Daily Papers

Dense visual prediction tasks, such as detection and segmentation, are crucial for time-critical applications (e.g., autonomous driving and video surveillance). While deep models achieve strong performance, their efficiency remains a challenge. Knowledge distillation (KD) is an effective model compression technique, but existing feature-based KD methods rely on static, teacher-driven feature selection, failing to adapt to the student's evolving learning state or leverage dynamic student-teacher interactions. To address these limitations, we propose Adaptive student-teacher Cooperative Attention Masking for Knowledge Distillation (ACAM-KD), which introduces two key components: (1) Student-Teacher Cross-Attention Feature Fusion (STCA-FF), which adaptively integrates features from both models for a more interactive distillation process, and (2) Adaptive Spatial-Channel Masking (ASCM), which dynamically generates importance masks to enhance both spatial and channel-wise feature selection. Unlike conventional KD methods, ACAM-KD adapts to the student's evolving needs throughout the entire distillation process. Extensive experiments on multiple benchmarks validate its effectiveness. For instance, on COCO2017, ACAM-KD improves object detection performance by up to 1.4 mAP over the state-of-the-art when distilling a ResNet-50 student from a ResNet-101 teacher. For semantic segmentation on Cityscapes, it boosts mIoU by 3.09 over the baseline with DeepLabV3-MobileNetV2 as the student model.

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.

Survey data can contain a high number of features while having a comparatively low quantity of examples. Machine learning models that attempt to predict outcomes from survey data under these conditions can overfit and result in poor generalizability. One remedy to this issue is feature selection, which attempts to select an optimal subset of features to learn upon. A relatively unexplored source of information in the feature selection process is the usage of textual names of features, which may be semantically indicative of which features are relevant to a target outcome. The relationships between feature names and target names can be evaluated using language models (LMs) to produce semantic textual similarity (STS) scores, which can then be used to select features. We examine the performance using STS to select features directly and in the minimal-redundancy-maximal-relevance (mRMR) algorithm. The performance of STS as a feature selection metric is evaluated against preliminary survey data collected as a part of a clinical study on persistent post-surgical pain (PPSP). The results suggest that features selected with STS can result in higher performance models compared to traditional feature selection algorithms.

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.

Choosing which properties of the data to use as input to multivariate decision algorithms -- a.k.a. feature selection -- is an important step in solving any problem with machine learning. While there is a clear trend towards training sophisticated deep networks on large numbers of relatively unprocessed inputs (so-called automated feature engineering), for many tasks in physics, sets of theoretically well-motivated and well-understood features already exist. Working with such features can bring many benefits, including greater interpretability, reduced training and run time, and enhanced stability and robustness. We develop a new feature selection method based on Distance Correlation (DisCo), and demonstrate its effectiveness on the tasks of boosted top- and W-tagging. Using our method to select features from a set of over 7,000 energy flow polynomials, we show that we can match the performance of much deeper architectures, by using only ten features and two orders-of-magnitude fewer model parameters.

In this paper we introduce Feature Gradients, a gradient-based search algorithm for feature selection. Our approach extends a recent result on the estimation of learnability in the sublinear data regime by showing that the calculation can be performed iteratively (i.e., in mini-batches) and in linear time and space with respect to both the number of features D and the sample size N . This, along with a discrete-to-continuous relaxation of the search domain, allows for an efficient, gradient-based search algorithm among feature subsets for very large datasets. Crucially, our algorithm is capable of finding higher-order correlations between features and targets for both the N > D and N < D regimes, as opposed to approaches that do not consider such interactions and/or only consider one regime. We provide experimental demonstration of the algorithm in small and large sample-and feature-size settings.

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.

Dynamic feature selection, where we sequentially query features to make accurate predictions with a minimal budget, is a promising paradigm to reduce feature acquisition costs and provide transparency into a model's predictions. The problem is challenging, however, as it requires both predicting with arbitrary feature sets and learning a policy to identify valuable selections. Here, we take an information-theoretic perspective and prioritize features based on their mutual information with the response variable. The main challenge is implementing this policy, and we design a new approach that estimates the mutual information in a discriminative rather than generative fashion. Building on our approach, we then introduce several further improvements: allowing variable feature budgets across samples, enabling non-uniform feature costs, incorporating prior information, and exploring modern architectures to handle partial inputs. Our experiments show that our method provides consistent gains over recent methods across a variety of datasets.

