Daily Papers

Personalized text generation is an emerging research area that has attracted much attention in recent years. Most studies in this direction focus on a particular domain by designing bespoke features or models. In this work, we propose a general approach for personalized text generation using large language models (LLMs). Inspired by the practice of writing education, we develop a multistage and multitask framework to teach LLMs for personalized generation. In writing instruction, the task of writing from sources is often decomposed into multiple steps that involve finding, evaluating, summarizing, synthesizing, and integrating information. Analogously, our approach to personalized text generation consists of multiple stages: retrieval, ranking, summarization, synthesis, and generation. In addition, we introduce a multitask setting that helps the model improve its generation ability further, which is inspired by the observation in education that a student's reading proficiency and writing ability are often correlated. We evaluate our approach on three public datasets, each of which covers a different and representative domain. Our results show significant improvements over a variety of baselines.

The electrocardiogram (ECG) is an essential non-invasive diagnostic tool for assessing cardiac conditions. Existing automatic interpretation methods suffer from limited generalizability, focusing on a narrow range of cardiac conditions, and typically depend on raw physiological signals, which may not be readily available in resource-limited settings where only printed or digital ECG images are accessible. Recent advancements in multimodal large language models (MLLMs) present promising opportunities for addressing these challenges. However, the application of MLLMs to ECG image interpretation remains challenging due to the lack of instruction tuning datasets and well-established ECG image benchmarks for quantitative evaluation. To address these challenges, we introduce ECGInstruct, a comprehensive ECG image instruction tuning dataset of over one million samples, covering a wide range of ECG-related tasks from diverse data sources. Using ECGInstruct, we develop PULSE, an MLLM tailored for ECG image comprehension. In addition, we curate ECGBench, a new evaluation benchmark covering four key ECG image interpretation tasks across nine different datasets. Our experiments show that PULSE sets a new state-of-the-art, outperforming general MLLMs with an average accuracy improvement of 15% to 30%. This work highlights the potential of PULSE to enhance ECG interpretation in clinical practice.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Large language models have demonstrated remarkable capabilities, but their performance is heavily reliant on effective prompt engineering. Automatic prompt optimization (APO) methods are designed to automate this and can be broadly categorized into those targeting instructions (instruction optimization, IO) vs. those targeting exemplars (exemplar selection, ES). Despite their shared objective, these have evolved rather independently, with IO recently receiving more research attention. This paper seeks to bridge this gap by comprehensively comparing the performance of representative IO and ES techniques, both isolation and combination, on a diverse set of challenging tasks. Our findings reveal that intelligently reusing model-generated input-output pairs obtained from evaluating prompts on the validation set as exemplars consistently improves performance over IO methods but is currently under-investigated. We also find that despite the recent focus on IO, how we select exemplars can outweigh how we optimize instructions, with ES strategies as simple as random search outperforming state-of-the-art IO methods with seed instructions without any optimization. Moreover, we observe synergy between ES and IO, with optimal combinations surpassing individual contributions. We conclude that studying exemplar selection as a standalone method and its optimal combination with instruction optimization remains a crucial aspect of APO and deserves greater consideration in future research, even in the era of highly capable instruction-following models.

When large language models are trained on private data, it can be a significant privacy risk for them to memorize and regurgitate sensitive information. In this work, we propose a new practical data extraction attack that we call "neural phishing". This attack enables an adversary to target and extract sensitive or personally identifiable information (PII), e.g., credit card numbers, from a model trained on user data with upwards of 10% attack success rates, at times, as high as 50%. Our attack assumes only that an adversary can insert as few as 10s of benign-appearing sentences into the training dataset using only vague priors on the structure of the user data.

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

Explainable NLP (ExNLP) has increasingly focused on collecting human-annotated textual explanations. These explanations are used downstream in three ways: as data augmentation to improve performance on a predictive task, as supervision to train models to produce explanations for their predictions, and as a ground-truth to evaluate model-generated explanations. In this review, we identify 65 datasets with three predominant classes of textual explanations (highlights, free-text, and structured), organize the literature on annotating each type, identify strengths and shortcomings of existing collection methodologies, and give recommendations for collecting ExNLP datasets in the future.

Annotated data has become the most important bottleneck in training accurate machine learning models, especially for areas that require domain expertise. A recent approach to deal with the above issue proposes using natural language explanations instead of labeling individual data points, thereby increasing human annotators' efficiency as well as decreasing costs substantially. This paper focuses on the task of turning these natural language descriptions into Python labeling functions by following a novel approach to semantic parsing with pre-trained text-to-text Transformers. In a series of experiments our approach achieves a new state of the art on the semantic parsing benchmark CoNaLa, surpassing the previous best approach by 3.7 BLEU points. Furthermore, on a manually constructed dataset of natural language descriptions-labeling functions pairs we achieve a BLEU of 0.39. Our approach can be regarded as a stepping stone towards models that are taught how to label in natural language, instead of being provided specific labeled samples. Our code, constructed dataset and models are available at https://github.com/ypapanik/t5-for-code-generation.

Large language models (LLMs) have achieved impressive performance on code generation. However, for complex programming tasks, generating the correct solution in one go becomes challenging, thus some prior works have designed program repair approaches to improve code generation performance. In this work, we propose Self-Debugging, which teaches a large language model to debug its predicted program via few-shot demonstrations. In particular, we demonstrate that Self-Debugging can teach the large language model to perform rubber duck debugging; i.e., without any feedback on the code correctness or error messages, the model is able to identify its mistakes by explaining the generated code in natural language. Self-Debugging achieves the state-of-the-art performance on several code generation benchmarks, including the Spider dataset for text-to-SQL generation, TransCoder for C++-to-Python translation, and MBPP for text-to-Python generation. On the Spider benchmark where there are no unit tests to verify the correctness of predictions, Self-Debugging with code explanation consistently improves the baseline by 2-3%, and improves the prediction accuracy on problems of the hardest label by 9%. On TransCoder and MBPP where unit tests are available, Self-Debugging improves the baseline accuracy by up to 12%. Meanwhile, by leveraging feedback messages and reusing failed predictions, Self-Debugging notably improves sample efficiency, and can match or outperform baseline models that generate more than 10x candidate programs.

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.

Question-answering datasets require a broad set of reasoning skills. We show how to use question decompositions to teach language models these broad reasoning skills in a robust fashion. Specifically, we use widely available QDMR representations to programmatically create hard-to-cheat synthetic contexts for real questions in six multi-step reasoning datasets. These contexts are carefully designed to avoid reasoning shortcuts prevalent in real contexts that prevent models from learning the right skills. This results in a pretraining dataset, named TeaBReaC, containing 525K multi-step questions (with associated formal programs) covering about 900 reasoning patterns. We show that pretraining standard language models (LMs) on TeaBReaC before fine-tuning them on target datasets improves their performance by up to 13 F1 points across 4 multi-step QA datasets, with up to 21 point gain on more complex questions. The resulting models also demonstrate higher robustness, with a 5-8 F1 point improvement on two contrast sets. Furthermore, TeaBReaC pretraining substantially improves model performance and robustness even when starting with numerate LMs pretrained using recent methods (e.g., PReasM, POET). Our work thus shows how to effectively use decomposition-guided contexts to robustly teach multi-step reasoning.

