and large size. We adopt an evaluation driven approach in training these models and our results indicate that both adding more data and utilizing WWM improve model performance. By benchmarking against existing German models, we show that these models are the best German models to date. Our trained models will be made publicly available to the research community.

In this work, we unveil a novel tool for generating Italian crossword puzzles from text, utilizing advanced language models such as GPT-4o, Mistral-7B-Instruct-v0.3, and Llama3-8b-Instruct. Crafted specifically for educational applications, this cutting-edge generator makes use of the comprehensive Italian-Clue-Instruct dataset, which comprises over 30,000 entries including diverse text, solutions, and types of clues. This carefully assembled dataset is designed to facilitate the creation of contextually relevant clues in various styles associated with specific texts and keywords. The study delves into four distinctive styles of crossword clues: those without format constraints, those formed as definite determiner phrases, copular sentences, and bare noun phrases. Each style introduces unique linguistic structures to diversify clue presentation. Given the lack of sophisticated educational tools tailored to the Italian language, this project seeks to enhance learning experiences and cognitive development through an engaging, interactive platform. By meshing state-of-the-art AI with contemporary educational strategies, our tool can dynamically generate crossword puzzles from Italian educational materials, thereby providing an enjoyable and interactive learning environment. This technological advancement not only redefines educational paradigms but also sets a new benchmark for interactive and cognitive language learning solutions.

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.

As the applications of large language models (LLMs) expand across diverse fields, the ability of these models to adapt to ongoing changes in data, tasks, and user preferences becomes crucial. Traditional training methods, relying on static datasets, are increasingly inadequate for coping with the dynamic nature of real-world information. Lifelong learning, also known as continual or incremental learning, addresses this challenge by enabling LLMs to learn continuously and adaptively over their operational lifetime, integrating new knowledge while retaining previously learned information and preventing catastrophic forgetting. This survey delves into the sophisticated landscape of lifelong learning, categorizing strategies into two primary groups: Internal Knowledge and External Knowledge. Internal Knowledge includes continual pretraining and continual finetuning, each enhancing the adaptability of LLMs in various scenarios. External Knowledge encompasses retrieval-based and tool-based lifelong learning, leveraging external data sources and computational tools to extend the model's capabilities without modifying core parameters. The key contributions of our survey are: (1) Introducing a novel taxonomy categorizing the extensive literature of lifelong learning into 12 scenarios; (2) Identifying common techniques across all lifelong learning scenarios and classifying existing literature into various technique groups within each scenario; (3) Highlighting emerging techniques such as model expansion and data selection, which were less explored in the pre-LLM era. Through a detailed examination of these groups and their respective categories, this survey aims to enhance the adaptability, reliability, and overall performance of LLMs in real-world applications.

Background: Rapid advancements in natural language processing have led to the development of large language models with the potential to revolutionize mental health care. These models have shown promise in assisting clinicians and providing support to individuals experiencing various psychological challenges. Objective: This study aims to compare the performance of two large language models, GPT-4 and Chat-GPT, in responding to a set of 18 psychological prompts, to assess their potential applicability in mental health care settings. Methods: A blind methodology was employed, with a clinical psychologist evaluating the models' responses without knowledge of their origins. The prompts encompassed a diverse range of mental health topics, including depression, anxiety, and trauma, to ensure a comprehensive assessment. Results: The results demonstrated a significant difference in performance between the two models (p > 0.05). GPT-4 achieved an average rating of 8.29 out of 10, while Chat-GPT received an average rating of 6.52. The clinical psychologist's evaluation suggested that GPT-4 was more effective at generating clinically relevant and empathetic responses, thereby providing better support and guidance to potential users. Conclusions: This study contributes to the growing body of literature on the applicability of large language models in mental health care settings. The findings underscore the importance of continued research and development in the field to optimize these models for clinical use. Further investigation is necessary to understand the specific factors underlying the performance differences between the two models and to explore their generalizability across various populations and mental health conditions.

In real world applications, knowledge graphs (KG) are widely used in various domains (e.g. medical applications and dialogue agents). However, for fact verification, KGs have not been adequately utilized as a knowledge source. KGs can be a valuable knowledge source in fact verification due to their reliability and broad applicability. A KG consists of nodes and edges which makes it clear how concepts are linked together, allowing machines to reason over chains of topics. However, there are many challenges in understanding how these machine-readable concepts map to information in text. To enable the community to better use KGs, we introduce a new dataset, FactKG: Fact Verification via Reasoning on Knowledge Graphs. It consists of 108k natural language claims with five types of reasoning: One-hop, Conjunction, Existence, Multi-hop, and Negation. Furthermore, FactKG contains various linguistic patterns, including colloquial style claims as well as written style claims to increase practicality. Lastly, we develop a baseline approach and analyze FactKG over these reasoning types. We believe FactKG can advance both reliability and practicality in KG-based fact verification.

We introduce a dataset of high-quality human-authored summaries of news articles in Norwegian. The dataset is intended for benchmarking the abstractive summarisation capabilities of generative language models. Each document in the dataset is provided with three different candidate gold-standard summaries written by native Norwegian speakers, and all summaries are provided in both of the written variants of Norwegian -- Bokm{\aa}l and Nynorsk. The paper describes details on the data creation effort as well as an evaluation of existing open LLMs for Norwegian on the dataset. We also provide insights from a manual human evaluation, comparing human-authored to model-generated summaries. Our results indicate that the dataset provides a challenging LLM benchmark for Norwegian summarisation capabilities

Recent advancements in large language models (LLMs) have led to significant breakthroughs in mathematical reasoning capabilities. However, existing benchmarks like GSM8K or MATH are now being solved with high accuracy (e.g., OpenAI o1 achieves 94.8% on MATH dataset), indicating their inadequacy for truly challenging these models. To bridge this gap, we propose a comprehensive and challenging benchmark specifically designed to assess LLMs' mathematical reasoning at the Olympiad level. Unlike existing Olympiad-related benchmarks, our dataset focuses exclusively on mathematics and comprises a vast collection of 4428 competition-level problems with rigorous human annotation. These problems are meticulously categorized into over 33 sub-domains and span more than 10 distinct difficulty levels, enabling a holistic assessment of model performance in Olympiad-mathematical reasoning. Furthermore, we conducted an in-depth analysis based on this benchmark. Our experimental results show that even the most advanced models, OpenAI o1-mini and OpenAI o1-preview, struggle with highly challenging Olympiad-level problems, with 60.54% and 52.55% accuracy, highlighting significant challenges in Olympiad-level mathematical reasoning.

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.

Large Language Models (LLMs) store and retrieve vast amounts of factual knowledge acquired during pre-training. Prior research has localized and identified mechanisms behind knowledge recall; however, it has primarily focused on English monolingual models. The question of how these processes generalize to other languages and multilingual LLMs remains unexplored. In this paper, we address this gap by conducting a comprehensive analysis of two highly multilingual LLMs. We assess the extent to which previously identified components and mechanisms of factual recall in English apply to a multilingual context. Then, we examine when language plays a role in the recall process, uncovering evidence of language-independent and language-dependent mechanisms.

State-of-the-art language models can match human performance on many tasks, but they still struggle to robustly perform multi-step mathematical reasoning. To diagnose the failures of current models and support research, we introduce GSM8K, a dataset of 8.5K high quality linguistically diverse grade school math word problems. We find that even the largest transformer models fail to achieve high test performance, despite the conceptual simplicity of this problem distribution. To increase performance, we propose training verifiers to judge the correctness of model completions. At test time, we generate many candidate solutions and select the one ranked highest by the verifier. We demonstrate that verification significantly improves performance on GSM8K, and we provide strong empirical evidence that verification scales more effectively with increased data than a finetuning baseline.

Many students struggle with math word problems (MWPs), often finding it difficult to identify key information and select the appropriate mathematical operations.Schema-based instruction (SBI) is an evidence-based strategy that helps students categorize problems based on their structure, improving problem-solving accuracy. Building on this, we propose a Schema-Based Instruction Retrieval-Augmented Generation (SBI-RAG) framework that incorporates a large language model (LLM).Our approach emphasizes step-by-step reasoning by leveraging schemas to guide solution generation. We evaluate its performance on the GSM8K dataset, comparing it with GPT-4 and GPT-3.5 Turbo, and introduce a "reasoning score" metric to assess solution quality. Our findings suggest that SBI-RAG enhances reasoning clarity and problem-solving accuracy, potentially providing educational benefits for students

It has become routine to report research results where Large Language Models (LLMs) outperform average humans in a wide range of language-related tasks, and creative text writing is no exception. It seems natural, then, to raise the bid: Are LLMs ready to compete in creative writing skills with a top (rather than average) novelist? To provide an initial answer for this question, we have carried out a contest between Patricio Pron (an awarded novelist, considered one of the best of his generation) and GPT-4 (one of the top performing LLMs), in the spirit of AI-human duels such as DeepBlue vs Kasparov and AlphaGo vs Lee Sidol. We asked Pron and GPT-4 to provide thirty titles each, and then to write short stories for both their titles and their opponent's. Then, we prepared an evaluation rubric inspired by Boden's definition of creativity, and we collected 5,400 manual assessments provided by literature critics and scholars. The results of our experimentation indicate that LLMs are still far from challenging a top human creative writer, and that reaching such level of autonomous creative writing skills probably cannot be reached simply with larger language models.

Cognitive textual and visual reasoning tasks, such as puzzles, series, and analogies, demand the ability to quickly reason, decipher, and evaluate patterns both textually and spatially. While LLMs and VLMs, through extensive training on large amounts of human-curated data, have attained a high level of pseudo-human intelligence in some common sense reasoning tasks, they still struggle with more complex reasoning tasks that require cognitive understanding. In this work, we introduce a new dataset, NTSEBench, designed to evaluate the cognitive multi-modal reasoning and problem-solving skills of large models. The dataset comprises 2,728 multiple-choice questions comprising of a total of 4,642 images across 26 categories sampled from the NTSE examination conducted nationwide in India, featuring both visual and textual general aptitude questions that do not rely on rote learning. We establish baselines on the dataset using state-of-the-art LLMs and VLMs. To facilitate a comparison between open source and propriety models, we propose four distinct modeling strategies to handle different modalities (text and images) in the dataset instances.

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

The goal in the NER task is to classify proper nouns of a text into classes such as person, location, and organization. This is an important preprocessing step in many NLP tasks such as question-answering and summarization. Although many research studies have been conducted in this area in English and the state-of-the-art NER systems have reached performances of higher than 90 percent in terms of F1 measure, there are very few research studies for this task in Persian. One of the main important causes of this may be the lack of a standard Persian NER dataset to train and test NER systems. In this research we create a standard, big-enough tagged Persian NER dataset which will be distributed for free for research purposes. In order to construct such a standard dataset, we studied standard NER datasets which are constructed for English researches and found out that almost all of these datasets are constructed using news texts. So we collected documents from ten news websites. Later, in order to provide annotators with some guidelines to tag these documents, after studying guidelines used for constructing CoNLL and MUC standard English datasets, we set our own guidelines considering the Persian linguistic rules.