Selecting a suitable training dataset is crucial for both general-domain (e.g., GPT-3) and domain-specific (e.g., Codex) language models (LMs). We formalize this data selection problem as selecting a subset of a large raw unlabeled dataset to match a desired target distribution, given some unlabeled target samples. Due to the large scale and dimensionality of the raw text data, existing methods use simple heuristics to select data that are similar to a high-quality reference corpus (e.g., Wikipedia), or leverage experts to manually curate data. Instead, we extend the classic importance resampling approach used in low-dimensions for LM data selection. Crucially, we work in a reduced feature space to make importance weight estimation tractable over the space of text. To determine an appropriate feature space, we first show that KL reduction, a data metric that measures the proximity between selected data and the target in a feature space, has high correlation with average accuracy on 8 downstream tasks (r=0.89) when computed with simple n-gram features. From this observation, we present Data Selection with Importance Resampling (DSIR), an efficient and scalable algorithm that estimates importance weights in a reduced feature space (e.g., n-gram features in our instantiation) and selects data with importance resampling according to these weights. When training general-domain models (target is Wikipedia + books), DSIR improves over random selection and heuristic filtering baselines by 2--2.5% on the GLUE benchmark. When performing continued pretraining towards a specific domain, DSIR performs comparably to expert curated data across 8 target distributions.

Knowledge distillation (KD) exploits a large well-trained model (i.e., teacher) to train a small student model on the same dataset for the same task. Treating teacher features as knowledge, prevailing methods of knowledge distillation train student by aligning its features with the teacher's, e.g., by minimizing the KL-divergence between their logits or L2 distance between their intermediate features. While it is natural to believe that better alignment of student features to the teacher better distills teacher knowledge, simply forcing this alignment does not directly contribute to the student's performance, e.g., classification accuracy. In this work, we propose to align student features with class-mean of teacher features, where class-mean naturally serves as a strong classifier. To this end, we explore baseline techniques such as adopting the cosine distance based loss to encourage the similarity between student features and their corresponding class-means of the teacher. Moreover, we train the student to produce large-norm features, inspired by other lines of work (e.g., model pruning and domain adaptation), which find the large-norm features to be more significant. Finally, we propose a rather simple loss term (dubbed ND loss) to simultaneously (1) encourage student to produce large-norm features, and (2) align the direction of student features and teacher class-means. Experiments on standard benchmarks demonstrate that our explored techniques help existing KD methods achieve better performance, i.e., higher classification accuracy on ImageNet and CIFAR100 datasets, and higher detection precision on COCO dataset. Importantly, our proposed ND loss helps the most, leading to the state-of-the-art performance on these benchmarks. The source code is available at https://github.com/WangYZ1608/Knowledge-Distillation-via-ND.

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.

The goal of automated feature generation is to liberate machine learning experts from the laborious task of manual feature generation, which is crucial for improving the learning performance of tabular data. The major challenge in automated feature generation is to efficiently and accurately identify effective features from a vast pool of candidate features. In this paper, we present OpenFE, an automated feature generation tool that provides competitive results against machine learning experts. OpenFE achieves high efficiency and accuracy with two components: 1) a novel feature boosting method for accurately evaluating the incremental performance of candidate features and 2) a two-stage pruning algorithm that performs feature pruning in a coarse-to-fine manner. Extensive experiments on ten benchmark datasets show that OpenFE outperforms existing baseline methods by a large margin. We further evaluate OpenFE in two Kaggle competitions with thousands of data science teams participating. In the two competitions, features generated by OpenFE with a simple baseline model can beat 99.3% and 99.6% data science teams respectively. In addition to the empirical results, we provide a theoretical perspective to show that feature generation can be beneficial in a simple yet representative setting. The code is available at https://github.com/ZhangTP1996/OpenFE.

This paper provides a detailed analysis of the NeuroPiano dataset, which comprise 104 audio recordings of student piano performances accompanied with 2255 textual feedback and ratings given by professional pianists. We offer a statistical overview of the dataset, focusing on the standardization of annotations and inter-annotator agreement across 12 evaluative questions concerning performance quality. We also explore the predictive relationship between audio features and teacher ratings via machine learning, as well as annotations provided for text analysis of the responses.

Feature selection is the problem of selecting a subset of features for a machine learning model that maximizes model quality subject to a budget constraint. For neural networks, prior methods, including those based on ell_1 regularization, attention, and other techniques, typically select the entire feature subset in one evaluation round, ignoring the residual value of features during selection, i.e., the marginal contribution of a feature given that other features have already been selected. We propose a feature selection algorithm called Sequential Attention that achieves state-of-the-art empirical results for neural networks. This algorithm is based on an efficient one-pass implementation of greedy forward selection and uses attention weights at each step as a proxy for feature importance. We give theoretical insights into our algorithm for linear regression by showing that an adaptation to this setting is equivalent to the classical Orthogonal Matching Pursuit (OMP) algorithm, and thus inherits all of its provable guarantees. Our theoretical and empirical analyses offer new explanations towards the effectiveness of attention and its connections to overparameterization, which may be of independent interest.