Reinforcement Learning from Human Feedback (RLHF) has emerged as a dominant approach for aligning LLM outputs with human preferences. Inspired by the success of RLHF, we study the performance of multiple algorithms that learn from feedback (Expert Iteration, Proximal Policy Optimization (PPO), Return-Conditioned RL) on improving LLM reasoning capabilities. We investigate both sparse and dense rewards provided to the LLM both heuristically and via a learned reward model. We additionally start from multiple model sizes and initializations both with and without supervised fine-tuning (SFT) data. Overall, we find all algorithms perform comparably, with Expert Iteration performing best in most cases. Surprisingly, we find the sample complexity of Expert Iteration is similar to that of PPO, requiring at most on the order of 10^6 samples to converge from a pretrained checkpoint. We investigate why this is the case, concluding that during RL training models fail to explore significantly beyond solutions already produced by SFT models. Additionally, we discuss a trade off between maj@1 and pass@96 metric performance during SFT training and how conversely RL training improves both simultaneously. We then conclude by discussing the implications of our findings for RLHF and the future role of RL in LLM fine-tuning.

Teaching large language models (LLMs) to critique and refine their outputs is crucial for building systems that can iteratively improve, yet it is fundamentally limited by the ability to provide accurate judgments and actionable suggestions. In this work, we study LLM critics for code generation and propose CTRL, a framework for Critic Training via Reinforcement Learning, which trains a critic model to generate feedback that maximizes correction performance for a fixed generator model without human supervision. Our results demonstrate that critics trained with CTRL significantly enhance pass rates and mitigate compounding errors across both base and stronger generator models. Furthermore, we show that these critic models act as accurate generative reward models and enable test-time scaling through iterative critique-revision, achieving up to 106.1% relative improvements across challenging code generation benchmarks.

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

Large language models like GPT-4 exhibit emergent capabilities across general-purpose tasks, such as basic arithmetic, when trained on extensive text data, even though these tasks are not explicitly encoded by the unsupervised, next-token prediction objective. This study investigates how small transformers, trained from random initialization, can efficiently learn arithmetic operations such as addition, multiplication, and elementary functions like square root, using the next-token prediction objective. We first demonstrate that conventional training data is not the most effective for arithmetic learning, and simple formatting changes can significantly improve accuracy. This leads to sharp phase transitions as a function of training data scale, which, in some cases, can be explained through connections to low-rank matrix completion. Building on prior work, we then train on chain-of-thought style data that includes intermediate step results. Even in the complete absence of pretraining, this approach significantly and simultaneously improves accuracy, sample complexity, and convergence speed. We also study the interplay between arithmetic and text data during training and examine the effects of few-shot prompting, pretraining, and model scale. Additionally, we discuss length generalization challenges. Our work highlights the importance of high-quality, instructive data that considers the particular characteristics of the next-word prediction objective for rapidly eliciting arithmetic capabilities.

The self-improving ability of large language models (LLMs), enabled by prompting them to analyze and revise their own outputs, has garnered significant interest in recent research. However, this ability has been shown to be absent and difficult to learn for smaller models, thus widening the performance gap between state-of-the-art LLMs and more cost-effective and faster ones. To reduce this gap, we introduce TriPosT, a training algorithm that endows smaller models with such self-improvement ability, and show that our approach can improve a LLaMA-7b's performance on math and reasoning tasks by up to 7.13%. In contrast to prior work, we achieve this by using the smaller model to interact with LLMs to collect feedback and improvements on its own generations. We then replay this experience to train the small model. Our experiments on four math and reasoning datasets show that the interactive experience of learning from and correcting its own mistakes is crucial for small models to improve their performance.

Large Language Models (LLMs) exhibit impressive reasoning and data augmentation capabilities in various NLP tasks. However, what about small models? In this work, we propose TeacherLM-7.1B, capable of annotating relevant fundamentals, chain of thought, and common mistakes for most NLP samples, which makes annotation more than just an answer, thus allowing other models to learn "why" instead of just "what". The TeacherLM-7.1B model achieved a zero-shot score of 52.3 on MMLU, surpassing most models with over 100B parameters. Even more remarkable is its data augmentation ability. Based on TeacherLM-7.1B, we augmented 58 NLP datasets and taught various student models with different parameters from OPT and BLOOM series in a multi-task setting. The experimental results indicate that the data augmentation provided by TeacherLM has brought significant benefits. We will release the TeacherLM series of models and augmented datasets as open-source.

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

As large language models expand beyond natural language to domains such as mathematics, multimodal understanding, and embodied agents, tokens increasingly reflect metric relationships rather than purely linguistic meaning. We introduce DIST2Loss, a distance-aware framework designed to train autoregressive discrete models by leveraging predefined distance relationships among output tokens. At its core, DIST2Loss transforms continuous exponential family distributions derived from inherent distance metrics into discrete, categorical optimization targets compatible with the models' architectures. This approach enables the models to learn and preserve meaningful distance relationships during token generation while maintaining compatibility with existing architectures. Empirical evaluations show consistent performance gains in diverse multimodal applications, including visual grounding, robotic manipulation, generative reward modeling, and image generation using vector-quantized features. These improvements are pronounced in cases of limited training data, highlighting DIST2Loss's effectiveness in resource-constrained settings.

Large language models (LLMs) are susceptible to persuasion, which can pose risks when models are faced with an adversarial interlocutor. We take a first step towards defending models against persuasion while also arguing that defense against adversarial (i.e. negative) persuasion is only half of the equation: models should also be able to accept beneficial (i.e. positive) persuasion to improve their answers. We show that optimizing models for only one side results in poor performance on the other. In order to balance positive and negative persuasion, we introduce Persuasion-Balanced Training (or PBT), which leverages multi-agent recursive dialogue trees to create data and trains models via preference optimization to accept persuasion when appropriate. PBT consistently improves resistance to misinformation and resilience to being challenged while also resulting in the best overall performance on holistic data containing both positive and negative persuasion. Crucially, we show that PBT models are better teammates in multi-agent debates. We find that without PBT, pairs of stronger and weaker models have unstable performance, with the order in which the models present their answers determining whether the team obtains the stronger or weaker model's performance. PBT leads to better and more stable results and less order dependence, with the stronger model consistently pulling the weaker one up.

For text-based AI systems to interact in the real world, causal reasoning is an essential skill. Since interventional data is costly to generate, we study to what extent an agent can learn causal reasoning from passive data. Specifically, we consider an axiomatic training setup where an agent learns from multiple demonstrations of a causal axiom (or rule), rather than incorporating the axiom as an inductive bias or inferring it from data values. A key question is whether the agent would learn to generalize from the axiom demonstrations to new scenarios. For example, if a transformer model is trained on demonstrations of the causal transitivity axiom over small graphs, would it generalize to applying the transitivity axiom over large graphs? Our results, based on a novel axiomatic training scheme, indicate that such generalization is possible. We consider the task of inferring whether a variable causes another variable, given a causal graph structure. We find that a 67 million parameter transformer model, when trained on linear causal chains (along with some noisy variations) can generalize well to new kinds of graphs, including longer causal chains, causal chains with reversed order, and graphs with branching; even when it is not explicitly trained for such settings. Our model performs at par (or even better) than many larger language models such as GPT-4, Gemini Pro, and Phi-3. Overall, our axiomatic training framework provides a new paradigm of learning causal reasoning from passive data that can be used to learn arbitrary axioms, as long as sufficient demonstrations can be generated.

This paper explores cost-efficient methods to adapt pretrained Large Language Models (LLMs) to new lower-resource languages, with a specific focus on Estonian. Leveraging the Llama 2 model, we investigate the impact of combining cross-lingual instruction-tuning with additional monolingual pretraining. Our results demonstrate that even a relatively small amount of additional monolingual pretraining followed by cross-lingual instruction-tuning significantly enhances results on Estonian. Furthermore, we showcase cross-lingual knowledge transfer from high-quality English instructions to Estonian, resulting in improvements in commonsense reasoning and multi-turn conversation capabilities. Our best model, named Llammas, represents the first open-source instruction-following LLM for Estonian. Additionally, we publish Alpaca-est, the first general task instruction dataset for Estonia. These contributions mark the initial progress in the direction of developing open-source LLMs for Estonian.