Although the Indonesian language is spoken by almost 200 million people and the 10th most spoken language in the world, it is under-represented in NLP research. Previous work on Indonesian has been hampered by a lack of annotated datasets, a sparsity of language resources, and a lack of resource standardization. In this work, we release the IndoLEM dataset comprising seven tasks for the Indonesian language, spanning morpho-syntax, semantics, and discourse. We additionally release IndoBERT, a new pre-trained language model for Indonesian, and evaluate it over IndoLEM, in addition to benchmarking it against existing resources. Our experiments show that IndoBERT achieves state-of-the-art performance over most of the tasks in IndoLEM.

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.

This paper investigates the mathematical reasoning capabilities of large language models (LLMs) using 50 newly constructed high-school-level word problems. Unlike prior studies that focus solely on answer correctness, we rigorously analyze both final answers and solution steps to identify reasoning failures. Evaluating eight state-of-the-art models - including Mixtral, Llama, Gemini, GPT-4o, and OpenAI's o1 variants - we find that while newer models (e.g., o3-mini, deepseek-r1) achieve higher accuracy, all models exhibit errors in spatial reasoning, strategic planning, and arithmetic, sometimes producing correct answers through flawed logic. Common failure modes include unwarranted assumptions, over-reliance on numerical patterns, and difficulty translating physical intuition into mathematical steps. Manual analysis reveals that models struggle with problems requiring multi-step deduction or real-world knowledge, despite possessing broad mathematical knowledge. Our results underscore the importance of evaluating reasoning processes, not just answers, and caution against overestimating LLMs' problem-solving proficiency. The study highlights persistent gaps in LLMs' generalization abilities, emphasizing the need for targeted improvements in structured reasoning and constraint handling.

In this paper, we describe adaptation of a simple word guessing game that occupied the hearts and minds of people around the world. There are versions for all three Baltic countries and even several versions of each. We specifically pay attention to the Latvian version and look into how people form their guesses given any already uncovered hints. The paper analyses guess patterns, easy and difficult word characteristics, and player behaviour and response.

This report details the development and key achievements of our latest language model designed for custom large language models. The advancements introduced include a novel Online Data Scheduler that supports flexible training data adjustments and curriculum learning. The model's architecture is fortified with state-of-the-art techniques such as Rotary Positional Embeddings, QK-LayerNorm, and a specially crafted multilingual tokenizer to enhance stability and performance. Moreover, our robust training framework incorporates advanced monitoring and rapid recovery features to ensure optimal efficiency. Our Wonton 7B model has demonstrated competitive performance on a range of multilingual and English benchmarks. Future developments will prioritize narrowing the performance gap with more extensively trained models, thereby enhancing the model's real-world efficacy and adaptability.GitHub: https://github.com/nyonicai/nyonic-public

The emergence of ChatGPT has generated much speculation in the press about its potential to disrupt social and economic systems. Its astonishing language ability has aroused strong curiosity among scholars about its performance in different domains. There have been many studies evaluating the ability of ChatGPT and GPT-4 in different tasks and disciplines. However, a comprehensive review summarizing the collective assessment findings is lacking. The objective of this survey is to thoroughly analyze prior assessments of ChatGPT and GPT-4, focusing on its language and reasoning abilities, scientific knowledge, and ethical considerations. Furthermore, an examination of the existing evaluation methods is conducted, offering several recommendations for future research in evaluating large language models.

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.

To thoroughly assess the mathematical reasoning abilities of Large Language Models (LLMs), we need to carefully curate evaluation datasets covering diverse mathematical concepts and mathematical problems at different difficulty levels. In pursuit of this objective, we propose FineMath in this paper, a fine-grained mathematical evaluation benchmark dataset for assessing Chinese LLMs. FineMath is created to cover the major key mathematical concepts taught in elementary school math, which are further divided into 17 categories of math word problems, enabling in-depth analysis of mathematical reasoning abilities of LLMs. All the 17 categories of math word problems are manually annotated with their difficulty levels according to the number of reasoning steps required to solve these problems. We conduct extensive experiments on a wide range of LLMs on FineMath and find that there is still considerable room for improvements in terms of mathematical reasoning capability of Chinese LLMs. We also carry out an in-depth analysis on the evaluation process and methods that have been overlooked previously. These two factors significantly influence the model results and our understanding of their mathematical reasoning capabilities. The dataset will be publicly available soon.

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.

Large language models (LLMs) have achieved impressive success on many benchmarks for mathematical reasoning. However, there is growing concern that some of this performance actually reflects dataset contamination, where data closely resembling benchmark questions leaks into the training data, instead of true reasoning ability. To investigate this claim rigorously, we commission Grade School Math 1000 (GSM1k). GSM1k is designed to mirror the style and complexity of the established GSM8k benchmark, the gold standard for measuring elementary mathematical reasoning. We ensure that the two benchmarks are comparable across important metrics such as human solve rates, number of steps in solution, answer magnitude, and more. When evaluating leading open- and closed-source LLMs on GSM1k, we observe accuracy drops of up to 13%, with several families of models (e.g., Phi and Mistral) showing evidence of systematic overfitting across almost all model sizes. At the same time, many models, especially those on the frontier, (e.g., Gemini/GPT/Claude) show minimal signs of overfitting. Further analysis suggests a positive relationship (Spearman's r^2=0.32) between a model's probability of generating an example from GSM8k and its performance gap between GSM8k and GSM1k, suggesting that many models may have partially memorized GSM8k.

We introduce SHADOW, a fine-tuned language model trained on an intermediate task using associative deductive reasoning, and measure its performance on a knowledge base construction task using Wikidata triple completion. We evaluate SHADOW on the LM-KBC 2024 challenge and show that it outperforms the baseline solution by 20% with a F1 score of 68.72%.

We present a new parallel corpus, JHU FLuency-Extended GUG corpus (JFLEG) for developing and evaluating grammatical error correction (GEC). Unlike other corpora, it represents a broad range of language proficiency levels and uses holistic fluency edits to not only correct grammatical errors but also make the original text more native sounding. We describe the types of corrections made and benchmark four leading GEC systems on this corpus, identifying specific areas in which they do well and how they can improve. JFLEG fulfills the need for a new gold standard to properly assess the current state of GEC.

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.

The GLEU metric was proposed for evaluating grammatical error corrections using n-gram overlap with a set of reference sentences, as opposed to precision/recall of specific annotated errors (Napoles et al., 2015). This paper describes improvements made to the GLEU metric that address problems that arise when using an increasing number of reference sets. Unlike the originally presented metric, the modified metric does not require tuning. We recommend that this version be used instead of the original version.

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.

Due to the fast pace of life and online communications and the prevalence of English and the QWERTY keyboard, people tend to forgo using diacritics, make typographical errors (typos) when typing in other languages. Restoring diacritics and correcting spelling is important for proper language use and the disambiguation of texts for both humans and downstream algorithms. However, both of these problems are typically addressed separately: the state-of-the-art diacritics restoration methods do not tolerate other typos, but classical spellcheckers also cannot deal adequately with all the diacritics missing. In this work, we tackle both problems at once by employing the newly-developed universal ByT5 byte-level seq2seq transformer model that requires no language-specific model structures. For a comparison, we perform diacritics restoration on benchmark datasets of 12 languages, with the addition of Lithuanian. The experimental investigation proves that our approach is able to achieve results (> 98%) comparable to the previous state-of-the-art, despite being trained less and on fewer data. Our approach is also able to restore diacritics in words not seen during training with > 76% accuracy. Our simultaneous diacritics restoration and typos correction approach reaches > 94% alpha-word accuracy on the 13 languages. It has no direct competitors and strongly outperforms classical spell-checking or dictionary-based approaches. We also demonstrate all the accuracies to further improve with more training. Taken together, this shows the great real-world application potential of our suggested methods to more data, languages, and error classes.

In this paper we investigated two different methods to parse relative and noun complement clauses in English and resorted to distinct tags for their corresponding that as a relative pronoun and as a complementizer. We used an algorithm to relabel a corpus parsed with the GUM Treebank using Universal Dependency. Our second experiment consisted in using TreeTagger, a Probabilistic Decision Tree, to learn the distinction between the two complement and relative uses of postnominal "that". We investigated the effect of the training set size on TreeTagger accuracy and how representative the GUM Treebank files are for the two structures under scrutiny. We discussed some of the linguistic and structural tenets of the learnability of this distinction.

An algorithm to estimate the evolution of learning curves on the whole of a training data base, based on the results obtained from a portion and using a functional strategy, is introduced. We approximate iteratively the sought value at the desired time, independently of the learning technique used and once a point in the process, called prediction level, has been passed. The proposal proves to be formally correct with respect to our working hypotheses and includes a reliable proximity condition. This allows the user to fix a convergence threshold with respect to the accuracy finally achievable, which extends the concept of stopping criterion and seems to be effective even in the presence of distorting observations. Our aim is to evaluate the training effort, supporting decision making in order to reduce the need for both human and computational resources during the learning process. The proposal is of interest in at least three operational procedures. The first is the anticipation of accuracy gain, with the purpose of measuring how much work is needed to achieve a certain degree of performance. The second relates the comparison of efficiency between systems at training time, with the objective of completing this task only for the one that best suits our requirements. The prediction of accuracy is also a valuable item of information for customizing systems, since we can estimate in advance the impact of settings on both the performance and the development costs. Using the generation of part-of-speech taggers as an example application, the experimental results are consistent with our expectations.

As large language models (LLMs) become increasingly advanced, their ability to exhibit compositional generalization -- the capacity to combine learned skills in novel ways not encountered during training -- has garnered significant attention. This type of generalization, particularly in scenarios beyond training data, is also of great interest in the study of AI safety and alignment. A recent study introduced the SKILL-MIX evaluation, where models are tasked with composing a short paragraph demonstrating the use of a specified k-tuple of language skills. While small models struggled with composing even with k=3, larger models like GPT-4 performed reasonably well with k=5 and 6. In this paper, we employ a setup akin to SKILL-MIX to evaluate the capacity of smaller models to learn compositional generalization from examples. Utilizing a diverse set of language skills -- including rhetorical, literary, reasoning, theory of mind, and common sense -- GPT-4 was used to generate text samples that exhibit random subsets of k skills. Subsequent fine-tuning of 7B and 13B parameter models on these combined skill texts, for increasing values of k, revealed the following findings: (1) Training on combinations of k=2 and 3 skills results in noticeable improvements in the ability to compose texts with k=4 and 5 skills, despite models never having seen such examples during training. (2) When skill categories are split into training and held-out groups, models significantly improve at composing texts with held-out skills during testing despite having only seen training skills during fine-tuning, illustrating the efficacy of the training approach even with previously unseen skills. This study also suggests that incorporating skill-rich (potentially synthetic) text into training can substantially enhance the compositional capabilities of models.

Grammatical Error Correction has seen significant progress with the recent advancements in deep learning. As those methods require huge amounts of data, synthetic datasets are being built to fill this gap. Unfortunately, synthetic datasets are not organic enough in some cases and even require clean data to start with. Furthermore, most of the work that has been done is focused mostly on English. In this work, we introduce a new organic data-driven approach, clean insertions, to build parallel Turkish Grammatical Error Correction datasets from any organic data, and to clean the data used for training Large Language Models. We achieve state-of-the-art results on two Turkish Grammatical Error Correction test sets out of the three publicly available ones. We also show the effectiveness of our method on the training losses of training language models.