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

A major factor in the recent success of large language models is the use of enormous and ever-growing text datasets for unsupervised pre-training. However, naively training a model on all available data may not be optimal (or feasible), as the quality of available text data can vary. Filtering out data can also decrease the carbon footprint and financial costs of training models by reducing the amount of training required. Data selection methods aim to determine which candidate data points to include in the training dataset and how to appropriately sample from the selected data points. The promise of improved data selection methods has caused the volume of research in the area to rapidly expand. However, because deep learning is mostly driven by empirical evidence and experimentation on large-scale data is expensive, few organizations have the resources for extensive data selection research. Consequently, knowledge of effective data selection practices has become concentrated within a few organizations, many of which do not openly share their findings and methodologies. To narrow this gap in knowledge, we present a comprehensive review of existing literature on data selection methods and related research areas, providing a taxonomy of existing approaches. By describing the current landscape of research, this work aims to accelerate progress in data selection by establishing an entry point for new and established researchers. Additionally, throughout this review we draw attention to noticeable holes in the literature and conclude the paper by proposing promising avenues for future research.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Click-through prediction (CTR) models transform features into latent vectors and enumerate possible feature interactions to improve performance based on the input feature set. Therefore, when selecting an optimal feature set, we should consider the influence of both feature and its interaction. However, most previous works focus on either feature field selection or only select feature interaction based on the fixed feature set to produce the feature set. The former restricts search space to the feature field, which is too coarse to determine subtle features. They also do not filter useless feature interactions, leading to higher computation costs and degraded model performance. The latter identifies useful feature interaction from all available features, resulting in many redundant features in the feature set. In this paper, we propose a novel method named OptFS to address these problems. To unify the selection of feature and its interaction, we decompose the selection of each feature interaction into the selection of two correlated features. Such a decomposition makes the model end-to-end trainable given various feature interaction operations. By adopting feature-level search space, we set a learnable gate to determine whether each feature should be within the feature set. Because of the large-scale search space, we develop a learning-by-continuation training scheme to learn such gates. Hence, OptFS generates the feature set only containing features which improve the final prediction results. Experimentally, we evaluate OptFS on three public datasets, demonstrating OptFS can optimize feature sets which enhance the model performance and further reduce both the storage and computational cost.

Human evaluation is the gold-standard for evaluating text generation models. It is also expensive, and to fit budgetary constraints, a random subset of the test data is often chosen in practice. The randomly selected data may not accurately represent test performance, making this approach economically inefficient for model comparison. Thus, in this work, we develop a suite of selectors to get the most informative datapoints for human evaluation while taking the evaluation costs into account. We show that selectors based on variance in automated metric scores, diversity in model outputs, or Item Response Theory outperform random selection. We further develop an approach to distill these selectors to the scenario where the model outputs are not yet available. In particular, we introduce source-based estimators, which predict item usefulness for human evaluation just based on the source texts. We demonstrate the efficacy of our selectors in two common NLG tasks, machine translation and summarization, and show that up to only ~50% of the test data is needed to produce the same evaluation result as the entire data. Our implementations are published in the subset2evaluate package.

Finetuning large language models on instruction data is crucial for enhancing pre-trained knowledge and improving instruction-following capabilities. As instruction datasets proliferate, selecting optimal data for effective training becomes increasingly important. This work addresses the question: How can we determine the optimal subset of data for effective training? While existing research often emphasizes local criteria like instance quality for subset selection, we argue that a global approach focused on data diversity is more critical. Our method employs k-means clustering to ensure the selected subset effectively represents the full dataset. We propose an iterative refinement method inspired by active learning techniques to resample instances from clusters, reassessing each cluster's importance and sampling weight in every training iteration. This approach reduces the effect of outliers and automatically filters out clusters containing low-quality data. Through extensive evaluation across natural language reasoning, general world knowledge, code and math reasoning tasks, and by fine-tuning models from various families, we observe consistent improvements, achieving a 7% increase over random selection and a 3.8% improvement over state-of-the-art sampling methods. Our work highlights the significance of diversity-first sampling when finetuning LLMs to enhance performance across a broad array of evaluation tasks. Our code is available at https://github.com/for-ai/iterative-data-selection.

Machine learning models, such as neural networks, decision trees, random forests, and gradient boosting machines, accept a feature vector, and provide a prediction. These models learn in a supervised fashion where we provide feature vectors mapped to the expected output. It is common practice to engineer new features from the provided feature set. Such engineered features will either augment or replace portions of the existing feature vector. These engineered features are essentially calculated fields based on the values of the other features. Engineering such features is primarily a manual, time-consuming task. Additionally, each type of model will respond differently to different kinds of engineered features. This paper reports empirical research to demonstrate what kinds of engineered features are best suited to various machine learning model types. We provide this recommendation by generating several datasets that we designed to benefit from a particular type of engineered feature. The experiment demonstrates to what degree the machine learning model can synthesize the needed feature on its own. If a model can synthesize a planned feature, it is not necessary to provide that feature. The research demonstrated that the studied models do indeed perform differently with various types of engineered features.

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.