Training autonomous agents able to generalize to multiple tasks is a key target of Deep Reinforcement Learning (DRL) research. In parallel to improving DRL algorithms themselves, Automatic Curriculum Learning (ACL) study how teacher algorithms can train DRL agents more efficiently by adapting task selection to their evolving abilities. While multiple standard benchmarks exist to compare DRL agents, there is currently no such thing for ACL algorithms. Thus, comparing existing approaches is difficult, as too many experimental parameters differ from paper to paper. In this work, we identify several key challenges faced by ACL algorithms. Based on these, we present TeachMyAgent (TA), a benchmark of current ACL algorithms leveraging procedural task generation. It includes 1) challenge-specific unit-tests using variants of a procedural Box2D bipedal walker environment, and 2) a new procedural Parkour environment combining most ACL challenges, making it ideal for global performance assessment. We then use TeachMyAgent to conduct a comparative study of representative existing approaches, showcasing the competitiveness of some ACL algorithms that do not use expert knowledge. We also show that the Parkour environment remains an open problem. We open-source our environments, all studied ACL algorithms (collected from open-source code or re-implemented), and DRL students in a Python package available at https://github.com/flowersteam/TeachMyAgent.

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

With the rapid advancement of Multi-modal Large Language Models (MLLMs), MLLM-based Image Quality Assessment (IQA) methods have shown promising performance in linguistic quality description. However, current methods still fall short in accurately scoring image quality. In this work, we aim to leverage MLLMs to regress accurate quality scores. A key challenge is that the quality score is inherently continuous, typically modeled as a Gaussian distribution, whereas MLLMs generate discrete token outputs. This mismatch necessitates score discretization. Previous approaches discretize the mean score into a one-hot label, resulting in information loss and failing to capture inter-image relationships. We propose a distribution-based approach that discretizes the score distribution into a soft label. This method preserves the characteristics of the score distribution, achieving high accuracy and maintaining inter-image relationships. Moreover, to address dataset variation, where different IQA datasets exhibit various distributions, we introduce a fidelity loss based on Thurstone's model. This loss captures intra-dataset relationships, facilitating co-training across multiple IQA datasets. With these designs, we develop the distribution-based Depicted image Quality Assessment model for Score regression (DeQA-Score). Experiments across multiple benchmarks show that DeQA-Score stably outperforms baselines in score regression. Also, DeQA-Score can predict the score distribution that closely aligns with human annotations. Codes and model weights have been released in https://depictqa.github.io/deqa-score/.

Large language models (LLMs) can refine their responses based on feedback, enabling self-improvement through iterative training or test-time refinement. However, existing methods predominantly focus on refinement within the same reasoning format, which may lead to non-correcting behaviors. We propose CaP, a novel approach that uses external tools to refine chain-of-thought (CoT) responses generated by the same or other LLMs. CaP employs a two-stage training process: supervised fine-tuning followed by preference optimization with DPO variants. Our observations highlight the critical role of preference optimization in enabling effective refinement. Additionally, we compare several sampling strategies to leverage CoT and tools at inference time. Experimental results demonstrate CaP's potential for effective cross-reasoning refinement and efficient inference.

Vision-Language Models (VLMs) have shown remarkable capabilities across diverse visual tasks, including image recognition, video understanding, and Visual Question Answering (VQA) when explicitly trained for these tasks. Despite these advances, we find that current VLMs lack a fundamental cognitive ability: learning to localize objects in a scene by taking into account the context. In this work, we focus on the task of few-shot personalized localization, where a model is given a small set of annotated images (in-context examples) -- each with a category label and bounding box -- and is tasked with localizing the same object type in a query image. To provoke personalized localization abilities in models, we present a data-centric solution that fine-tunes them using carefully curated data from video object tracking datasets. By leveraging sequences of frames tracking the same object across multiple shots, we simulate instruction-tuning dialogues that promote context awareness. To reinforce this, we introduce a novel regularization technique that replaces object labels with pseudo-names, ensuring the model relies on visual context rather than prior knowledge. Our method significantly enhances few-shot localization performance without sacrificing generalization, as demonstrated on several benchmarks tailored to personalized localization. This work is the first to explore and benchmark personalized few-shot localization for VLMs, laying a foundation for future research in context-driven vision-language applications. The code for our project is available at https://github.com/SivanDoveh/IPLoc

Large Language Models (LLMs) often struggle when prompted to generate content under specific constraints. However, in such cases it is often easy to check whether these constraints are satisfied or violated. Recent works have shown that LLMs can benefit from such "corrective feedback". Here we claim that this skill of LLMs can be significantly enhanced via training. We introduce an RL framework for teaching models to use such rewards, by simulating interaction sessions, and rewarding the model according to its ability to satisfy the constraints. We refer to our method as CORGI (Controlled Generation with RL for Guided Interaction), and evaluate it on a variety of controlled generation tasks using unlabeled training data. We find that CORGI consistently outperforms the baseline reinforcement learning method that does not incorporate conversational feedback. Furthermore, CORGI's interactive framework enables meta-learning, allowing the LLM to generalize better to guided interaction in new tasks. Our results clearly show that conversational optimization, when combined with reinforcement learning, significantly improves the effectiveness of LLMs in controlled generation contexts.

Large Language Models (LLMs) exhibit impressive performance across various domains but still struggle with arithmetic reasoning tasks. Recent work shows the effectiveness of prompt design methods in enhancing reasoning capabilities. However, these approaches overlook crucial requirements for prior knowledge of specific concepts, theorems, and tricks to tackle most arithmetic reasoning problems successfully. To address this issue, we propose a novel and effective Teaching-Inspired Integrated Framework, which emulates the instructional process of a teacher guiding students. This method equips LLMs with essential concepts, relevant theorems, and similar problems with analogous solution approaches, facilitating the enhancement of reasoning abilities. Additionally, we introduce two new Chinese datasets, MathMC and MathToF, both with detailed explanations and answers. Experiments are conducted on nine benchmarks which demonstrates that our approach improves the reasoning accuracy of LLMs. With GPT-4 and our framework, we achieve new state-of-the-art performance on four math benchmarks (AddSub, SVAMP, Math23K and AQuA) with accuracies of 98.2% (+3.3%), 93.9% (+0.2%), 94.3% (+7.2%) and 81.1% (+1.2%). Our data and code are available at https://github.com/SallyTan13/Teaching-Inspired-Prompting.

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.

Aligning Large Language Models (LLMs) with human intentions and values is crucial yet challenging. Current methods primarily rely on human preferences, which are costly and insufficient in capturing nuanced feedback expressed in natural language. In this paper, we present Self-Refinement Tuning (SRT), a method that leverages model feedback for alignment, thereby reducing reliance on human annotations. SRT uses a base language model (e.g., Tulu2) to generate initial responses, which are critiqued and refined by a more advanced model (e.g., GPT-4-Turbo). This process enables the base model to self-evaluate and improve its outputs, facilitating continuous learning. SRT further optimizes the model by learning from its self-generated feedback and refinements, creating a feedback loop that promotes model improvement. Our empirical evaluations demonstrate that SRT significantly outperforms strong baselines across diverse tasks and model sizes. When applied to a 70B parameter model, SRT increases the win rate from 9.6\% to 25.8\% on the AlpacaEval 2.0 benchmark, surpassing well-established systems such as GPT-4-0314, Claude 2, and Gemini. Our analysis highlights the crucial role of language feedback in the success of SRT, suggesting potential for further exploration in this direction.