This paper presents the Korean National Educational Test Benchmark (KoNET), a new benchmark designed to evaluate Multimodal Generative AI Systems using Korean national educational tests. KoNET comprises four exams: the Korean Elementary General Educational Development Test (KoEGED), Middle (KoMGED), High (KoHGED), and College Scholastic Ability Test (KoCSAT). These exams are renowned for their rigorous standards and diverse questions, facilitating a comprehensive analysis of AI performance across different educational levels. By focusing on Korean, KoNET provides insights into model performance in less-explored languages. We assess a range of models - open-source, open-access, and closed APIs - by examining difficulties, subject diversity, and human error rates. The code and dataset builder will be made fully open-sourced at https://github.com/naver-ai/KoNET.

We investigate the mathematical capabilities of ChatGPT by testing it on publicly available datasets, as well as hand-crafted ones, and measuring its performance against other models trained on a mathematical corpus, such as Minerva. We also test whether ChatGPT can be a useful assistant to professional mathematicians by emulating various use cases that come up in the daily professional activities of mathematicians (question answering, theorem searching). In contrast to formal mathematics, where large databases of formal proofs are available (e.g., the Lean Mathematical Library), current datasets of natural-language mathematics, used to benchmark language models, only cover elementary mathematics. We address this issue by introducing a new dataset: GHOSTS. It is the first natural-language dataset made and curated by working researchers in mathematics that (1) aims to cover graduate-level mathematics and (2) provides a holistic overview of the mathematical capabilities of language models. We benchmark ChatGPT on GHOSTS and evaluate performance against fine-grained criteria. We make this new dataset publicly available to assist a community-driven comparison of ChatGPT with (future) large language models in terms of advanced mathematical comprehension. We conclude that contrary to many positive reports in the media (a potential case of selection bias), ChatGPT's mathematical abilities are significantly below those of an average mathematics graduate student. Our results show that ChatGPT often understands the question but fails to provide correct solutions. Hence, if your goal is to use it to pass a university exam, you would be better off copying from your average peer!

We study a synthetic corpus based approach for language models (LMs) to acquire logical deductive reasoning ability. The previous studies generated deduction examples using specific sets of deduction rules. However, these rules were limited or otherwise arbitrary, limiting the generalizability of acquired reasoning ability. We rethink this and adopt a well-grounded set of deduction rules based on formal logic theory, which can derive any other deduction rules when combined in a multistep way. Then, using the proposed corpora, which we name FLD (Formal Logic Deduction), we first evaluate and analyze the logical reasoning ability of the latest LLMs. Even GPT-4 can solve only half of the problems, suggesting that pure logical reasoning isolated from knowledge is still challenging for the LLMs, and additional training specialized in logical reasoning is indeed essential. We next empirically verify that LMs trained on FLD corpora acquire more generalizable reasoning ability. Furthermore, we identify the aspects of reasoning ability on which deduction corpora can enhance LMs and those on which they cannot, and discuss future directions on each aspect. The released corpora serve both as learning resources and as challenging benchmarks.

We present the ongoing NorLM initiative to support the creation and use of very large contextualised language models for Norwegian (and in principle other Nordic languages), including a ready-to-use software environment, as well as an experience report for data preparation and training. This paper introduces the first large-scale monolingual language models for Norwegian, based on both the ELMo and BERT frameworks. In addition to detailing the training process, we present contrastive benchmark results on a suite of NLP tasks for Norwegian. For additional background and access to the data, models, and software, please see http://norlm.nlpl.eu

Introduction: Recently, the effectiveness of Large Language Models (LLMs) has increased rapidly, allowing them to be used in a great number of applications. However, the risks posed by the generation of false information through LLMs significantly limit their applications in sensitive areas such as healthcare, highlighting the necessity for rigorous validations to determine their utility and reliability. To date, no study has extensively compared the performance of LLMs on Polish medical examinations across a broad spectrum of specialties on a very large dataset. Objectives: This study evaluated the performance of three Generative Pretrained Transformer (GPT) models on the Polish Board Certification Exam (Pa\'nstwowy Egzamin Specjalizacyjny, PES) dataset, which consists of 297 tests. Methods: We developed a software program to download and process PES exams and tested the performance of GPT models using OpenAI Application Programming Interface. Results: Our findings reveal that GPT-3.5 did not pass any of the analyzed exams. In contrast, the GPT-4 models demonstrated the capability to pass the majority of the exams evaluated, with the most recent model, gpt-4-0125, successfully passing 222 (75%) of them. The performance of the GPT models varied significantly, displaying excellence in exams related to certain specialties while completely failing others. Conclusions: The significant progress and impressive performance of LLM models hold great promise for the increased application of AI in the field of medicine in Poland. For instance, this advancement could lead to the development of AI-based medical assistants for healthcare professionals, enhancing the efficiency and accuracy of medical services.

In recent years, there have been significant breakthroughs in the field of natural language processing, particularly with the development of large language models (LLMs). These LLMs have showcased remarkable capabilities on various benchmarks. In the healthcare field, the exact role LLMs and other future AI models will play remains unclear. There is a potential for these models in the future to be used as part of adaptive physician training, medical co-pilot applications, and digital patient interaction scenarios. The ability of AI models to participate in medical training and patient care will depend in part on their mastery of the knowledge content of specific medical fields. This study investigated the medical knowledge capability of LLMs, specifically in the context of internal medicine subspecialty multiple-choice test-taking ability. We compared the performance of several open-source LLMs (Koala 7B, Falcon 7B, Stable-Vicuna 13B, and Orca Mini 13B), to GPT-4 and Claude 2 on multiple-choice questions in the field of Nephrology. Nephrology was chosen as an example of a particularly conceptually complex subspecialty field within internal medicine. The study was conducted to evaluate the ability of LLM models to provide correct answers to nephSAP (Nephrology Self-Assessment Program) multiple-choice questions. The overall success of open-sourced LLMs in answering the 858 nephSAP multiple-choice questions correctly was 17.1% - 25.5%. In contrast, Claude 2 answered 54.4% of the questions correctly, whereas GPT-4 achieved a score of 73.3%. We show that current widely used open-sourced LLMs do poorly in their ability for zero-shot reasoning when compared to GPT-4 and Claude 2. The findings of this study potentially have significant implications for the future of subspecialty medical training and patient care.

This study focuses on improving the performance of lightweight Large Language Models (LLMs) in mathematical reasoning tasks. We introduce a novel method for measuring mathematical logic similarity and design an automatic screening mechanism to construct a set of reference problems that integrate both semantic and logical similarity. By employing carefully crafted positive and negative example prompts, we guide the model towards adopting sound reasoning logic. To the best of our knowledge, this is the first attempt to utilize retrieval-enhanced generation for mathematical problem-solving. Experimental results demonstrate that our method achieves a 15.8% improvement over the Chain of Thought approach on the SVAMP dataset and a 21.5 % improvement on the GSM8K dataset. Further application of this method to a large-scale model with 175 billion parameters yields performance comparable to the best results on both aforementioned datasets. Finally, we conduct an analysis of errors during the reasoning process, providing valuable insights and directions for future research on reasoning tasks using large language models.

This article details the advances made to a system that uses artificial intelligence to identify alarming student responses. This system is built into our assessment platform to assess whether a student's response indicates they are a threat to themselves or others. Such responses may include details concerning threats of violence, severe depression, suicide risks, and descriptions of abuse. Driven by advances in natural language processing, the latest model is a fine-tuned language model trained on a large corpus consisting of student responses and supplementary texts. We demonstrate that the use of a language model delivers a substantial improvement in accuracy over the previous iterations of this system.

Large language models (LLMs) have gained widespread interest due to their ability to process human language and perform tasks on which they have not been explicitly trained. This is relevant for the chemical sciences, which face the problem of small and diverse datasets that are frequently in the form of text. LLMs have shown promise in addressing these issues and are increasingly being harnessed to predict chemical properties, optimize reactions, and even design and conduct experiments autonomously. However, we still have only a very limited systematic understanding of the chemical reasoning capabilities of LLMs, which would be required to improve models and mitigate potential harms. Here, we introduce "ChemBench," an automated framework designed to rigorously evaluate the chemical knowledge and reasoning abilities of state-of-the-art LLMs against the expertise of human chemists. We curated more than 7,000 question-answer pairs for a wide array of subfields of the chemical sciences, evaluated leading open and closed-source LLMs, and found that the best models outperformed the best human chemists in our study on average. The models, however, struggle with some chemical reasoning tasks that are easy for human experts and provide overconfident, misleading predictions, such as about chemicals' safety profiles. These findings underscore the dual reality that, although LLMs demonstrate remarkable proficiency in chemical tasks, further research is critical to enhancing their safety and utility in chemical sciences. Our findings also indicate a need for adaptations to chemistry curricula and highlight the importance of continuing to develop evaluation frameworks to improve safe and useful LLMs.

We introduce the concept and a default implementation of Guided Reasoning. A multi-agent system is a Guided Reasoning system iff one agent (the guide) primarily interacts with other agents in order to improve reasoning quality. We describe Logikon's default implementation of Guided Reasoning in non-technical terms. This is a living document we'll gradually enrich with more detailed information and examples. Code: https://github.com/logikon-ai/logikon

This paper presents the first publicly available version of the Carolina Corpus and discusses its future directions. Carolina is a large open corpus of Brazilian Portuguese texts under construction using web-as-corpus methodology enhanced with provenance, typology, versioning, and text integrality. The corpus aims at being used both as a reliable source for research in Linguistics and as an important resource for Computer Science research on language models, contributing towards removing Portuguese from the set of low-resource languages. Here we present the construction of the corpus methodology, comparing it with other existing methodologies, as well as the corpus current state: Carolina's first public version has 653,322,577 tokens, distributed over 7 broad types. Each text is annotated with several different metadata categories in its header, which we developed using TEI annotation standards. We also present ongoing derivative works and invite NLP researchers to contribute with their own.

We evaluate the reasoning abilities of large language models in multilingual settings. We introduce the Multilingual Grade School Math (MGSM) benchmark, by manually translating 250 grade-school math problems from the GSM8K dataset (Cobbe et al., 2021) into ten typologically diverse languages. We find that the ability to solve MGSM problems via chain-of-thought prompting emerges with increasing model scale, and that models have strikingly strong multilingual reasoning abilities, even in underrepresented languages such as Bengali and Swahili. Finally, we show that the multilingual reasoning abilities of language models extend to other tasks such as commonsense reasoning and word-in-context semantic judgment. The MGSM benchmark is publicly available at https://github.com/google-research/url-nlp.

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%.