Existing information on AI-based facial emotion recognition (FER) is not easily comprehensible by those outside the field of computer science, requiring cross-disciplinary effort to determine a categorisation framework that promotes the understanding of this technology, and its impact on users. Most proponents classify FER in terms of methodology, implementation and analysis; relatively few by its application in education; and none by its users. This paper is concerned primarily with (potential) teacher-users of FER tools for education. It proposes a three-part classification of these teachers, by orientation, condition and preference, based on a classical taxonomy of affective educational objectives, and related theories. It also compiles and organises the types of FER solutions found in or inferred from the literature into "technology" and "applications" categories, as a prerequisite for structuring the proposed "teacher-user" category. This work has implications for proponents', critics', and users' understanding of the relationship between teachers and FER.

We study the data selection problem, whose aim is to select a small representative subset of data that can be used to efficiently train a machine learning model. We present a new data selection approach based on k-means clustering and sensitivity sampling. Assuming access to an embedding representation of the data with respect to which the model loss is H\"older continuous, our approach provably allows selecting a set of ``typical'' k + 1/varepsilon^2 elements whose average loss corresponds to the average loss of the whole dataset, up to a multiplicative (1pmvarepsilon) factor and an additive varepsilon lambda Phi_k, where Phi_k represents the k-means cost for the input embeddings and lambda is the H\"older constant. We furthermore demonstrate the performance and scalability of our approach on fine-tuning foundation models and show that it outperforms state-of-the-art methods. We also show how it can be applied on linear regression, leading to a new sampling strategy that surprisingly matches the performances of leverage score sampling, while being conceptually simpler and more scalable.

Representation learning has been a critical topic in machine learning. In Click-through Rate Prediction, most features are represented as embedding vectors and learned simultaneously with other parameters in the model. With the development of CTR models, feature representation learning has become a trending topic and has been extensively studied by both industrial and academic researchers in recent years. This survey aims at summarizing the feature representation learning in a broader picture and pave the way for future research. To achieve such a goal, we first present a taxonomy of current research methods on feature representation learning following two main issues: (i) which feature to represent and (ii) how to represent these features. Then we give a detailed description of each method regarding these two issues. Finally, the review concludes with a discussion on the future directions of this field.

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

Supervised Fine-Tuning (SFT) serves as a crucial phase in aligning Large Language Models (LLMs) to specific task prerequisites. The selection of fine-tuning data profoundly influences the model's performance, whose principle is traditionally grounded in data quality and distribution. In this paper, we introduce a new dimension in SFT data selection: learnability. This new dimension is motivated by the intuition that SFT unlocks capabilities acquired by a LLM during the pretraining phase. Given that different pretrained models have disparate capabilities, the SFT data appropriate for one may not suit another. Thus, we introduce the term learnability to define the suitability of data for effective learning by the model. We present the Loss Based SFT Data Selection (LoBaSS) method, utilizing data learnability as the principal criterion for the selection SFT data. This method provides a nuanced approach, allowing the alignment of data selection with inherent model capabilities, ensuring optimal compatibility and learning efficiency. In experimental comparisons involving 7B and 13B models, our LoBaSS method is able to surpass full-data fine-tuning at merely 6% of the total training data. When employing 16.7% of the data, LoBaSS harmonizes the model's capabilities across conversational and mathematical domains, proving its efficacy and adaptability.

Major complications arise from the recent increase in the amount of high-dimensional data, including high computational costs and memory requirements. Feature selection, which identifies the most relevant and informative attributes of a dataset, has been introduced as a solution to this problem. Most of the existing feature selection methods are computationally inefficient; inefficient algorithms lead to high energy consumption, which is not desirable for devices with limited computational and energy resources. In this paper, a novel and flexible method for unsupervised feature selection is proposed. This method, named QuickSelection, introduces the strength of the neuron in sparse neural networks as a criterion to measure the feature importance. This criterion, blended with sparsely connected denoising autoencoders trained with the sparse evolutionary training procedure, derives the importance of all input features simultaneously. We implement QuickSelection in a purely sparse manner as opposed to the typical approach of using a binary mask over connections to simulate sparsity. It results in a considerable speed increase and memory reduction. When tested on several benchmark datasets, including five low-dimensional and three high-dimensional datasets, the proposed method is able to achieve the best trade-off of classification and clustering accuracy, running time, and maximum memory usage, among widely used approaches for feature selection. Besides, our proposed method requires the least amount of energy among the state-of-the-art autoencoder-based feature selection methods.

This paper introduces the MERIT Dataset, a multimodal (text + image + layout) fully labeled dataset within the context of school reports. Comprising over 400 labels and 33k samples, the MERIT Dataset is a valuable resource for training models in demanding Visually-rich Document Understanding (VrDU) tasks. By its nature (student grade reports), the MERIT Dataset can potentially include biases in a controlled way, making it a valuable tool to benchmark biases induced in Language Models (LLMs). The paper outlines the dataset's generation pipeline and highlights its main features in the textual, visual, layout, and bias domains. To demonstrate the dataset's utility, we present a benchmark with token classification models, showing that the dataset poses a significant challenge even for SOTA models and that these would greatly benefit from including samples from the MERIT Dataset in their pretraining phase.