Recent code large language models (LLMs) have shown promising performance in generating standalone functions but face limitations in repository-level code generation due to their lack of awareness of repository-level dependencies (e.g., user-defined attributes), resulting in dependency errors such as undefined-variable and no-member errors. In this work, we introduce ToolGen, an approach that integrates autocompletion tools into the code LLM generation process to address these dependencies. ToolGen comprises two main phases: Trigger Insertion and Model Fine-tuning (Offline), and Tool-integrated Code Generation (Online). During the offline phase, ToolGen augments functions within a given code corpus with a special mark token, indicating positions to trigger autocompletion tools. These augmented functions, along with their corresponding docstrings, are then used to fine-tune a selected code LLM. In the online phase, ToolGen iteratively generates functions by predicting tokens step-by-step using the fine-tuned LLM. Whenever a mark token is encountered, ToolGen invokes the autocompletion tool to suggest code completions and selects the most appropriate one. We conduct comprehensive experiments to evaluate ToolGen's effectiveness in repository-level code generation. To facilitate this evaluation, we create a benchmark comprising 680 real-world code repositories and introduce two new repository-level metrics: Dependency Coverage and Static Validity Rate. The results demonstrate that ToolGen significantly improves Dependency Coverage by 15.2% to 45.8% and Static Validity Rate by 10.9% to 42.2% across three distinct code LLMs, while maintaining competitive performance in widely-recognized similarity metrics. Furthermore, our generalizability evaluation confirms ToolGen's consistent performance when applied to diverse code LLMs, including various model architectures and scales.

Large language models (LLMs) frequently hallucinate on abstractive summarization tasks such as document-based question-answering, meeting summarization, and clinical report generation, even though all necessary information is included in context. However, optimizing LLMs to hallucinate less on these tasks is challenging, as hallucination is hard to efficiently evaluate at each optimization step. In this work, we show that reducing hallucination on a synthetic task can also reduce hallucination on real-world downstream tasks. Our method, SynTra, first designs a synthetic task where hallucinations are easy to elicit and measure. It next optimizes the LLM's system message via prefix-tuning on the synthetic task, and finally transfers the system message to realistic, hard-to-optimize tasks. Across three realistic abstractive summarization tasks, SynTra reduces hallucination for two 13B-parameter LLMs using only a synthetic retrieval task for supervision. We also find that optimizing the system message rather than the model weights can be critical; fine-tuning the entire model on the synthetic task can counterintuitively increase hallucination. Overall, SynTra demonstrates that the extra flexibility of working with synthetic data can help mitigate undesired behaviors in practice.

Large vision-language models (VLMs), such as CLIP, learn rich joint image-text representations, facilitating advances in numerous downstream tasks, including zero-shot classification and text-to-image generation. Nevertheless, existing VLMs exhibit a prominent well-documented limitation - they fail to encapsulate compositional concepts such as counting. We introduce a simple yet effective method to improve the quantitative understanding of VLMs, while maintaining their overall performance on common benchmarks. Specifically, we propose a new counting-contrastive loss used to finetune a pre-trained VLM in tandem with its original objective. Our counting loss is deployed over automatically-created counterfactual examples, each consisting of an image and a caption containing an incorrect object count. For example, an image depicting three dogs is paired with the caption "Six dogs playing in the yard". Our loss encourages discrimination between the correct caption and its counterfactual variant which serves as a hard negative example. To the best of our knowledge, this work is the first to extend CLIP's capabilities to object counting. Furthermore, we introduce "CountBench" - a new image-text counting benchmark for evaluating a model's understanding of object counting. We demonstrate a significant improvement over state-of-the-art baseline models on this task. Finally, we leverage our count-aware CLIP model for image retrieval and text-conditioned image generation, demonstrating that our model can produce specific counts of objects more reliably than existing ones.

Pre-trained Transformer models such as BERT have shown great success in a wide range of applications, but at the cost of substantial increases in model complexity. Quantization-aware training (QAT) is a promising method to lower the implementation cost and energy consumption. However, aggressive quantization below 2-bit causes considerable accuracy degradation due to unstable convergence, especially when the downstream dataset is not abundant. This work proposes a proactive knowledge distillation method called Teacher Intervention (TI) for fast converging QAT of ultra-low precision pre-trained Transformers. TI intervenes layer-wise signal propagation with the intact signal from the teacher to remove the interference of propagated quantization errors, smoothing loss surface of QAT and expediting the convergence. Furthermore, we propose a gradual intervention mechanism to stabilize the recovery of subsections of Transformer layers from quantization. The proposed schemes enable fast convergence of QAT and improve the model accuracy regardless of the diverse characteristics of downstream fine-tuning tasks. We demonstrate that TI consistently achieves superior accuracy with significantly lower fine-tuning iterations on well-known Transformers of natural language processing as well as computer vision compared to the state-of-the-art QAT methods.

Chain of thought prompting successfully improves the reasoning capabilities of large language models, achieving state of the art results on a range of datasets. However, these reasoning capabilities only appear to emerge in models with a size of over 100 billion parameters. In this paper, we explore the transfer of such reasoning capabilities to models with less than 100 billion parameters via knowledge distillation. Specifically, we finetune a student model on the chain of thought outputs generated by a larger teacher model. Our experiments show that the proposed method improves task performance across arithmetic, commonsense and symbolic reasoning datasets. For example, the accuracy of T5 XXL on GSM8K improves from 8.11% to 21.99% when finetuned on PaLM-540B generated chains of thought.

Vision Transformers (ViTs) have gained significant popularity in recent years and have proliferated into many applications. However, their behavior under different learning paradigms is not well explored. We compare ViTs trained through different methods of supervision, and show that they learn a diverse range of behaviors in terms of their attention, representations, and downstream performance. We also discover ViT behaviors that are consistent across supervision, including the emergence of Offset Local Attention Heads. These are self-attention heads that attend to a token adjacent to the current token with a fixed directional offset, a phenomenon that to the best of our knowledge has not been highlighted in any prior work. Our analysis shows that ViTs are highly flexible and learn to process local and global information in different orders depending on their training method. We find that contrastive self-supervised methods learn features that are competitive with explicitly supervised features, and they can even be superior for part-level tasks. We also find that the representations of reconstruction-based models show non-trivial similarity to contrastive self-supervised models. Project website (https://www.cs.umd.edu/~sakshams/vit_analysis) and code (https://www.github.com/mwalmer-umd/vit_analysis) are publicly available.

Vision and Language (VL) models have demonstrated remarkable zero-shot performance in a variety of tasks. However, some aspects of complex language understanding still remain a challenge. We introduce the collective notion of Structured Vision&Language Concepts (SVLC) which includes object attributes, relations, and states which are present in the text and visible in the image. Recent studies have shown that even the best VL models struggle with SVLC. A possible way of fixing this issue is by collecting dedicated datasets for teaching each SVLC type, yet this might be expensive and time-consuming. Instead, we propose a more elegant data-driven approach for enhancing VL models' understanding of SVLCs that makes more effective use of existing VL pre-training datasets and does not require any additional data. While automatic understanding of image structure still remains largely unsolved, language structure is much better modeled and understood, allowing for its effective utilization in teaching VL models. In this paper, we propose various techniques based on language structure understanding that can be used to manipulate the textual part of off-the-shelf paired VL datasets. VL models trained with the updated data exhibit a significant improvement of up to 15% in their SVLC understanding with only a mild degradation in their zero-shot capabilities both when training from scratch or fine-tuning a pre-trained model.