In Brazil, the governmental body responsible for overseeing and coordinating post-graduate programs, CAPES, keeps records of all theses and dissertations presented in the country. Information regarding such documents can be accessed online in the Theses and Dissertations Catalog (TDC), which contains abstracts in Portuguese and English, and additional metadata. Thus, this database can be a potential source of parallel corpora for the Portuguese and English languages. In this article, we present the development of a parallel corpus from TDC, which is made available by CAPES under the open data initiative. Approximately 240,000 documents were collected and aligned using the Hunalign tool. We demonstrate the capability of our developed corpus by training Statistical Machine Translation (SMT) and Neural Machine Translation (NMT) models for both language directions, followed by a comparison with Google Translate (GT). Both translation models presented better BLEU scores than GT, with NMT system being the most accurate one. Sentence alignment was also manually evaluated, presenting an average of 82.30% correctly aligned sentences. Our parallel corpus is freely available in TMX format, with complementary information regarding document metadata

Large language models (LLMs) have shown increasing in-context learning capabilities through scaling up model and data size. Despite this progress, LLMs are still unable to solve algorithmic reasoning problems. While providing a rationale with the final answer has led to further improvements in multi-step reasoning problems, Anil et al. 2022 showed that even simple algorithmic reasoning tasks such as parity are far from solved. In this work, we identify and study four key stages for successfully teaching algorithmic reasoning to LLMs: (1) formulating algorithms as skills, (2) teaching multiple skills simultaneously (skill accumulation), (3) teaching how to combine skills (skill composition) and (4) teaching how to use skills as tools. We show that it is possible to teach algorithmic reasoning to LLMs via in-context learning, which we refer to as algorithmic prompting. We evaluate our approach on a variety of arithmetic and quantitative reasoning tasks, and demonstrate significant boosts in performance over existing prompting techniques. In particular, for long parity, addition, multiplication and subtraction, we achieve an error reduction of approximately 10x, 9x, 5x and 2x respectively compared to the best available baselines.

Chomsky and others have very directly claimed that large language models (LLMs) are equally capable of learning languages that are possible and impossible for humans to learn. However, there is very little published experimental evidence to support such a claim. Here, we develop a set of synthetic impossible languages of differing complexity, each designed by systematically altering English data with unnatural word orders and grammar rules. These languages lie on an impossibility continuum: at one end are languages that are inherently impossible, such as random and irreversible shuffles of English words, and on the other, languages that may not be intuitively impossible but are often considered so in linguistics, particularly those with rules based on counting word positions. We report on a wide range of evaluations to assess the capacity of GPT-2 small models to learn these uncontroversially impossible languages, and crucially, we perform these assessments at various stages throughout training to compare the learning process for each language. Our core finding is that GPT-2 struggles to learn impossible languages when compared to English as a control, challenging the core claim. More importantly, we hope our approach opens up a productive line of inquiry in which different LLM architectures are tested on a variety of impossible languages in an effort to learn more about how LLMs can be used as tools for these cognitive and typological investigations.

Structured hand gestures that incorporate visual motions and signs are used in sign language. Sign language is a valuable means of daily communication for individuals who are deaf or have speech impairments, but it is still rare among hearing people, and fewer are capable of understand it. Within the academic context, parents and teachers play a crucial role in supporting deaf students from childhood by facilitating their learning of sign language. In the last years, among all the teaching tools useful for learning sign language, the use of Virtual Reality (VR) has increased, as it has been demonstrated to improve retention, memory and attention during the learning process. The ISENSE project has been created to assist students with deafness during their academic life by proposing different technological tools for teaching sign language to the hearing community in the academic context. As part of the ISENSE project, this work aims to develop an application for Spanish and Italian sign language recognition that exploits the VR environment to quickly and easily create a comprehensive database of signs and an Artificial Intelligence (AI)-based software to accurately classify and recognize static and dynamic signs: from letters to sentences.

Legal tasks and datasets are often used as benchmarks for the capabilities of language models. However, openly available annotated datasets are rare. In this paper, we introduce AGB-DE, a corpus of 3,764 clauses from German consumer contracts that have been annotated and legally assessed by legal experts. Together with the data, we present a first baseline for the task of detecting potentially void clauses, comparing the performance of an SVM baseline with three fine-tuned open language models and the performance of GPT-3.5. Our results show the challenging nature of the task, with no approach exceeding an F1-score of 0.54. While the fine-tuned models often performed better with regard to precision, GPT-3.5 outperformed the other approaches with regard to recall. An analysis of the errors indicates that one of the main challenges could be the correct interpretation of complex clauses, rather than the decision boundaries of what is permissible and what is not.

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.

Keyphrase generation has primarily been explored within the context of academic research articles, with a particular focus on scientific domains and the English language. In this work, we present EUROPA, a dataset for multilingual keyphrase generation in the legal domain. It is derived from legal judgments from the Court of Justice of the European Union (EU), and contains instances in all 24 EU official languages. We run multilingual models on our corpus and analyze the results, showing room for improvement on a domain-specific multilingual corpus such as the one we present.

Recent Language Models (LMs) achieve breakthrough performance in code generation when trained on human-authored problems, even solving some competitive-programming problems. Self-play has proven useful in games such as Go, and thus it is natural to ask whether LMs can generate their own instructive programming problems to improve their performance. We show that it is possible for an LM to synthesize programming problems and solutions, which are filtered for correctness by a Python interpreter. The LM's performance is then seen to improve when it is fine-tuned on its own synthetic problems and verified solutions; thus the model 'improves itself' using the Python interpreter. Problems are specified formally as programming puzzles [Schuster et al., 2021], a code-based problem format where solutions can easily be verified for correctness by execution. In experiments on publicly-available LMs, test accuracy more than doubles. This work demonstrates the potential for code LMs, with an interpreter, to generate instructive problems and improve their own performance.

We describe a dataset developed for Named Entity Recognition in German federal court decisions. It consists of approx. 67,000 sentences with over 2 million tokens. The resource contains 54,000 manually annotated entities, mapped to 19 fine-grained semantic classes: person, judge, lawyer, country, city, street, landscape, organization, company, institution, court, brand, law, ordinance, European legal norm, regulation, contract, court decision, and legal literature. The legal documents were, furthermore, automatically annotated with more than 35,000 TimeML-based time expressions. The dataset, which is available under a CC-BY 4.0 license in the CoNNL-2002 format, was developed for training an NER service for German legal documents in the EU project Lynx.

Statutory reasoning is the task of determining whether a legal statute, stated in natural language, applies to the text description of a case. Prior work introduced a resource that approached statutory reasoning as a monolithic textual entailment problem, with neural baselines performing nearly at-chance. To address this challenge, we decompose statutory reasoning into four types of language-understanding challenge problems, through the introduction of concepts and structure found in Prolog programs. Augmenting an existing benchmark, we provide annotations for the four tasks, and baselines for three of them. Models for statutory reasoning are shown to benefit from the additional structure, improving on prior baselines. Further, the decomposition into subtasks facilitates finer-grained model diagnostics and clearer incremental progress.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

This paper describes the speech processing activities conducted at the Polish consortium of the CLARIN project. The purpose of this segment of the project was to develop specific tools that would allow for automatic and semi-automatic processing of large quantities of acoustic speech data. The tools include the following: grapheme-to-phoneme conversion, speech-to-text alignment, voice activity detection, speaker diarization, keyword spotting and automatic speech transcription. Furthermore, in order to develop these tools, a large high-quality studio speech corpus was recorded and released under an open license, to encourage development in the area of Polish speech research. Another purpose of the corpus was to serve as a reference for studies in phonetics and pronunciation. All the tools and resources were released on the the Polish CLARIN website. This paper discusses the current status and future plans for the project.

This paper provides a primer on Large Language Models (LLMs) and identifies their strengths, limitations, applications and research directions. It is intended to be useful to those in academia and industry who are interested in gaining an understanding of the key LLM concepts and technologies, and in utilising this knowledge in both day to day tasks and in more complex scenarios where this technology can enhance current practices and processes.

Caution: This paper includes offensive words that could potentially cause unpleasantness. Language models (LMs) are vulnerable to exploitation for adversarial misuse. Training LMs for safety alignment is extensive and makes it hard to respond to fast-developing attacks immediately, such as jailbreaks. We propose self-refine with formatting that achieves outstanding safety even in non-safety-aligned LMs and evaluate our method alongside several defense baselines, demonstrating that it is the safest training-free method against jailbreak attacks. Additionally, we proposed a formatting method that improves the efficiency of the self-refine process while reducing attack success rates in fewer iterations. We've also observed that non-safety-aligned LMs outperform safety-aligned LMs in safety tasks by giving more helpful and safe responses. In conclusion, our findings can achieve less safety risk with fewer computational costs, allowing non-safety LM to be easily utilized in real-world service.

Although LLMs are increasing the productivity of professional programmers, existing work shows that beginners struggle to prompt LLMs to solve text-to-code tasks. Why is this the case? This paper explores two competing hypotheses about the cause of student-LLM miscommunication: (1) students simply lack the technical vocabulary needed to write good prompts, and (2) students do not understand the extent of information that LLMs need to solve code generation tasks. We study (1) with a causal intervention experiment on technical vocabulary and (2) by analyzing graphs that abstract how students edit prompts and the different failures that they encounter. We find that substance beats style: a poor grasp of technical vocabulary is merely correlated with prompt failure; that the information content of prompts predicts success; that students get stuck making trivial edits; and more. Our findings have implications for the use of LLMs in programming education, and for efforts to make computing more accessible with LLMs.

Current large language models can perform reasonably well on complex tasks that require step-by-step reasoning with few-shot learning. Are these models applying reasoning skills they have learnt during pre-training and reason outside of their training context, or are they simply memorizing their training corpus at finer granularity and have learnt to better understand their context? To tease apart these possibilities, we introduce ALERT, a benchmark and suite of analyses for assessing language models' reasoning ability comparing pre-trained and finetuned models on complex tasks that require reasoning skills to solve. ALERT provides a test bed to asses any language model on fine-grained reasoning skills, which spans over 20 datasets and covers 10 different reasoning skills. We leverage ALERT to further investigate the role of finetuning. With extensive empirical analysis we find that language models learn more reasoning skills such as textual entailment, abductive reasoning, and analogical reasoning during finetuning stage compared to pretraining state. We also find that when language models are finetuned they tend to overfit to the prompt template, which hurts the robustness of models causing generalization problems.

Large language models have demonstrated impressive performance on challenging mathematical reasoning tasks, which has triggered the discussion of whether the performance is achieved by true reasoning capability or memorization. To investigate this question, prior work has constructed mathematical benchmarks when questions undergo simple perturbations -- modifications that still preserve the underlying reasoning patterns of the solutions. However, no work has explored hard perturbations, which fundamentally change the nature of the problem so that the original solution steps do not apply. To bridge the gap, we construct MATH-P-Simple and MATH-P-Hard via simple perturbation and hard perturbation, respectively. Each consists of 279 perturbed math problems derived from level-5 (hardest) problems in the MATH dataset (Hendrycksmath et. al., 2021). We observe significant performance drops on MATH-P-Hard across various models, including o1-mini (-16.49%) and gemini-2.0-flash-thinking (-12.9%). We also raise concerns about a novel form of memorization where models blindly apply learned problem-solving skills without assessing their applicability to modified contexts. This issue is amplified when using original problems for in-context learning. We call for research efforts to address this challenge, which is critical for developing more robust and reliable reasoning models.

In recent years, pre-trained language models (PLMs) achieve the best performance on a wide range of natural language processing (NLP) tasks. While the first models were trained on general domain data, specialized ones have emerged to more effectively treat specific domains. In this paper, we propose an original study of PLMs in the medical domain on French language. We compare, for the first time, the performance of PLMs trained on both public data from the web and private data from healthcare establishments. We also evaluate different learning strategies on a set of biomedical tasks. In particular, we show that we can take advantage of already existing biomedical PLMs in a foreign language by further pre-train it on our targeted data. Finally, we release the first specialized PLMs for the biomedical field in French, called DrBERT, as well as the largest corpus of medical data under free license on which these models are trained.