Data selection for fine-tuning Large Language Models (LLMs) aims to select a high-quality subset from a given candidate dataset to train a Pending Fine-tune Model (PFM) into a Selective-Enhanced Model (SEM). It can improve the model performance and accelerate the training process. Although a few surveys have investigated related works of data selection, there is a lack of comprehensive comparison between existing methods due to their various experimental settings. To address this issue, we first propose a three-stage scheme for data selection and comprehensively review existing works according to this scheme. Then, we design a unified comparing method with ratio-based efficiency indicators and ranking-based feasibility indicators to overcome the difficulty of comparing various models with diverse experimental settings. After an in-depth comparative analysis, we find that the more targeted method with data-specific and model-specific quality labels has higher efficiency, but the introduction of additional noise information should be avoided when designing selection algorithms. Finally, we summarize the trends in data selection and highlight the short-term and long-term challenges to guide future research.

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

Experts advising decision-makers are likely to display expertise which varies as a function of the problem instance. In practice, this may lead to sub-optimal or discriminatory decisions against minority cases. In this work we model such changes in depth and breadth of knowledge as a partitioning of the problem space into regions of differing expertise. We provide here new algorithms that explicitly consider and adapt to the relationship between problem instances and experts' knowledge. We first propose and highlight the drawbacks of a naive approach based on nearest neighbor queries. To address these drawbacks we then introduce a novel algorithm - expertise trees - that constructs decision trees enabling the learner to select appropriate models. We provide theoretical insights and empirically validate the improved performance of our novel approach on a range of problems for which existing methods proved to be inadequate.

Various visual foundation models have distinct strengths and weaknesses, both of which can be improved through heterogeneous multi-teacher knowledge distillation without labels, termed "agglomerative models." We build upon this body of work by studying the effect of the teachers' activation statistics, particularly the impact of the loss function on the resulting student model quality. We explore a standard toolkit of statistical normalization techniques to better align the different distributions and assess their effects. Further, we examine the impact on downstream teacher-matching metrics, which motivates the use of Hadamard matrices. With these matrices, we demonstrate useful properties, showing how they can be used for isotropic standardization, where each dimension of a multivariate distribution is standardized using the same scale. We call this technique "PHI Standardization" (PHI-S) and empirically demonstrate that it produces the best student model across the suite of methods studied.

Novel Class Discovery (NCD) is a growing field where we are given during training a labeled set of known classes and an unlabeled set of different classes that must be discovered. In recent years, many methods have been proposed to address this problem, and the field has begun to mature. In this paper, we provide a comprehensive survey of the state-of-the-art NCD methods. We start by formally defining the NCD problem and introducing important notions. We then give an overview of the different families of approaches, organized by the way they transfer knowledge from the labeled set to the unlabeled set. We find that they either learn in two stages, by first extracting knowledge from the labeled data only and then applying it to the unlabeled data, or in one stage by conjointly learning on both sets. For each family, we describe their general principle and detail a few representative methods. Then, we briefly introduce some new related tasks inspired by the increasing number of NCD works. We also present some common tools and techniques used in NCD, such as pseudo labeling, self-supervised learning and contrastive learning. Finally, to help readers unfamiliar with the NCD problem differentiate it from other closely related domains, we summarize some of the closest areas of research and discuss their main differences.

We introduce MODEL SELECTOR, a framework for label-efficient selection of pretrained classifiers. Given a pool of unlabeled target data, MODEL SELECTOR samples a small subset of highly informative examples for labeling, in order to efficiently identify the best pretrained model for deployment on this target dataset. Through extensive experiments, we demonstrate that MODEL SELECTOR drastically reduces the need for labeled data while consistently picking the best or near-best performing model. Across 18 model collections on 16 different datasets, comprising over 1,500 pretrained models, MODEL SELECTOR reduces the labeling cost by up to 94.15% to identify the best model compared to the cost of the strongest baseline. Our results further highlight the robustness of MODEL SELECTOR in model selection, as it reduces the labeling cost by up to 72.41% when selecting a near-best model, whose accuracy is only within 1% of the best model.

Language model pretraining involves training on extensive corpora, where data quality plays a pivotal role. In this work, we aim to directly estimate the contribution of data during pretraining and select pretraining data in an efficient manner. Specifically, we draw inspiration from recent findings showing that compression efficiency (i.e., the normalized loss) of diverse models on certain text correlates strongly with their downstream performance, when the text domain aligns with the downstream benchmark (Huang et al., 2024). Building on this observation, we hypothesize that data on which model losses are predictive of downstream abilities also contribute effectively to learning. To leverage this insight, we introduce data selection based on data's Predictive strength (Preselect), a lightweight and efficient data selection method that requires training and deploying only a fastText-based scorer. Through comprehensive experiments with 1B and 3B parameter models, we demonstrate that models trained on 30B tokens selected with PreSelect surpasses the performance of a vanilla baseline trained on 300B tokens, achieving a 10x reduction in compute requirements. Furthermore, PreSelect significantly outperforms other competitive data selection baselines, such as DCLM and FineWeb-Edu on a scale of 3B models trained on 100B tokens. We open-source our trained data selection scorer along with the curated datasets at https://github.com/hkust-nlp/PreSelect.