Reinforcement learning (RL) has been widely used in text generation to alleviate the exposure bias issue or to utilize non-parallel datasets. The reward function plays an important role in making RL training successful. However, previous reward functions are typically task-specific and sparse, restricting the use of RL. In our work, we propose a task-agnostic approach that derives a step-wise reward function directly from a model trained with teacher forcing. We additionally propose a simple modification to stabilize the RL training on non-parallel datasets with our induced reward function. Empirical results show that our method outperforms self-training and reward regression methods on several text generation tasks, confirming the effectiveness of our reward function.

We show that a GPT-3 model can learn to express uncertainty about its own answers in natural language -- without use of model logits. When given a question, the model generates both an answer and a level of confidence (e.g. "90% confidence" or "high confidence"). These levels map to probabilities that are well calibrated. The model also remains moderately calibrated under distribution shift, and is sensitive to uncertainty in its own answers, rather than imitating human examples. To our knowledge, this is the first time a model has been shown to express calibrated uncertainty about its own answers in natural language. For testing calibration, we introduce the CalibratedMath suite of tasks. We compare the calibration of uncertainty expressed in words ("verbalized probability") to uncertainty extracted from model logits. Both kinds of uncertainty are capable of generalizing calibration under distribution shift. We also provide evidence that GPT-3's ability to generalize calibration depends on pre-trained latent representations that correlate with epistemic uncertainty over its answers.

Recent large language models often answer factual questions correctly. But users can't trust any given claim a model makes without fact-checking, because language models can hallucinate convincing nonsense. In this work we use reinforcement learning from human preferences (RLHP) to train "open-book" QA models that generate answers whilst also citing specific evidence for their claims, which aids in the appraisal of correctness. Supporting evidence is drawn from multiple documents found via a search engine, or from a single user-provided document. Our 280 billion parameter model, GopherCite, is able to produce answers with high quality supporting evidence and abstain from answering when unsure. We measure the performance of GopherCite by conducting human evaluation of answers to questions in a subset of the NaturalQuestions and ELI5 datasets. The model's response is found to be high-quality 80\% of the time on this Natural Questions subset, and 67\% of the time on the ELI5 subset. Abstaining from the third of questions for which it is most unsure improves performance to 90\% and 80\% respectively, approaching human baselines. However, analysis on the adversarial TruthfulQA dataset shows why citation is only one part of an overall strategy for safety and trustworthiness: not all claims supported by evidence are true.

Purpose: Automating tasks such as lung tumor localization and segmentation in radiological images can free valuable time for radiologists and other clinical personnel. Convolutional neural networks may be suited for such tasks, but require substantial amounts of labeled data to train. Obtaining labeled data is a challenge, especially in the medical domain. Methods: This paper investigates the use of a teacher-student design to utilize datasets with different types of supervision to train an automatic model performing pulmonary tumor segmentation on computed tomography images. The framework consists of two models: the student that performs end-to-end automatic tumor segmentation and the teacher that supplies the student additional pseudo-annotated data during training. Results: Using only a small proportion of semantically labeled data and a large number of bounding box annotated data, we achieved competitive performance using a teacher-student design. Models trained on larger amounts of semantic annotations did not perform better than those trained on teacher-annotated data. Conclusions: Our results demonstrate the potential of utilizing teacher-student designs to reduce the annotation load, as less supervised annotation schemes may be performed, without any real degradation in segmentation accuracy.

In recent years, considerable progress on the task of text-video retrieval has been achieved by leveraging large-scale pretraining on visual and audio datasets to construct powerful video encoders. By contrast, despite the natural symmetry, the design of effective algorithms for exploiting large-scale language pretraining remains under-explored. In this work, we are the first to investigate the design of such algorithms and propose a novel generalized distillation method, TeachText, which leverages complementary cues from multiple text encoders to provide an enhanced supervisory signal to the retrieval model. Moreover, we extend our method to video side modalities and show that we can effectively reduce the number of used modalities at test time without compromising performance. Our approach advances the state of the art on several video retrieval benchmarks by a significant margin and adds no computational overhead at test time. Last but not least, we show an effective application of our method for eliminating noise from retrieval datasets. Code and data can be found at https://www.robots.ox.ac.uk/~vgg/research/teachtext/.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

We present a neural transducer model with visual attention that learns to generate LaTeX markup of a real-world math formula given its image. Applying sequence modeling and transduction techniques that have been very successful across modalities such as natural language, image, handwriting, speech and audio; we construct an image-to-markup model that learns to produce syntactically and semantically correct LaTeX markup code over 150 words long and achieves a BLEU score of 89%; improving upon the previous state-of-art for the Im2Latex problem. We also demonstrate with heat-map visualization how attention helps in interpreting the model and can pinpoint (detect and localize) symbols on the image accurately despite having been trained without any bounding box data.

A fundamental skill among human developers is the ability to understand and reason about program execution. As an example, a programmer can mentally simulate code execution in natural language to debug and repair code (aka. rubber duck debugging). However, large language models (LLMs) of code are typically trained on the surface textual form of programs, thus may lack a semantic understanding of how programs execute at run-time. To address this issue, we propose NExT, a method to teach LLMs to inspect the execution traces of programs (variable states of executed lines) and reason about their run-time behavior through chain-of-thought (CoT) rationales. Specifically, NExT uses self-training to bootstrap a synthetic training set of execution-aware rationales that lead to correct task solutions (e.g., fixed programs) without laborious manual annotation. Experiments on program repair tasks based on MBPP and HumanEval demonstrate that NExT improves the fix rate of a PaLM 2 model, by 26.1% and 14.3% absolute, respectively, with significantly improved rationale quality as verified by automated metrics and human raters. Our model can also generalize to scenarios where program traces are absent at test-time.

Automatically generating source code from natural language descriptions has been a growing field of research in recent years. However, current large-scale code generation models often encounter difficulties when selecting appropriate APIs for specific contexts. These models may generate APIs that do not meet requirements or refer to non-existent APIs in third-party libraries, especially for lesser-known or private libraries. Inspired by the process of human developers using tools to search APIs, we propose ToolCoder, a novel approach that integrates API search tools with existing models to assist in code generation and API selection. To teach our model to use tools, we introduce an automated data annotation method using ChatGPT to add tool usage information into the source code data and fine-tune code generation models. During inference, we integrate API search tools into the generation process so that our model can automatically use the search tool to get suggestions when selecting an API. Our experimental results demonstrate that ToolCoder exhibits excellent performance and generalization across five public and private library code generation benchmarks, with at least 6.21\% improvement on average pass@1 metrics and 9.64\% improvement on average pass@10 metrics compared to state-of-the-art methods. Furthermore, we show that our relatively small ToolCoder model is comparable to one of the current best models, GPT-3.5, highlighting the potential of incorporating programming tools into the code generation process.

Large Vision-Language Models (LVLMs) have become pivotal at the intersection of computer vision and natural language processing. However, the full potential of LVLMs Retrieval-Augmented Generation (RAG) capabilities remains underutilized. Existing works either focus solely on the text modality or are limited to specific tasks. Moreover, most LVLMs struggle to selectively utilize retrieved information and are sensitive to irrelevant or misleading references. To address these challenges, we propose a self-refinement framework designed to teach LVLMs to Selectively Utilize Retrieved Information (SURf). Specifically, when given questions that are incorrectly answered by the LVLM backbone, we obtain references that help correct the answers (positive references) and those that do not (negative references). We then fine-tune the LVLM backbone using a combination of these positive and negative references. Our experiments across three tasks and seven datasets demonstrate that our framework significantly enhances LVLMs ability to effectively utilize retrieved multimodal references and improves their robustness against irrelevant or misleading information. The source code is available at https://github.com/GasolSun36/SURf.