Formal and distributional semantic models offer complementary benefits in modeling meaning. The categorical compositional distributional (DisCoCat) model of meaning of Coecke et al. (arXiv:1003.4394v1 [cs.CL]) combines aspected of both to provide a general framework in which meanings of words, obtained distributionally, are composed using methods from the logical setting to form sentence meaning. Concrete consequences of this general abstract setting and applications to empirical data are under active study (Grefenstette et al., arxiv:1101.0309; Grefenstette and Sadrzadeh, arXiv:1106.4058v1 [cs.CL]). . In this paper, we extend this study by examining transitive verbs, represented as matrices in a DisCoCat. We discuss three ways of constructing such matrices, and evaluate each method in a disambiguation task developed by Grefenstette and Sadrzadeh (arXiv:1106.4058v1 [cs.CL]).

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.

In this work, we introduce a novel evaluation paradigm for Large Language Models, one that challenges them to engage in meta-reasoning. This approach addresses critical shortcomings in existing math problem-solving benchmarks, traditionally used to evaluate the cognitive capabilities of agents. Our paradigm shifts the focus from result-oriented assessments, which often overlook the reasoning process, to a more holistic evaluation that effectively differentiates the cognitive capabilities among models. For example, in our benchmark, GPT-4 demonstrates a performance ten times more accurate than GPT3-5. The significance of this new paradigm lies in its ability to reveal potential cognitive deficiencies in LLMs that current benchmarks, such as GSM8K, fail to uncover due to their saturation and lack of effective differentiation among varying reasoning abilities. Our comprehensive analysis includes several state-of-the-art math models from both open-source and closed-source communities, uncovering fundamental deficiencies in their training and evaluation approaches. This paper not only advocates for a paradigm shift in the assessment of LLMs but also contributes to the ongoing discourse on the trajectory towards Artificial General Intelligence (AGI). By promoting the adoption of meta-reasoning evaluation methods similar to ours, we aim to facilitate a more accurate assessment of the true cognitive abilities of LLMs.

Scaling up language models to billions of parameters has opened up possibilities for in-context learning, allowing instruction tuning and few-shot learning on tasks that the model was not specifically trained for. This has achieved breakthrough performance on language tasks such as translation, summarization, and question-answering. Furthermore, in addition to these associative "System 1" tasks, recent advances in Chain-of-thought prompt learning have demonstrated strong "System 2" reasoning abilities, answering a question in the field of artificial general intelligence whether LLMs can reason. The field started with the question whether LLMs can solve grade school math word problems. This paper reviews the rapidly expanding field of prompt-based reasoning with LLMs. Our taxonomy identifies different ways to generate, evaluate, and control multi-step reasoning. We provide an in-depth coverage of core approaches and open problems, and we propose a research agenda for the near future. Finally, we highlight the relation between reasoning and prompt-based learning, and we discuss the relation between reasoning, sequential decision processes, and reinforcement learning. We find that self-improvement, self-reflection, and some metacognitive abilities of the reasoning processes are possible through the judicious use of prompts. True self-improvement and self-reasoning, to go from reasoning with LLMs to reasoning by LLMs, remains future work.

Large language models (LLMs) have pushed the limits of natural language understanding and exhibited excellent problem-solving ability. Despite the great success, most existing open-source LLMs (\eg, LLaMA-2) are still far away from satisfactory for solving mathematical problem due to the complex reasoning procedures. To bridge this gap, we propose MetaMath, a fine-tuned language model that specializes in mathematical reasoning. Specifically, we start by bootstrapping mathematical questions by rewriting the question from multiple perspectives without extra knowledge, which results in a new dataset called {MetaMathQA}. Then we fine-tune the LLaMA-2 models on MetaMathQA. Experimental results on two popular benchmarks (\ie, GSM8K and MATH) for mathematical reasoning demonstrate that MetaMath outperforms a suite of open-source LLMs by a significant margin. Our MetaMath-7B model achieves 66.4% on GSM8K and 19.4% on MATH, exceeding the state-of-the-art models of the same size by 11.5% and 8.7%. Particularly, {MetaMath-70B} achieves an accuracy of 82.3% on {GSM8K}, slightly better than {GPT-3.5-Turbo}. We release the {MetaMathQA} dataset, the {MetaMath} models with different model sizes and the training code for public use.

With the increasing attention non-binary people receive in Western societies, strategies of gender-fair language have started to move away from binary (only female/male) concepts of gender. Nevertheless, hardly any approaches to take these identities into account into machine translation models exist so far. A lack of understanding of the socio-technical implications of such technologies risks further reproducing linguistic mechanisms of oppression and mislabelling. In this paper, we describe the methods and results of a workshop on gender-fair language and language technologies, which was led and organised by ten researchers from TU Wien, St. P\"olten UAS, FH Campus Wien and the University of Vienna and took place in Vienna in autumn 2021. A wide range of interest groups and their representatives were invited to ensure that the topic could be dealt with holistically. Accordingly, we aimed to include translators, machine translation experts and non-binary individuals (as "community experts") on an equal footing. Our analysis shows that gender in machine translation requires a high degree of context sensitivity, that developers of such technologies need to position themselves cautiously in a process still under social negotiation, and that flexible approaches seem most adequate at present. We then illustrate steps that follow from our results for the field of gender-fair language technologies so that technological developments can adequately line up with social advancements. ---- Mit zunehmender gesamtgesellschaftlicher Wahrnehmung nicht-bin\"arer Personen haben sich in den letzten Jahren auch Konzepte von genderfairer Sprache von der bisher verwendeten Binarit\"at (weiblich/m\"annlich) entfernt. Trotzdem gibt es bislang nur wenige Ans\"atze dazu, diese Identit\"aten in maschineller \"Ubersetzung abzubilden. Ein fehlendes Verst\"andnis unterschiedlicher sozio-technischer Implikationen derartiger Technologien birgt in sich die Gefahr, fehlerhafte Ansprachen und Bezeichnungen sowie sprachliche Unterdr\"uckungsmechanismen zu reproduzieren. In diesem Beitrag beschreiben wir die Methoden und Ergebnisse eines Workshops zu genderfairer Sprache in technologischen Zusammenh\"angen, der im Herbst 2021 in Wien stattgefunden hat. Zehn Forscher*innen der TU Wien, FH St. P\"olten, FH Campus Wien und Universit\"at Wien organisierten und leiteten den Workshop. Dabei wurden unterschiedlichste Interessensgruppen und deren Vertreter*innen breit gestreut eingeladen, um sicherzustellen, dass das Thema holistisch behandelt werden kann. Dementsprechend setzten wir uns zum Ziel, Machine-Translation-Entwickler*innen, \"Ubersetzer*innen, und nicht-bin\"are Privatpersonen (als "Lebenswelt-Expert*innen") gleichberechtigt einzubinden. Unsere Analyse zeigt, dass Geschlecht in maschineller \"Ubersetzung eine mageblich kontextsensible Herangehensweise erfordert, die Entwicklung von Sprachtechnologien sich vorsichtig in einem sich noch in Aushandlung befindlichen gesellschaftlichen Prozess positionieren muss, und flexible Ans\"atze derzeit am ad\"aquatesten erscheinen. Wir zeigen auf, welche n\"achsten Schritte im Bereich genderfairer Technologien notwendig sind, damit technische mit sozialen Entwicklungen mithalten k\"onnen.

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.

Reliable methods for automatic readability assessment have the potential to impact a variety of fields, ranging from machine translation to self-informed learning. Recently, large language models for the German language (such as GBERT and GPT-2-Wechsel) have become available, allowing to develop Deep Learning based approaches that promise to further improve automatic readability assessment. In this contribution, we studied the ability of ensembles of fine-tuned GBERT and GPT-2-Wechsel models to reliably predict the readability of German sentences. We combined these models with linguistic features and investigated the dependence of prediction performance on ensemble size and composition. Mixed ensembles of GBERT and GPT-2-Wechsel performed better than ensembles of the same size consisting of only GBERT or GPT-2-Wechsel models. Our models were evaluated in the GermEval 2022 Shared Task on Text Complexity Assessment on data of German sentences. On out-of-sample data, our best ensemble achieved a root mean squared error of 0.435.

Within the current trend of Pretained Language Models (PLM), emerge more and more criticisms about the ethical andecological impact of such models. In this article, considering these critical remarks, we propose to focus on smallermodels, such as compact models like ALBERT, which are more ecologically virtuous than these PLM. However,PLMs enable huge breakthroughs in Natural Language Processing tasks, such as Spoken and Natural LanguageUnderstanding, classification, Question--Answering tasks. PLMs also have the advantage of being multilingual, and,as far as we know, a multilingual version of compact ALBERT models does not exist. Considering these facts, wepropose the free release of the first version of a multilingual compact ALBERT model, pre-trained using Wikipediadata, which complies with the ethical aspect of such a language model. We also evaluate the model against classicalmultilingual PLMs in classical NLP tasks. Finally, this paper proposes a rare study on the subword tokenizationimpact on language performances.

Training large neural language models on large datasets is resource- and time-intensive. These requirements create a barrier to entry, where those with fewer resources cannot build competitive models. This paper presents various techniques for making it possible to (a) train a large language model using resources that a modest research lab might have, and (b) train it in a reasonable amount of time. We provide concrete recommendations for practitioners, which we illustrate with a case study: a T5 model for Danish, the first for this language.

The rise of Large Language Models (LLMs) such as ChatGPT and Gemini has posed new challenges for the academic community. With the help of these models, students can easily complete their assignments and exams, while educators struggle to detect AI-generated content. This has led to a surge in academic misconduct, as students present work generated by LLMs as their own, without putting in the effort required for learning. As AI tools become more advanced and produce increasingly human-like text, detecting such content becomes more challenging. This development has significantly impacted the academic world, where many educators are finding it difficult to adapt their assessment methods to this challenge. This research first demonstrates how LLMs have increased academic dishonesty, and then reviews state-of-the-art solutions for academic plagiarism in detail. A survey of datasets, algorithms, tools, and evasion strategies for plagiarism detection has been conducted, focusing on how LLMs and AI-generated content (AIGC) detection have affected this area. The survey aims to identify the gaps in existing solutions. Lastly, potential long-term solutions are presented to address the issue of academic plagiarism using LLMs based on AI tools and educational approaches in an ever-changing world.

Models of language trained on very large corpora have been demonstrated useful for NLP. As fixed artifacts, they have become the object of intense study, with many researchers "probing" the extent to which linguistic abstractions, factual and commonsense knowledge, and reasoning abilities they acquire and readily demonstrate. Building on this line of work, we consider a new question: for types of knowledge a language model learns, when during (pre)training are they acquired? We plot probing performance across iterations, using RoBERTa as a case study. Among our findings: linguistic knowledge is acquired fast, stably, and robustly across domains. Facts and commonsense are slower and more domain-sensitive. Reasoning abilities are, in general, not stably acquired. As new datasets, pretraining protocols, and probes emerge, we believe that probing-across-time analyses can help researchers understand the complex, intermingled learning that these models undergo and guide us toward more efficient approaches that accomplish necessary learning faster.