Knowledge distillation is often used to transfer knowledge from a strong teacher model to a relatively weak student model. Traditional methods include response-based methods and feature-based methods. Response-based methods are widely used but suffer from lower upper limits of performance due to their ignorance of intermediate signals, while feature-based methods have constraints on vocabularies, tokenizers and model architectures. In this paper, we propose a liberal feature-based distillation method (LEAD). LEAD aligns the distribution between the intermediate layers of teacher model and student model, which is effective, extendable, portable and has no requirements on vocabularies, tokenizers, or model architectures. Extensive experiments show the effectiveness of LEAD on widely-used benchmarks, including MS MARCO Passage Ranking, TREC 2019 DL Track, MS MARCO Document Ranking and TREC 2020 DL Track. Our code is available in https://github.com/microsoft/SimXNS/tree/main/LEAD.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

When selecting data for training large-scale models, standard practice is to filter for examples that match human notions of data quality. Such filtering yields qualitatively clean datapoints that intuitively should improve model behavior. However, in practice the opposite can often happen: we find that selecting according to similarity with "high quality" data sources may not increase (and can even hurt) performance compared to randomly selecting data. To develop better methods for selecting data, we start by framing dataset selection as an optimization problem that we can directly solve for: given target tasks, a learning algorithm, and candidate data, select the subset that maximizes model performance. This framework thus avoids handpicked notions of data quality, and instead models explicitly how the learning process uses train datapoints to predict on the target tasks. Our resulting method greatly improves language model (LM) performance on both pre-specified tasks and previously unseen tasks. Specifically, choosing target tasks representative of standard LM problems and evaluating on diverse held-out benchmarks, our selected datasets provide a 2x compute multiplier over baseline methods.

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.

Modern machine learning relies on datasets to develop and validate research ideas. Given the growth of publicly available data, finding the right dataset to use is increasingly difficult. Any research question imposes explicit and implicit constraints on how well a given dataset will enable researchers to answer this question, such as dataset size, modality, and domain. We operationalize the task of recommending datasets given a short natural language description of a research idea, to help people find relevant datasets for their needs. Dataset recommendation poses unique challenges as an information retrieval problem; datasets are hard to directly index for search and there are no corpora readily available for this task. To facilitate this task, we build the DataFinder Dataset which consists of a larger automatically-constructed training set (17.5K queries) and a smaller expert-annotated evaluation set (392 queries). Using this data, we compare various information retrieval algorithms on our test set and present a superior bi-encoder retriever for text-based dataset recommendation. This system, trained on the DataFinder Dataset, finds more relevant search results than existing third-party dataset search engines. To encourage progress on dataset recommendation, we release our dataset and models to the public.

We present BabyLlama-2, a 345 million parameter model distillation-pretrained from two teachers on a 10 million word corpus for the BabyLM competition. On BLiMP and SuperGLUE benchmarks, BabyLlama-2 outperforms baselines trained on both 10 and 100 million word datasets with the same data mix, as well as its teacher models. Through an extensive hyperparameter sweep, we demonstrate that the advantages of distillation cannot be attributed to suboptimal hyperparameter selection of the teachers. Our findings underscore the need for further investigation into distillation techniques, particularly in data-limited settings.

Current pre-trained large language models typically need instruction tuning to align with human preferences. However, instruction tuning data is often quantity-saturated due to the large volume of data collection and fast model iteration, leaving coreset data selection important but underexplored. On the other hand, existing quality-driven data selection methods such as LIMA (NeurIPS 2023 (Zhou et al., 2024)) and AlpaGasus (ICLR 2024 (Chen et al.)) generally ignore the equal importance of data diversity and complexity. In this work, we aim to design a diversity-aware data selection strategy and creatively propose using sparse autoencoders to tackle the challenge of data diversity measure. In addition, sparse autoencoders can also provide more interpretability of model behavior and explain, e.g., the surprising effectiveness of selecting the longest response (ICML 2024 (Zhao et al.)). Using effective data selection, we experimentally prove that models trained on our selected data can outperform other methods in terms of model capabilities, reduce training cost, and potentially gain more control over model behaviors.

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.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

Presentation slides have become a common addition to the teaching material. Emphasizing strong leading words in presentation slides can allow the audience to direct the eye to certain focal points instead of reading the entire slide, retaining the attention to the speaker during the presentation. Despite a large volume of studies on automatic slide generation, few studies have addressed the automation of design assistance during the creation process. Motivated by this demand, we study the problem of Emphasis Selection (ES) in presentation slides, i.e., choosing candidates for emphasis, by introducing a new dataset containing presentation slides with a wide variety of topics, each is annotated with emphasis words in a crowdsourced setting. We evaluate a range of state-of-the-art models on this novel dataset by organizing a shared task and inviting multiple researchers to model emphasis in this new domain. We present the main findings and compare the results of these models, and by examining the challenges of the dataset, we provide different analysis components.