Large language models (LLMs) have become increasingly prevalent in our daily lives, leading to an expectation for LLMs to be trustworthy -- - both accurate and well-calibrated (the prediction confidence should align with its ground truth correctness likelihood). Nowadays, fine-tuning has become the most popular method for adapting a model to practical usage by significantly increasing accuracy on downstream tasks. Despite the great accuracy it achieves, we found fine-tuning is still far away from satisfactory trustworthiness due to "tuning-induced mis-calibration". In this paper, we delve deeply into why and how mis-calibration exists in fine-tuned models, and how distillation can alleviate the issue. Then we further propose a brand new method named Efficient Trustworthy Distillation (FIRST), which utilizes a small portion of teacher's knowledge to obtain a reliable language model in a cost-efficient way. Specifically, we identify the "concentrated knowledge" phenomenon during distillation, which can significantly reduce the computational burden. Then we apply a "trustworthy maximization" process to optimize the utilization of this small portion of concentrated knowledge before transferring it to the student. Experimental results demonstrate the effectiveness of our method, where better accuracy (+2.3%) and less mis-calibration (-10%) are achieved on average across both in-domain and out-of-domain scenarios, indicating better trustworthiness.

Recent studies have demonstrated the effectiveness of LLM test-time scaling. However, existing approaches to incentivize LLMs' deep thinking abilities generally require large-scale data or significant training efforts. Meanwhile, it remains unclear how to improve the thinking abilities of less powerful base models. In this work, we introduce S^2R, an efficient framework that enhances LLM reasoning by teaching models to self-verify and self-correct during inference. Specifically, we first initialize LLMs with iterative self-verification and self-correction behaviors through supervised fine-tuning on carefully curated data. The self-verification and self-correction skills are then further strengthened by both outcome-level and process-level reinforcement learning, with minimized resource requirements, enabling the model to adaptively refine its reasoning process during inference. Our results demonstrate that, with only 3.1k self-verifying and self-correcting behavior initialization samples, Qwen2.5-math-7B achieves an accuracy improvement from 51.0\% to 81.6\%, outperforming models trained on an equivalent amount of long-CoT distilled data. Extensive experiments and analysis based on three base models across both in-domain and out-of-domain benchmarks validate the effectiveness of S^2R. Our code and data are available at https://github.com/NineAbyss/S2R.

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

While recent foundational video generators produce visually rich output, they still struggle with appearance drift, where objects gradually degrade or change inconsistently across frames, breaking visual coherence. We hypothesize that this is because there is no explicit supervision in terms of spatial tracking at the feature level. We propose Track4Gen, a spatially aware video generator that combines video diffusion loss with point tracking across frames, providing enhanced spatial supervision on the diffusion features. Track4Gen merges the video generation and point tracking tasks into a single network by making minimal changes to existing video generation architectures. Using Stable Video Diffusion as a backbone, Track4Gen demonstrates that it is possible to unify video generation and point tracking, which are typically handled as separate tasks. Our extensive evaluations show that Track4Gen effectively reduces appearance drift, resulting in temporally stable and visually coherent video generation. Project page: hyeonho99.github.io/track4gen

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

Despite the widespread availability of LLMs, there remains a substantial gap in their capabilities and availability across diverse languages. One approach to address these issues has been to take an existing pre-trained LLM and continue to train it on new languages. While prior works have experimented with language adaptation, many questions around best practices and methodology have not been covered. In this paper, we present a comprehensive investigation into the adaptation of LLMs to new languages. Our study covers the key components in this process, including vocabulary extension, direct preference optimization and the data scarcity problem for human alignment in low-resource languages. We scale these experiments across 9 languages and 2 parameter scales (7B and 70B). We compare our models against Llama 2, Aya-101, XGLM, BLOOM and existing language experts, outperforming all prior published baselines. Additionally, all evaluation code and checkpoints are made public to facilitate future research.

We introduce MAGI, a hybrid video generation framework that combines masked modeling for intra-frame generation with causal modeling for next-frame generation. Our key innovation, Complete Teacher Forcing (CTF), conditions masked frames on complete observation frames rather than masked ones (namely Masked Teacher Forcing, MTF), enabling a smooth transition from token-level (patch-level) to frame-level autoregressive generation. CTF significantly outperforms MTF, achieving a +23% improvement in FVD scores on first-frame conditioned video prediction. To address issues like exposure bias, we employ targeted training strategies, setting a new benchmark in autoregressive video generation. Experiments show that MAGI can generate long, coherent video sequences exceeding 100 frames, even when trained on as few as 16 frames, highlighting its potential for scalable, high-quality video generation.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

Indonesia's linguistic landscape is remarkably diverse, encompassing over 700 languages and dialects, making it one of the world's most linguistically rich nations. This diversity, coupled with the widespread practice of code-switching and the presence of low-resource regional languages, presents unique challenges for modern pre-trained language models. In response to these challenges, we developed NusaBERT, building upon IndoBERT by incorporating vocabulary expansion and leveraging a diverse multilingual corpus that includes regional languages and dialects. Through rigorous evaluation across a range of benchmarks, NusaBERT demonstrates state-of-the-art performance in tasks involving multiple languages of Indonesia, paving the way for future natural language understanding research for under-represented languages.

This paper aims to efficiently enable Large Language Models (LLMs) to use multimodal tools. Advanced proprietary LLMs, such as ChatGPT and GPT-4, have shown great potential for tool usage through sophisticated prompt engineering. Nevertheless, these models typically rely on prohibitive computational costs and publicly inaccessible data. To address these challenges, we propose the GPT4Tools based on self-instruct to enable open-source LLMs, such as LLaMA and OPT, to use tools. It generates an instruction-following dataset by prompting an advanced teacher with various multi-modal contexts. By using the Low-Rank Adaptation (LoRA) optimization, our approach facilitates the open-source LLMs to solve a range of visual problems, including visual comprehension and image generation. Moreover, we provide a benchmark to evaluate the ability of LLMs to use tools, which is performed in both zero-shot and fine-tuning ways. Extensive experiments demonstrate the effectiveness of our method on various language models, which not only significantly improves the accuracy of invoking seen tools, but also enables the zero-shot capacity for unseen tools. The code and demo are available at https://github.com/StevenGrove/GPT4Tools.

Knowledge distillation trains a smaller student model to match the output distribution of a larger teacher to maximize the end-task performance under computational constraints. However, existing literature on language model distillation primarily focuses on compressing encoder-only models that are then specialized by task-specific supervised finetuning. We need to rethink this setup for more recent large language models with tens to hundreds of billions of parameters. Task-specific finetuning is impractical at this scale, and model performance is often measured using zero/few-shot prompting. Thus, in this work, we advocate for task-agnostic zero-shot evaluated distillation for large language models without access to end-task finetuning data. We propose a teacher-free task-agnostic distillation method, which uses a truncated version of the larger model for initialization, and continues pretraining this model using a language modeling objective. Our teacher-free method shines in a distillation regime where it is infeasible to fit both the student and teacher into the GPU memory. Despite its simplicity, our method can effectively reduce the model size by 50\%, matching or outperforming the vanilla distillation method on perplexity and accuracy on 13 zero-shot end-tasks while being 1.5x computationally efficient.

Interpretability methods seek to understand language model representations, yet the outputs of most such methods -- circuits, vectors, scalars -- are not immediately human-interpretable. In response, we introduce LatentQA, the task of answering open-ended questions about model activations in natural language. Towards solving LatentQA, we propose Latent Interpretation Tuning (LIT), which finetunes a decoder LLM on a dataset of activations and associated question-answer pairs, similar to how visual instruction tuning trains on question-answer pairs associated with images. We use the decoder for diverse reading applications, such as extracting relational knowledge from representations or uncovering system prompts governing model behavior. Our decoder also specifies a differentiable loss that we use to control models, such as debiasing models on stereotyped sentences and controlling the sentiment of generations. Finally, we extend LatentQA to reveal harmful model capabilities, such as generating recipes for bioweapons and code for hacking.