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.

Large Language Models (LLMs) have demonstrated unprecedented prowess across various natural language processing tasks in various application domains. Recent studies show that LLMs can be leveraged to perform lexical semantic tasks, such as Knowledge Base Completion (KBC) or Ontology Learning (OL). However, it has not effectively been verified whether their success is due to their ability to reason over unstructured or semi-structured data, or their effective learning of linguistic patterns and senses alone. This unresolved question is particularly crucial when dealing with domain-specific data, where the lexical senses and their meaning can completely differ from what a LLM has learned during its training stage. This paper investigates the following question: Do LLMs really adapt to domains and remain consistent in the extraction of structured knowledge, or do they only learn lexical senses instead of reasoning? To answer this question and, we devise a controlled experiment setup that uses WordNet to synthesize parallel corpora, with English and gibberish terms. We examine the differences in the outputs of LLMs for each corpus in two OL tasks: relation extraction and taxonomy discovery. Empirical results show that, while adapting to the gibberish corpora, off-the-shelf LLMs do not consistently reason over semantic relationships between concepts, and instead leverage senses and their frame. However, fine-tuning improves the performance of LLMs on lexical semantic tasks even when the domain-specific terms are arbitrary and unseen during pre-training, hinting at the applicability of pre-trained LLMs for OL.

The correct use of Dutch pronouns 'die' and 'dat' is a stumbling block for both native and non-native speakers of Dutch due to the multiplicity of syntactic functions and the dependency on the antecedent's gender and number. Drawing on previous research conducted on neural context-dependent dt-mistake correction models (Heyman et al. 2018), this study constructs the first neural network model for Dutch demonstrative and relative pronoun resolution that specifically focuses on the correction and part-of-speech prediction of these two pronouns. Two separate datasets are built with sentences obtained from, respectively, the Dutch Europarl corpus (Koehn 2015) - which contains the proceedings of the European Parliament from 1996 to the present - and the SoNaR corpus (Oostdijk et al. 2013) - which contains Dutch texts from a variety of domains such as newspapers, blogs and legal texts. Firstly, a binary classification model solely predicts the correct 'die' or 'dat'. The classifier with a bidirectional long short-term memory architecture achieves 84.56% accuracy. Secondly, a multitask classification model simultaneously predicts the correct 'die' or 'dat' and its part-of-speech tag. The model containing a combination of a sentence and context encoder with both a bidirectional long short-term memory architecture results in 88.63% accuracy for die/dat prediction and 87.73% accuracy for part-of-speech prediction. More evenly-balanced data, larger word embeddings, an extra bidirectional long short-term memory layer and integrated part-of-speech knowledge positively affects die/dat prediction performance, while a context encoder architecture raises part-of-speech prediction performance. This study shows promising results and can serve as a starting point for future research on machine learning models for Dutch anaphora resolution.

Yor\`ub\'a is a widely spoken West African language with a writing system rich in orthographic and tonal diacritics. They provide morphological information, are crucial for lexical disambiguation, pronunciation and are vital for any computational Speech or Natural Language Processing tasks. However diacritic marks are commonly excluded from electronic texts due to limited device and application support as well as general education on proper usage. We report on recent efforts at dataset cultivation. By aggregating and improving disparate texts from the web and various personal libraries, we were able to significantly grow our clean Yor\`ub\'a dataset from a majority Bibilical text corpora with three sources to millions of tokens from over a dozen sources. We evaluate updated diacritic restoration models on a new, general purpose, public-domain Yor\`ub\'a evaluation dataset of modern journalistic news text, selected to be multi-purpose and reflecting contemporary usage. All pre-trained models, datasets and source-code have been released as an open-source project to advance efforts on Yor\`ub\'a language technology.

Large language models (LLMs) achieve good performance on challenging reasoning benchmarks, yet could also make basic reasoning mistakes. This contrasting behavior is puzzling when it comes to understanding the mechanisms behind LLMs' reasoning capabilities. One hypothesis is that the increasingly high and nearly saturated performance on common reasoning benchmarks could be due to the memorization of similar problems. In this paper, we systematically investigate this hypothesis with a quantitative measurement of memorization in reasoning tasks, using a dynamically generated logical reasoning benchmark based on Knights and Knaves (K&K) puzzles. We found that LLMs could interpolate the training puzzles (achieving near-perfect accuracy) after fine-tuning, yet fail when those puzzles are slightly perturbed, suggesting that the models heavily rely on memorization to solve those training puzzles. On the other hand, we show that while fine-tuning leads to heavy memorization, it also consistently improves generalization performance. In-depth analyses with perturbation tests, cross difficulty-level transferability, probing model internals, and fine-tuning with wrong answers suggest that the LLMs learn to reason on K&K puzzles despite training data memorization. This phenomenon indicates that LLMs exhibit a complex interplay between memorization and genuine reasoning abilities. Finally, our analysis with per-sample memorization score sheds light on how LLMs switch between reasoning and memorization in solving logical puzzles. Our code and data are available at https://memkklogic.github.io.

Crafting quizzes from educational content is a pivotal activity that benefits both teachers and students by reinforcing learning and evaluating understanding. In this study, we introduce a novel approach to generate quizzes from Turkish educational texts, marking a pioneering endeavor in educational technology specifically tailored to the Turkish educational context. We present a specialized dataset, named the Turkish-Quiz-Instruct, comprising an extensive collection of Turkish educational texts accompanied by multiple-choice and short-answer quizzes. This research leverages the capabilities of Large Language Models (LLMs), including GPT-4-Turbo, GPT-3.5-Turbo, Llama-2-7b-chat-hf, and Llama-2-13b-chat-hf, to automatically generate quiz questions and answers from the Turkish educational content. Our work delineates the methodology for employing these LLMs in the context of Turkish educational material, thereby opening new avenues for automated Turkish quiz generation. The study not only demonstrates the efficacy of using such models for generating coherent and relevant quiz content but also sets a precedent for future research in the domain of automated educational content creation for languages other than English. The Turkish-Quiz-Instruct dataset is introduced as a valuable resource for researchers and practitioners aiming to explore the boundaries of educational technology and language-specific applications of LLMs in Turkish. By addressing the challenges of quiz generation in a non-English context specifically Turkish, this study contributes significantly to the field of Turkish educational technology, providing insights into the potential of leveraging LLMs for educational purposes across diverse linguistic landscapes.

The growing popularity of data mining catalyses the researchers to explore various exciting aspects of education. Early prediction of student performance is an emerging area among them. The researchers have used various predictors in performance modelling studies. Although prior cognition can affect student performance, establishing their relationship is still an open research challenge. Quantifying the knowledge from readily available data is the major challenge here. We have proposed a semantic approach for this purpose. Association mining on nearly 0.35 million observations establishes that prior cognition impacts the student performance. The proposed approach of measuring domain knowledge can help the early performance modelling studies to use it as a predictor.

We present the "Spanish Built Factual Freectianary 2.0" (Spanish-BFF-2) as the second iteration of an AI-generated Spanish dictionary. Previously, we developed the inaugural version of this unique free dictionary employing GPT-3. In this study, we aim to improve the dictionary by using GPT-4-turbo instead. Furthermore, we explore improvements made to the initial version and compare the performance of both models.

Crosswords are a form of word puzzle that require a solver to demonstrate a high degree of proficiency in natural language understanding, wordplay, reasoning, and world knowledge, along with adherence to character and length constraints. In this paper we tackle the challenge of solving crosswords with Large Language Models (LLMs). We demonstrate that the current generation of state-of-the art (SoTA) language models show significant competence at deciphering cryptic crossword clues, and outperform previously reported SoTA results by a factor of 2-3 in relevant benchmarks. We also develop a search algorithm that builds off this performance to tackle the problem of solving full crossword grids with LLMs for the very first time, achieving an accuracy of 93\% on New York Times crossword puzzles. Contrary to previous work in this area which concluded that LLMs lag human expert performance significantly, our research suggests this gap is a lot narrower.

We have recently witnessed a number of impressive results on hard mathematical reasoning problems with language models. At the same time, the robustness of these models has also been called into question; recent works have shown that models can rely on shallow patterns in the problem description when generating a solution. Building on the idea of behavioral testing, we propose a novel framework, which pins down the causal effect of various factors in the input, e.g., the surface form of the problem text, the operands, and math operators on the output solution. By grounding the behavioral analysis in a causal graph describing an intuitive reasoning process, we study the behavior of language models in terms of robustness and sensitivity to direct interventions in the input space. We apply our framework on a test bed of math word problems. Our analysis shows that robustness does not appear to continuously improve as a function of size, but the GPT-3 Davinci models (175B) achieve a dramatic improvement in both robustness and sensitivity compared to all other GPT variants.

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 present and make available pre-trained language models (Phraser, Word2Vec, Doc2Vec, FastText, and BERT) for the Brazilian legal language, a Python package with functions to facilitate their use, and a set of demonstrations/tutorials containing some applications involving them. Given that our material is built upon legal texts coming from several Brazilian courts, this initiative is extremely helpful for the Brazilian legal field, which lacks other open and specific tools and language models. Our main objective is to catalyze the use of natural language processing tools for legal texts analysis by the Brazilian industry, government, and academia, providing the necessary tools and accessible material.

We present the Knesset Corpus, a corpus of Hebrew parliamentary proceedings containing over 30 million sentences (over 384 million tokens) from all the (plenary and committee) protocols held in the Israeli parliament between 1998 and 2022. Sentences are annotated with morpho-syntactic information and are associated with detailed meta-information reflecting demographic and political properties of the speakers, based on a large database of parliament members and factions that we compiled. We discuss the structure and composition of the corpus and the various processing steps we applied to it. To demonstrate the utility of this novel dataset we present two use cases. We show that the corpus can be used to examine historical developments in the style of political discussions by showing a reduction in lexical richness in the proceedings over time. We also investigate some differences between the styles of men and women speakers. These use cases exemplify the potential of the corpus to shed light on important trends in the Israeli society, supporting research in linguistics, political science, communication, law, etc.

Few-shot learning is a challenging task that requires language models to generalize from limited examples. Large language models like GPT-3 and PaLM have made impressive progress in this area, but they still face difficulties in reasoning tasks such as GSM8K, a benchmark for arithmetic problems. To improve their reasoning skills, previous work has proposed to guide the language model with prompts that elicit a series of reasoning steps before giving the final answer, achieving a significant improvement on GSM8K from 17.9% to 58.1% in problem-solving rate. In this paper, we present DIVERSE (Diverse Verifier on Reasoning Step), a novel approach that further enhances the reasoning capability of language models. DIVERSE has three main components: first, it generates diverse prompts to explore different reasoning paths for the same question; second, it uses a verifier to filter out incorrect answers based on a weighted voting scheme; and third, it verifies each reasoning step individually instead of the whole chain. We evaluate DIVERSE on the latest language model code-davinci-002 and show that it achieves new state-of-the-art results on six of eight reasoning benchmarks (e.g., GSM8K 74.4% to 83.2%).