Several studies have shown that speech and language features, automatically extracted from clinical interviews or spontaneous discourse, have diagnostic value for mental disorders such as schizophrenia and bipolar disorder. They typically make use of a large feature set to train a classifier for distinguishing between two groups of interest, i.e. a clinical and control group. However, a purely data-driven approach runs the risk of overfitting to a particular data set, especially when sample sizes are limited. Here, we first down-select the set of language features to a small subset that is related to a well-validated test of functional ability, the Social Skills Performance Assessment (SSPA). This helps establish the concurrent validity of the selected features. We use only these features to train a simple classifier to distinguish between groups of interest. Linear regression reveals that a subset of language features can effectively model the SSPA, with a correlation coefficient of 0.75. Furthermore, the same feature set can be used to build a strong binary classifier to distinguish between healthy controls and a clinical group (AUC = 0.96) and also between patients within the clinical group with schizophrenia and bipolar I disorder (AUC = 0.83).

Despite the effectiveness of data selection for large language models (LLMs) during pretraining and instruction fine-tuning phases, improving data efficiency in supervised fine-tuning (SFT) for specialized domains poses significant challenges due to the complexity of fine-tuning data. To bridge this gap, we introduce an effective and scalable data selection method for SFT, SmallToLarge (S2L), which leverages training trajectories from small models to guide the data selection for larger models. We demonstrate through extensive experiments that S2L significantly improves data efficiency in SFT for mathematical problem-solving, reducing the training data to just 11% of the original MathInstruct dataset (Yue et al., 2023) to match full dataset performance while outperforming state-of-the-art data selection algorithms by an average of 4.7% across 6 in- and out-domain evaluation datasets. Remarkably, selecting only 50K data for SFT, S2L achieves a 32.7% accuracy on the most challenging MATH (Hendrycks et al., 2021) benchmark, improving Phi-2 (Li et al., 2023b) by 16.6%. In clinical text summarization on the MIMIC-III dataset (Johnson et al., 2016), S2L again outperforms training on the full dataset using only 50% of the data. Notably, S2L can perform data selection using a reference model 40x smaller than the target model, proportionally reducing the cost of data selection.

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.

The problem of designing NLP solvers for math word problems (MWP) has seen sustained research activity and steady gains in the test accuracy. Since existing solvers achieve high performance on the benchmark datasets for elementary level MWPs containing one-unknown arithmetic word problems, such problems are often considered "solved" with the bulk of research attention moving to more complex MWPs. In this paper, we restrict our attention to English MWPs taught in grades four and lower. We provide strong evidence that the existing MWP solvers rely on shallow heuristics to achieve high performance on the benchmark datasets. To this end, we show that MWP solvers that do not have access to the question asked in the MWP can still solve a large fraction of MWPs. Similarly, models that treat MWPs as bag-of-words can also achieve surprisingly high accuracy. Further, we introduce a challenge dataset, SVAMP, created by applying carefully chosen variations over examples sampled from existing datasets. The best accuracy achieved by state-of-the-art models is substantially lower on SVAMP, thus showing that much remains to be done even for the simplest of the MWPs.

Retrieval and ranking models are the backbone of many applications such as web search, open domain QA, or text-based recommender systems. The latency of neural ranking models at query time is largely dependent on the architecture and deliberate choices by their designers to trade-off effectiveness for higher efficiency. This focus on low query latency of a rising number of efficient ranking architectures make them feasible for production deployment. In machine learning an increasingly common approach to close the effectiveness gap of more efficient models is to apply knowledge distillation from a large teacher model to a smaller student model. We find that different ranking architectures tend to produce output scores in different magnitudes. Based on this finding, we propose a cross-architecture training procedure with a margin focused loss (Margin-MSE), that adapts knowledge distillation to the varying score output distributions of different BERT and non-BERT passage ranking architectures. We apply the teachable information as additional fine-grained labels to existing training triples of the MSMARCO-Passage collection. We evaluate our procedure of distilling knowledge from state-of-the-art concatenated BERT models to four different efficient architectures (TK, ColBERT, PreTT, and a BERT CLS dot product model). We show that across our evaluated architectures our Margin-MSE knowledge distillation significantly improves re-ranking effectiveness without compromising their efficiency. Additionally, we show our general distillation method to improve nearest neighbor based index retrieval with the BERT dot product model, offering competitive results with specialized and much more costly training methods. To benefit the community, we publish the teacher-score training files in a ready-to-use package.