Instruction fine-tuning (IFT) elicits instruction following capabilities and steers the behavior of large language models (LLMs) via supervised learning. However, existing models trained on open-source IFT datasets only have the ability to follow instructions from users, and often fail to follow complex role and rules specified by developers, a.k.a. system prompts. The ability to follow these roles and rules is essential for deployment, as it ensures that the model safely interacts with users within developer defined guidelines. To improve such role and rule following ability, we propose \model, an automated data generation pipeline that generates diverse roles and rules from existing IFT instructions, along with corresponding responses. This data can then be used to train models that follow complex system prompts. The models are evaluated on our newly created benchmarks for role and rule following ability, as well as standard instruction-following benchmarks and general NLP tasks. Our framework significantly improves role and rule following capability in LLMs, as evidenced by over 25% increase in pass-rate on rule adherence, i.e. following all requirements, in our experiments with the Alpaca and Ultrachat datasets. Moreover, our models achieves this increase without any regression on popular instruction following benchmarks.

Pre-trained language models based on general text enable huge success in the NLP scenario. But the intrinsical difference of linguistic patterns between general text and task-oriented dialogues makes existing pre-trained language models less useful in practice. Current dialogue pre-training methods rely on a contrastive framework and face the challenges of both selecting true positives and hard negatives. In this paper, we propose a novel dialogue pre-training model, FutureTOD, which distills future knowledge to the representation of the previous dialogue context using a self-training framework. Our intuition is that a good dialogue representation both learns local context information and predicts future information. Extensive experiments on diverse downstream dialogue tasks demonstrate the effectiveness of our model, especially the generalization, robustness, and learning discriminative dialogue representations capabilities.

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

Large Language Models(LLMs) have shown exceptional abilities, yet training these models can be quite challenging. There is a strong dependence on the quality of data and finding the best instruction tuning set. Further, the inherent limitations in training methods create substantial difficulties to train relatively smaller models with 7B and 13B parameters. In our research, we suggest an improved training method for these models by utilising knowledge from larger models, such as a mixture of experts (8x7B) architectures. The scale of these larger models allows them to capture a wide range of variations from data alone, making them effective teachers for smaller models. Moreover, we implement a novel post-training domain alignment phase that employs domain-specific expert models to boost domain-specific knowledge during training while preserving the model's ability to generalise. Fine-tuning Mistral 7B and 2x7B with our method surpasses the performance of state-of-the-art language models with more than 7B and 13B parameters: achieving up to 7.9 in MT-Bench and 93.04% on AlpacaEval.

Large language models (LLMs) often generate inaccurate or fabricated information and generally fail to indicate their confidence, which limits their broader applications. Previous work elicits confidence from LLMs by direct or self-consistency prompting, or constructing specific datasets for supervised finetuning. The prompting-based approaches have inferior performance, and the training-based approaches are limited to binary or inaccurate group-level confidence estimates. In this work, we present the advanced SaySelf, a training framework that teaches LLMs to express more accurate fine-grained confidence estimates. In addition, beyond the confidence scores, SaySelf initiates the process of directing LLMs to produce self-reflective rationales that clearly identify gaps in their parametric knowledge and explain their uncertainty. This is achieved by using an LLM to automatically summarize the uncertainties in specific knowledge via natural language. The summarization is based on the analysis of the inconsistency in multiple sampled reasoning chains, and the resulting data is utilized for supervised fine-tuning. Moreover, we utilize reinforcement learning with a meticulously crafted reward function to calibrate the confidence estimates, motivating LLMs to deliver accurate, high-confidence predictions and to penalize overconfidence in erroneous outputs. Experimental results in both in-distribution and out-of-distribution datasets demonstrate the effectiveness of SaySelf in reducing the confidence calibration error and maintaining the task performance. We show that the generated self-reflective rationales are reasonable and can further contribute to the calibration. The code is made public at https://github.com/xu1868/SaySelf.

We investigate the learning of implicit neural representation (INR) using an overparameterized multilayer perceptron (MLP) via a novel nonparametric teaching perspective. The latter offers an efficient example selection framework for teaching nonparametrically defined (viz. non-closed-form) target functions, such as image functions defined by 2D grids of pixels. To address the costly training of INRs, we propose a paradigm called Implicit Neural Teaching (INT) that treats INR learning as a nonparametric teaching problem, where the given signal being fitted serves as the target function. The teacher then selects signal fragments for iterative training of the MLP to achieve fast convergence. By establishing a connection between MLP evolution through parameter-based gradient descent and that of function evolution through functional gradient descent in nonparametric teaching, we show for the first time that teaching an overparameterized MLP is consistent with teaching a nonparametric learner. This new discovery readily permits a convenient drop-in of nonparametric teaching algorithms to broadly enhance INR training efficiency, demonstrating 30%+ training time savings across various input modalities.

Monocular 3D object detection (Mono3D) holds noteworthy promise for autonomous driving applications owing to the cost-effectiveness and rich visual context of monocular camera sensors. However, depth ambiguity poses a significant challenge, as it requires extracting precise 3D scene geometry from a single image, resulting in suboptimal performance when transferring knowledge from a LiDAR-based teacher model to a camera-based student model. To address this issue, we introduce {\em Monocular Teaching Assistant Knowledge Distillation (MonoTAKD)} to enhance 3D perception in Mono3D. Our approach presents a robust camera-based teaching assistant model that effectively bridges the representation gap between different modalities for teacher and student models, addressing the challenge of inaccurate depth estimation. By defining 3D spatial cues as residual features that capture the differences between the teacher and the teaching assistant models, we leverage these cues into the student model, improving its 3D perception capabilities. Experimental results show that our MonoTAKD achieves state-of-the-art performance on the KITTI3D dataset. Additionally, we evaluate the performance on nuScenes and KITTI raw datasets to demonstrate the generalization of our model to multi-view 3D and unsupervised data settings. Our code will be available at https://github.com/hoiliu-0801/MonoTAKD.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

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

Chaotic dynamical systems (DS) are ubiquitous in nature and society. Often we are interested in reconstructing such systems from observed time series for prediction or mechanistic insight, where by reconstruction we mean learning geometrical and invariant temporal properties of the system in question (like attractors). However, training reconstruction algorithms like recurrent neural networks (RNNs) on such systems by gradient-descent based techniques faces severe challenges. This is mainly due to exploding gradients caused by the exponential divergence of trajectories in chaotic systems. Moreover, for (scientific) interpretability we wish to have as low dimensional reconstructions as possible, preferably in a model which is mathematically tractable. Here we report that a surprisingly simple modification of teacher forcing leads to provably strictly all-time bounded gradients in training on chaotic systems, and, when paired with a simple architectural rearrangement of a tractable RNN design, piecewise-linear RNNs (PLRNNs), allows for faithful reconstruction in spaces of at most the dimensionality of the observed system. We show on several DS that with these amendments we can reconstruct DS better than current SOTA algorithms, in much lower dimensions. Performance differences were particularly compelling on real world data with which most other methods severely struggled. This work thus led to a simple yet powerful DS reconstruction algorithm which is highly interpretable at the same time.