In the proposed demo, we will present a new software - Linguistic Field Data Management and Analysis System - LiFE (https://github.com/kmi-linguistics/life) - an open-source, web-based linguistic data management and analysis application that allows for systematic storage, management, sharing and usage of linguistic data collected from the field. The application allows users to store lexical items, sentences, paragraphs, audio-visual content with rich glossing / annotation; generate interactive and print dictionaries; and also train and use natural language processing tools and models for various purposes using this data. Since its a web-based application, it also allows for seamless collaboration among multiple persons and sharing the data, models, etc with each other. The system uses the Python-based Flask framework and MongoDB in the backend and HTML, CSS and Javascript at the frontend. The interface allows creation of multiple projects that could be shared with the other users. At the backend, the application stores the data in RDF format so as to allow its release as Linked Data over the web using semantic web technologies - as of now it makes use of the OntoLex-Lemon for storing the lexical data and Ligt for storing the interlinear glossed text and then internally linking it to the other linked lexicons and databases such as DBpedia and WordNet. Furthermore it provides support for training the NLP systems using scikit-learn and HuggingFace Transformers libraries as well as make use of any model trained using these libraries - while the user interface itself provides limited options for tuning the system, an externally-trained model could be easily incorporated within the application; similarly the dataset itself could be easily exported into a standard machine-readable format like JSON or CSV that could be consumed by other programs and pipelines.

This paper reviews the state-of-the-art of language models architectures and strategies for "complex" question-answering (QA, CQA, CPS) with a focus on hybridization. Large Language Models (LLM) are good at leveraging public data on standard problems but once you want to tackle more specific complex questions or problems (e.g. How does the concept of personal freedom vary between different cultures ? What is the best mix of power generation methods to reduce climate change ?) you may need specific architecture, knowledge, skills, methods, sensitive data protection, explainability, human approval and versatile feedback... Recent projects like ChatGPT and GALACTICA have allowed non-specialists to grasp the great potential as well as the equally strong limitations of LLM in complex QA. In this paper, we start by reviewing required skills and evaluation techniques. We integrate findings from the robust community edited research papers BIG, BLOOM and HELM which open source, benchmark and analyze limits and challenges of LLM in terms of tasks complexity and strict evaluation on accuracy (e.g. fairness, robustness, toxicity, ...) as a baseline. We discuss some challenges associated with complex QA, including domain adaptation, decomposition and efficient multi-step QA, long form and non-factoid QA, safety and multi-sensitivity data protection, multimodal search, hallucinations, explainability and truthfulness, temporal reasoning. We analyze current solutions and promising research trends, using elements such as: hybrid LLM architectural patterns, training and prompting strategies, active human reinforcement learning supervised with AI, neuro-symbolic and structured knowledge grounding, program synthesis, iterated decomposition and others.

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.

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.

This study presents a novel learning approach designed to enhance both mathematical reasoning and problem-solving abilities of Large Language Models (LLMs). We focus on integrating the Chain-of-Thought (CoT) and the Program-of-Thought (PoT) learning, hypothesizing that prioritizing the learning of mathematical reasoning ability is helpful for the amplification of problem-solving ability. Thus, the initial learning with CoT is essential for solving challenging mathematical problems. To this end, we propose a sequential learning approach, named SAAS (Solving Ability Amplification Strategy), which strategically transitions from CoT learning to PoT learning. Our empirical study, involving an extensive performance comparison using several benchmarks, demonstrates that our SAAS achieves state-of-the-art (SOTA) performance. The results underscore the effectiveness of our sequential learning approach, marking a significant advancement in the field of mathematical reasoning in LLMs.

We propose EXAMS -- a new benchmark dataset for cross-lingual and multilingual question answering for high school examinations. We collected more than 24,000 high-quality high school exam questions in 16 languages, covering 8 language families and 24 school subjects from Natural Sciences and Social Sciences, among others. EXAMS offers a fine-grained evaluation framework across multiple languages and subjects, which allows precise analysis and comparison of various models. We perform various experiments with existing top-performing multilingual pre-trained models and we show that EXAMS offers multiple challenges that require multilingual knowledge and reasoning in multiple domains. We hope that EXAMS will enable researchers to explore challenging reasoning and knowledge transfer methods and pre-trained models for school question answering in various languages which was not possible before. The data, code, pre-trained models, and evaluation are available at https://github.com/mhardalov/exams-qa.

Knowledge Graphs (KGs) have been used to support a wide range of applications, from web search to personal assistant. In this paper, we describe three generations of knowledge graphs: entity-based KGs, which have been supporting general search and question answering (e.g., at Google and Bing); text-rich KGs, which have been supporting search and recommendations for products, bio-informatics, etc. (e.g., at Amazon and Alibaba); and the emerging integration of KGs and LLMs, which we call dual neural KGs. We describe the characteristics of each generation of KGs, the crazy ideas behind the scenes in constructing such KGs, and the techniques developed over time to enable industry impact. In addition, we use KGs as examples to demonstrate a recipe to evolve research ideas from innovations to production practice, and then to the next level of innovations, to advance both science and business.

This paper introduces Fietje, a family of small language models (SLMs) specifically designed for the Dutch language. The model is based on Phi 2, an English-centric model of 2.7 billion parameters. Fietje demonstrated competitive results with larger language models upon its release. A core emphasis of this work is transparency and reproducibility: Fietje is fully open-source, with model weights, datasets, training, and evaluation code all publicly accessible. The paper discusses the performance of Fietje and many other models on an extensive evaluation suite of benchmarks on reasoning, sentiment analysis, world knowledge, linguistic acceptability and word sense disambiguation. Evaluation results illustrate the rapid progress in the field of LLMs, where recent small models outperform older, larger models that were fine-tuned for Dutch. This trend signals an exciting future for Dutch language processing, suggesting that even compact LLMs are becoming increasingly capable. Furthermore, ongoing and future efforts to adapt LLMs to Dutch are poised to enhance these models even further, broadening their applicability and accessibility. Fietje is only an intermediate step in improving accessibility to language technology for users of the Dutch language.

Recent powerful pre-trained language models have achieved remarkable performance on most of the popular datasets for reading comprehension. It is time to introduce more challenging datasets to push the development of this field towards more comprehensive reasoning of text. In this paper, we introduce a new Reading Comprehension dataset requiring logical reasoning (ReClor) extracted from standardized graduate admission examinations. As earlier studies suggest, human-annotated datasets usually contain biases, which are often exploited by models to achieve high accuracy without truly understanding the text. In order to comprehensively evaluate the logical reasoning ability of models on ReClor, we propose to identify biased data points and separate them into EASY set while the rest as HARD set. Empirical results show that state-of-the-art models have an outstanding ability to capture biases contained in the dataset with high accuracy on EASY set. However, they struggle on HARD set with poor performance near that of random guess, indicating more research is needed to essentially enhance the logical reasoning ability of current models.

Social Media platforms have offered invaluable opportunities for linguistic research. The availability of up-to-date data, coming from any part in the world, and coming from natural contexts, has allowed researchers to study language in real time. One of the fields that has made great use of social media platforms is Corpus Linguistics. There is currently a wide range of projects which have been able to successfully create corpora from social media. In this paper, we present the development and deployment of a linguistic corpus from Twitter posts in English, coming from 26 news agencies and 27 individuals. The main goal was to create a fully annotated English corpus for linguistic analysis. We include information on morphology and syntax, as well as NLP features such as tokenization, lemmas, and n- grams. The information is presented through a range of powerful visualisations for users to explore linguistic patterns in the corpus. With this tool, we aim to contribute to the area of language technologies applied to linguistic research.

We investigated the evolution and transformation of scientific knowledge in the early modern period, analyzing more than 350 different editions of textbooks used for teaching astronomy in European universities from the late fifteenth century to mid-seventeenth century. These historical sources constitute the Sphaera Corpus. By examining different semantic relations among individual parts of each edition on record, we built a multiplex network consisting of six layers, as well as the aggregated network built from the superposition of all the layers. The network analysis reveals the emergence of five different communities. The contribution of each layer in shaping the communities and the properties of each community are studied. The most influential books in the corpus are found by calculating the average age of all the out-going and in-coming links for each book. A small group of editions is identified as a transmitter of knowledge as they bridge past knowledge to the future through a long temporal interval. Our analysis, moreover, identifies the most disruptive books. These books introduce new knowledge that is then adopted by almost all the books published afterwards until the end of the whole period of study. The historical research on the content of the identified books, as an empirical test, finally corroborates the results of all our analyses.

Reasoning is an essential component of human intelligence as it plays a fundamental role in our ability to think critically, support responsible decisions, and solve challenging problems. Traditionally, AI has addressed reasoning in the context of logic-based representations of knowledge. However, the recent leap forward in natural language processing, with the emergence of language models based on transformers, is hinting at the possibility that these models exhibit reasoning abilities, particularly as they grow in size and are trained on more data. Despite ongoing discussions about what reasoning is in language models, it is still not easy to pin down to what extent these models are actually capable of reasoning. The goal of this workshop is to create a platform for researchers from different disciplines and/or AI perspectives, to explore approaches and techniques with the aim to reconcile reasoning between language models using transformers and using logic-based representations. The specific objectives include analyzing the reasoning abilities of language models measured alongside KR methods, injecting KR-style reasoning abilities into language models (including by neuro-symbolic means), and formalizing the kind of reasoning language models carry out. This exploration aims to uncover how language models can effectively integrate and leverage knowledge and reasoning with it, thus improving their application and utility in areas where precision and reliability are a key requirement.

Resolving the scope of a negation within a sentence is a challenging NLP task. The complexity of legal texts and the lack of annotated in-domain negation corpora pose challenges for state-of-the-art (SotA) models when performing negation scope resolution on multilingual legal data. Our experiments demonstrate that models pre-trained without legal data underperform in the task of negation scope resolution. Our experiments, using language models exclusively fine-tuned on domains like literary texts and medical data, yield inferior results compared to the outcomes documented in prior cross-domain experiments. We release a new set of annotated court decisions in German, French, and Italian and use it to improve negation scope resolution in both zero-shot and multilingual settings. We achieve token-level F1-scores of up to 86.7% in our zero-shot cross-lingual experiments, where the models are trained on two languages of our legal datasets and evaluated on the third. Our multilingual experiments, where the models were trained on all available negation data and evaluated on our legal datasets, resulted in F1-scores of up to 91.1%.

Studies have underscored how, regardless of the recent breakthrough and swift advances in AI research, even state-of-the-art Large Language models (LLMs) continue to struggle when performing logical and mathematical reasoning. The results seem to suggest that LLMs still work as (highly advanced) data pattern identifiers, scoring poorly when attempting to generalise and solve reasoning problems the models have never previously seen or that are not close to samples presented in their training data. To address this compelling concern, this paper makes use of the notion of critical questions from the literature on argumentation theory, focusing in particular on Toulmin's model of argumentation. We show that employing these critical questions can improve the reasoning capabilities of LLMs. By probing the rationale behind the models' reasoning process, the LLM can assess whether some logical mistake is occurring and correct it before providing the final reply to the user prompt. The underlying idea is drawn from the gold standard of any valid argumentative procedure: the conclusion is valid if it is entailed by accepted premises. Or, to paraphrase such Aristotelian principle in a real-world approximation, characterised by incomplete information and presumptive logic, the conclusion is valid if not proved otherwise. This approach successfully steers the models' output through a reasoning pipeline, resulting in better performance against the baseline and its Chain-of-Thought (CoT) implementation. To this end, an extensive evaluation of the proposed approach on the MT-Bench Reasoning and Math tasks across a range of LLMs is provided.

Mathematical reasoning is a fundamental aspect of human intelligence and is applicable in various fields, including science, engineering, finance, and everyday life. The development of artificial intelligence (AI) systems capable of solving math problems and proving theorems has garnered significant interest in the fields of machine learning and natural language processing. For example, mathematics serves as a testbed for aspects of reasoning that are challenging for powerful deep learning models, driving new algorithmic and modeling advances. On the other hand, recent advances in large-scale neural language models have opened up new benchmarks and opportunities to use deep learning for mathematical reasoning. In this survey paper, we review the key tasks, datasets, and methods at the intersection of mathematical reasoning and deep learning over the past decade. We also evaluate existing benchmarks and methods, and discuss future research directions in this domain.

Eleven Large Language Models (LLMs) were assessed using a custom-made battery of false-belief tasks, considered a gold standard in testing Theory of Mind (ToM) in humans. The battery included 640 prompts spread across 40 diverse tasks, each one including a false-belief scenario, three closely matched true-belief control scenarios, and the reversed versions of all four. To solve a single task, a model needed to correctly answer 16 prompts across all eight scenarios. Smaller and older models solved no tasks; GPT-3-davinci-003 (from November 2022) and ChatGPT-3.5-turbo (from March 2023) solved 20% of the tasks; ChatGPT-4 (from June 2023) solved 75% of the tasks, matching the performance of six-year-old children observed in past studies. We explore the potential interpretation of these findings, including the intriguing possibility that ToM, previously considered exclusive to humans, may have spontaneously emerged as a byproduct of LLMs' improving language skills.

We present publicly available COPAL-ID, a novel Indonesian language common sense reasoning dataset. Unlike the previous Indonesian COPA dataset (XCOPA-ID), COPAL-ID incorporates Indonesian local and cultural nuances, and therefore, provides a more natural portrayal of day-to-day causal reasoning within the Indonesian cultural sphere. Professionally written by natives from scratch, COPAL-ID is more fluent and free from awkward phrases, unlike the translated XCOPA-ID. In addition, we present COPAL-ID in both standard Indonesian and in Jakartan Indonesian--a dialect commonly used in daily conversation. COPAL-ID poses a greater challenge for existing open-sourced and closed state-of-the-art multilingual language models, yet is trivially easy for humans. Our findings suggest that even the current best open-source, multilingual model struggles to perform well, achieving 65.47% accuracy on COPAL-ID, significantly lower than on the culturally-devoid XCOPA-ID (79.40%). Despite GPT-4's impressive score, it suffers the same performance degradation compared to its XCOPA-ID score, and it still falls short of human performance. This shows that these language models are still way behind in comprehending the local nuances of Indonesian.

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.

The use of BERT, one of the most popular language models, has led to improvements in many Natural Language Processing (NLP) tasks. One such task is Named Entity Recognition (NER) i.e. automatic identification of named entities such as location, person, organization, etc. from a given text. It is also an important base step for many NLP tasks such as information extraction and argumentation mining. Even though there is much research done on NER using BERT and other popular language models, the same is not explored in detail when it comes to Legal NLP or Legal Tech. Legal NLP applies various NLP techniques such as sentence similarity or NER specifically on legal data. There are only a handful of models for NER tasks using BERT language models, however, none of these are aimed at legal documents in German. In this paper, we fine-tune a popular BERT language model trained on German data (German BERT) on a Legal Entity Recognition (LER) dataset. To make sure our model is not overfitting, we performed a stratified 10-fold cross-validation. The results we achieve by fine-tuning German BERT on the LER dataset outperform the BiLSTM-CRF+ model used by the authors of the same LER dataset. Finally, we make the model openly available via HuggingFace.

The current state of adoption of well-structured electronic health records and integration of digital methods for storing medical patient data in structured formats can often considered as inferior compared to the use of traditional, unstructured text based patient data documentation. Data mining in the field of medical data analysis often needs to rely solely on processing of unstructured data to retrieve relevant data. In natural language processing (NLP), statistical models have been shown successful in various tasks like part-of-speech tagging, relation extraction (RE) and named entity recognition (NER). In this work, we present GERNERMED, the first open, neural NLP model for NER tasks dedicated to detect medical entity types in German text data. Here, we avoid the conflicting goals of protection of sensitive patient data from training data extraction and the publication of the statistical model weights by training our model on a custom dataset that was translated from publicly available datasets in foreign language by a pretrained neural machine translation model. The sample code and the statistical model is available at: https://github.com/frankkramer-lab/GERNERMED

Due to the exponentially increasing reach of social media, it is essential to focus on its negative aspects as it can potentially divide society and incite people into violence. In this paper, we present our system description of work on the shared task ComMA@ICON, where we have to classify how aggressive the sentence is and if the sentence is gender-biased or communal biased. These three could be the primary reasons to cause significant problems in society. As team Hypers we have proposed an approach that utilizes different pretrained models with Attention and mean pooling methods. We were able to get Rank 3 with 0.223 Instance F1 score on Bengali, Rank 2 with 0.322 Instance F1 score on Multi-lingual set, Rank 4 with 0.129 Instance F1 score on Meitei and Rank 5 with 0.336 Instance F1 score on Hindi. The source code and the pretrained models of this work can be found here.

Ethical reasoning is a crucial skill for Large Language Models (LLMs). However, moral values are not universal, but rather influenced by language and culture. This paper explores how three prominent LLMs -- GPT-4, ChatGPT, and Llama2-70B-Chat -- perform ethical reasoning in different languages and if their moral judgement depend on the language in which they are prompted. We extend the study of ethical reasoning of LLMs by Rao et al. (2023) to a multilingual setup following their framework of probing LLMs with ethical dilemmas and policies from three branches of normative ethics: deontology, virtue, and consequentialism. We experiment with six languages: English, Spanish, Russian, Chinese, Hindi, and Swahili. We find that GPT-4 is the most consistent and unbiased ethical reasoner across languages, while ChatGPT and Llama2-70B-Chat show significant moral value bias when we move to languages other than English. Interestingly, the nature of this bias significantly vary across languages for all LLMs, including GPT-4.

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.

We describe the development and capabilities of Meltemi 7B, the first open Large Language Model for the Greek language. Meltemi 7B has 7 billion parameters and is trained on a 40 billion token Greek corpus. For the development of Meltemi 7B, we adapt Mistral, by continuous pretraining on the Greek Corpus. Meltemi 7B contains up-to-date information up to September 2023. Furthermore, we have translated and curated a Greek instruction corpus, which has been used for the instruction-tuning of a chat model, named Meltemi 7B Instruct. Special care has been given to the alignment and the removal of toxic content for the Meltemi 7B Instruct. The developed models are evaluated on a broad set of collected evaluation corpora, and examples of prompts and responses are presented. Both Meltemi 7B and Meltemi 7B Instruct are available at https://huggingface.co/ilsp under the Apache 2.0 license.

Reasoning encompasses two typical types: deductive reasoning and inductive reasoning. Despite extensive research into the reasoning capabilities of Large Language Models (LLMs), most studies have failed to rigorously differentiate between inductive and deductive reasoning, leading to a blending of the two. This raises an essential question: In LLM reasoning, which poses a greater challenge - deductive or inductive reasoning? While the deductive reasoning capabilities of LLMs, (i.e. their capacity to follow instructions in reasoning tasks), have received considerable attention, their abilities in true inductive reasoning remain largely unexplored. To investigate into the true inductive reasoning capabilities of LLMs, we propose a novel framework, SolverLearner. This framework enables LLMs to learn the underlying function (i.e., y = f_w(x)), that maps input data points (x) to their corresponding output values (y), using only in-context examples. By focusing on inductive reasoning and separating it from LLM-based deductive reasoning, we can isolate and investigate inductive reasoning of LLMs in its pure form via SolverLearner. Our observations reveal that LLMs demonstrate remarkable inductive reasoning capabilities through SolverLearner, achieving near-perfect performance with ACC of 1 in most cases. Surprisingly, despite their strong inductive reasoning abilities, LLMs tend to relatively lack deductive reasoning capabilities, particularly in tasks involving ``counterfactual'' reasoning.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Grammatical Error Detection (GED) methods rely heavily on human annotated error corpora. However, these annotations are unavailable in many low-resource languages. In this paper, we investigate GED in this context. Leveraging the zero-shot cross-lingual transfer capabilities of multilingual pre-trained language models, we train a model using data from a diverse set of languages to generate synthetic errors in other languages. These synthetic error corpora are then used to train a GED model. Specifically we propose a two-stage fine-tuning pipeline where the GED model is first fine-tuned on multilingual synthetic data from target languages followed by fine-tuning on human-annotated GED corpora from source languages. This approach outperforms current state-of-the-art annotation-free GED methods. We also analyse the errors produced by our method and other strong baselines, finding that our approach produces errors that are more diverse and more similar to human errors.

We create two German-only decoder models, LL\"aMmlein 120M and 1B, transparently from scratch and publish them, along with the training data, for the German NLP research community to use. The model training involved several key steps, including extensive data preprocessing, the creation of a custom German tokenizer, the training itself, as well as the evaluation of the final models on various benchmarks. Throughout the training process, multiple checkpoints were saved and analyzed using the SuperGLEBer benchmark to monitor the models' learning dynamics. Compared to state-of-the-art models on the SuperGLEBer benchmark, both LL\"aMmlein models performed competitively, consistently matching or surpassing models with similar parameter sizes. The results show that the models' quality scales with size as expected, but performance improvements on some tasks plateaued early, offering valuable insights into resource allocation for future model development.

Mathematical understanding and reasoning are crucial tasks for assessing the capabilities of artificial intelligence (AI). However, existing benchmarks either require just a few steps of reasoning, or only contain a small amount of data in one specific topic, making it hard to analyse AI's behaviour with reference to different problems within a specific topic in detail. In this work, we propose Conic10K, a challenging math problem dataset on conic sections in Chinese senior high school education. Our dataset contains various problems with different reasoning depths, while only the knowledge from conic sections is required. Since the dataset only involves a narrow range of knowledge, it is easy to separately analyse the knowledge a model possesses and the reasoning ability it has. For each problem, we provide a high-quality formal representation, the reasoning steps, and the final solution. Experiments show that existing large language models, including GPT-4, exhibit weak performance on complex reasoning. We hope that our findings could inspire more advanced techniques for precise natural language understanding and reasoning. Our dataset and codes are available at https://github.com/whyNLP/Conic10K.

We assessed the performance of commercial Large Language Models (LLMs) GPT-3.5-Turbo and GPT-4 on tasks from the 2023 BioASQ challenge. In Task 11b Phase B, which is focused on answer generation, both models demonstrated competitive abilities with leading systems. Remarkably, they achieved this with simple zero-shot learning, grounded with relevant snippets. Even without relevant snippets, their performance was decent, though not on par with the best systems. Interestingly, the older and cheaper GPT-3.5-Turbo system was able to compete with GPT-4 in the grounded Q&A setting on factoid and list answers. In Task 11b Phase A, focusing on retrieval, query expansion through zero-shot learning improved performance, but the models fell short compared to other systems. The code needed to rerun these experiments is available through GitHub.