Video Foundation Models (VFMs) have received limited exploration due to high computational costs and data scarcity. Previous VFMs rely on Image Foundation Models (IFMs), which face challenges in transferring to the video domain. Although VideoMAE has trained a robust ViT from limited data, its low-level reconstruction poses convergence difficulties and conflicts with high-level cross-modal alignment. This paper proposes a training-efficient method for temporal-sensitive VFMs that integrates the benefits of existing methods. To increase data efficiency, we mask out most of the low-semantics video tokens, but selectively align the unmasked tokens with IFM, which serves as the UnMasked Teacher (UMT). By providing semantic guidance, our method enables faster convergence and multimodal friendliness. With a progressive pre-training framework, our model can handle various tasks including scene-related, temporal-related, and complex video-language understanding. Using only public sources for pre-training in 6 days on 32 A100 GPUs, our scratch-built ViT-L/16 achieves state-of-the-art performances on various video tasks. The code and models will be released at https://github.com/OpenGVLab/unmasked_teacher.

In this work, we investigate the implicit regularization induced by teacher-student learning dynamics in self-distillation. To isolate its effect, we describe a simple experiment where we consider teachers at random initialization instead of trained teachers. Surprisingly, when distilling a student into such a random teacher, we observe that the resulting model and its representations already possess very interesting characteristics; (1) we observe a strong improvement of the distilled student over its teacher in terms of probing accuracy. (2) The learned representations are data-dependent and transferable between different tasks but deteriorate strongly if trained on random inputs. (3) The student checkpoint contains sparse subnetworks, so-called lottery tickets, and lies on the border of linear basins in the supervised loss landscape. These observations have interesting consequences for several important areas in machine learning: (1) Self-distillation can work solely based on the implicit regularization present in the gradient dynamics without relying on any dark knowledge, (2) self-supervised learning can learn features even in the absence of data augmentation and (3) training dynamics during the early phase of supervised training do not necessarily require label information. Finally, we shed light on an intriguing local property of the loss landscape: the process of feature learning is strongly amplified if the student is initialized closely to the teacher. These results raise interesting questions about the nature of the landscape that have remained unexplored so far. Code is available at https://github.com/safelix/dinopl.

Temporal action segmentation in videos has drawn much attention recently. Timestamp supervision is a cost-effective way for this task. To obtain more information to optimize the model, the existing method generated pseudo frame-wise labels iteratively based on the output of a segmentation model and the timestamp annotations. However, this practice may introduce noise and oscillation during the training, and lead to performance degeneration. To address this problem, we propose a new framework for timestamp supervised temporal action segmentation by introducing a teacher model parallel to the segmentation model to help stabilize the process of model optimization. The teacher model can be seen as an ensemble of the segmentation model, which helps to suppress the noise and to improve the stability of pseudo labels. We further introduce a segmentally smoothing loss, which is more focused and cohesive, to enforce the smooth transition of the predicted probabilities within action instances. The experiments on three datasets show that our method outperforms the state-of-the-art method and performs comparably against the fully-supervised methods at a much lower annotation cost.

Currently, pre-trained models can be considered the default choice for a wide range of NLP tasks. Despite their SoTA results, there is practical evidence that these models may require a different number of computing layers for different input sequences, since evaluating all layers leads to overconfidence in wrong predictions (namely overthinking). This problem can potentially be solved by implementing adaptive computation time approaches, which were first designed to improve inference speed. Recently proposed PonderNet may be a promising solution for performing an early exit by treating the exit layer's index as a latent variable. However, the originally proposed exit criterion, relying on sampling from trained posterior distribution on the probability of exiting from the i-th layer, introduces major variance in exit layer indices, significantly reducing the resulting model's performance. In this paper, we propose improving PonderNet with a novel deterministic Q-exit criterion and a revisited model architecture. We adapted the proposed mechanism to ALBERT and RoBERTa and compared it with recent methods for performing an early exit. We observed that the proposed changes can be considered significant improvements on the original PonderNet architecture and outperform PABEE on a wide range of GLUE tasks. In addition, we also performed an in-depth ablation study of the proposed architecture to further understand Lambda layers and their performance.

While pre-trained language models (PLMs) are the go-to solution to tackle many natural language processing problems, they are still very limited in their ability to capture and to use common-sense knowledge. In fact, even if information is available in the form of approximate (soft) logical rules, it is not clear how to transfer it to a PLM in order to improve its performance for deductive reasoning tasks. Here, we aim to bridge this gap by teaching PLMs how to reason with soft Horn rules. We introduce a classification task where, given facts and soft rules, the PLM should return a prediction with a probability for a given hypothesis. We release the first dataset for this task, and we propose a revised loss function that enables the PLM to learn how to predict precise probabilities for the task. Our evaluation results show that the resulting fine-tuned models achieve very high performance, even on logical rules that were unseen at training. Moreover, we demonstrate that logical notions expressed by the rules are transferred to the fine-tuned model, yielding state-of-the-art results on external datasets.

A vital step towards the widespread adoption of neural retrieval models is their resource efficiency throughout the training, indexing and query workflows. The neural IR community made great advancements in training effective dual-encoder dense retrieval (DR) models recently. A dense text retrieval model uses a single vector representation per query and passage to score a match, which enables low-latency first stage retrieval with a nearest neighbor search. Increasingly common, training approaches require enormous compute power, as they either conduct negative passage sampling out of a continuously updating refreshing index or require very large batch sizes for in-batch negative sampling. Instead of relying on more compute capability, we introduce an efficient topic-aware query and balanced margin sampling technique, called TAS-Balanced. We cluster queries once before training and sample queries out of a cluster per batch. We train our lightweight 6-layer DR model with a novel dual-teacher supervision that combines pairwise and in-batch negative teachers. Our method is trainable on a single consumer-grade GPU in under 48 hours (as opposed to a common configuration of 8x V100s). We show that our TAS-Balanced training method achieves state-of-the-art low-latency (64ms per query) results on two TREC Deep Learning Track query sets. Evaluated on NDCG@10, we outperform BM25 by 44%, a plainly trained DR by 19%, docT5query by 11%, and the previous best DR model by 5%. Additionally, TAS-Balanced produces the first dense retriever that outperforms every other method on recall at any cutoff on TREC-DL and allows more resource intensive re-ranking models to operate on fewer passages to improve results further.

Language models (LMs) exhibit remarkable abilities to solve new tasks from just a few examples or textual instructions, especially at scale. They also, paradoxically, struggle with basic functionality, such as arithmetic or factual lookup, where much simpler and smaller models excel. In this paper, we show that LMs can teach themselves to use external tools via simple APIs and achieve the best of both worlds. We introduce Toolformer, a model trained to decide which APIs to call, when to call them, what arguments to pass, and how to best incorporate the results into future token prediction. This is done in a self-supervised way, requiring nothing more than a handful of demonstrations for each API. We incorporate a range of tools, including a calculator, a Q\&A system, two different search engines, a translation system, and a calendar. Toolformer achieves substantially improved zero-shot performance across a variety of downstream tasks, often competitive with much larger models, without sacrificing its core language modeling abilities.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

In this paper, we consider the problem of Iterative Machine Teaching (IMT), where the teacher provides examples to the learner iteratively such that the learner can achieve fast convergence to a target model. However, existing IMT algorithms are solely based on parameterized families of target models. They mainly focus on convergence in the parameter space, resulting in difficulty when the target models are defined to be functions without dependency on parameters. To address such a limitation, we study a more general task -- Nonparametric Iterative Machine Teaching (NIMT), which aims to teach nonparametric target models to learners in an iterative fashion. Unlike parametric IMT that merely operates in the parameter space, we cast NIMT as a functional optimization problem in the function space. To solve it, we propose both random and greedy functional teaching algorithms. We obtain the iterative teaching dimension (ITD) of the random teaching algorithm under proper assumptions, which serves as a uniform upper bound of ITD in NIMT. Further, the greedy teaching algorithm has a significantly lower ITD, which reaches a tighter upper bound of ITD in NIMT. Finally, we verify the correctness of our theoretical findings with extensive experiments in nonparametric scenarios.

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