Self-supervised features are the cornerstone of modern machine learning systems. They are typically pre-trained on data collections whose construction and curation typically require extensive human effort. This manual process has some limitations similar to those encountered in supervised learning, e.g., the crowd-sourced selection of data is costly and time-consuming, preventing scaling the dataset size. In this work, we consider the problem of automatic curation of high-quality datasets for self-supervised pre-training. We posit that such datasets should be large, diverse and balanced, and propose a clustering-based approach for building ones satisfying all these criteria. Our method involves successive and hierarchical applications of k-means on a large and diverse data repository to obtain clusters that distribute uniformly among data concepts, followed by a hierarchical, balanced sampling step from these clusters. Extensive experiments on three different data domains including web-based images, satellite images and text show that features trained on our automatically curated datasets outperform those trained on uncurated data while being on par or better than ones trained on manually curated data.

Machine learning practitioners often have access to a spectrum of data: labeled data for the target task (which is often limited), unlabeled data, and auxiliary data, the many available labeled datasets for other tasks. We describe TAGLETS, a system built to study techniques for automatically exploiting all three types of data and creating high-quality, servable classifiers. The key components of TAGLETS are: (1) auxiliary data organized according to a knowledge graph, (2) modules encapsulating different methods for exploiting auxiliary and unlabeled data, and (3) a distillation stage in which the ensembled modules are combined into a servable model. We compare TAGLETS with state-of-the-art transfer learning and semi-supervised learning methods on four image classification tasks. Our study covers a range of settings, varying the amount of labeled data and the semantic relatedness of the auxiliary data to the target task. We find that the intelligent incorporation of auxiliary and unlabeled data into multiple learning techniques enables TAGLETS to match-and most often significantly surpass-these alternatives. TAGLETS is available as an open-source system at github.com/BatsResearch/taglets.

We propose a filtering feature selection framework that considers subsets of features as paths in a graph, where a node is a feature and an edge indicates pairwise (customizable) relations among features, dealing with relevance and redundancy principles. By two different interpretations (exploiting properties of power series of matrices and relying on Markov chains fundamentals) we can evaluate the values of paths (i.e., feature subsets) of arbitrary lengths, eventually go to infinite, from which we dub our framework Infinite Feature Selection (Inf-FS). Going to infinite allows to constrain the computational complexity of the selection process, and to rank the features in an elegant way, that is, considering the value of any path (subset) containing a particular feature. We also propose a simple unsupervised strategy to cut the ranking, so providing the subset of features to keep. In the experiments, we analyze diverse settings with heterogeneous features, for a total of 11 benchmarks, comparing against 18 widely-known comparative approaches. The results show that Inf-FS behaves better in almost any situation, that is, when the number of features to keep are fixed a priori, or when the decision of the subset cardinality is part of the process.

Many text mining models are constructed by fine-tuning a large deep pre-trained language model (PLM) in downstream tasks. However, a significant challenge is maintaining performance when we use a lightweight model with limited labeled samples. We present DisCo, a semi-supervised learning (SSL) framework for fine-tuning a cohort of small student models generated from a large PLM using knowledge distillation. Our key insight is to share complementary knowledge among distilled student cohorts to promote their SSL effectiveness. DisCo employs a novel co-training technique to optimize multiple small student models by promoting knowledge sharing among students under diversified views: model views produced by different distillation strategies and data views produced by various input augmentations. We evaluate DisCo on both semi-supervised text classification and extractive summarization tasks. Experimental results show that DisCo can produce student models that are 7.6 times smaller and 4.8 times faster in inference than the baseline PLMs while maintaining comparable performance. We also show that DisCo-generated student models outperform the similar-sized models elaborately tuned in distinct tasks.

Recent empirical works have successfully used unlabeled data to learn feature representations that are broadly useful in downstream classification tasks. Several of these methods are reminiscent of the well-known word2vec embedding algorithm: leveraging availability of pairs of semantically "similar" data points and "negative samples," the learner forces the inner product of representations of similar pairs with each other to be higher on average than with negative samples. The current paper uses the term contrastive learning for such algorithms and presents a theoretical framework for analyzing them by introducing latent classes and hypothesizing that semantically similar points are sampled from the same latent class. This framework allows us to show provable guarantees on the performance of the learned representations on the average classification task that is comprised of a subset of the same set of latent classes. Our generalization bound also shows that learned representations can reduce (labeled) sample complexity on downstream tasks. We conduct controlled experiments in both the text and image domains to support the theory.

Designing recommendation systems with limited or no available training data remains a challenge. To that end, a new combinatorial optimization problem is formulated to generate optimized item selection for experimentation with the goal to shorten the time for collecting randomized training data. We first present an overview of the optimized item selection problem and a multi-level optimization framework to solve it. The approach integrates techniques from discrete optimization, unsupervised clustering, and latent text embeddings. We then discuss how to incorporate optimized item selection with active learning as part of randomized exploration in an ongoing fashion.

One of the most challenging problems facing NLP today is evaluation. Some of the most pressing issues pertain to benchmark saturation, data contamination, and diversity in the quality of test examples. To address these concerns, we propose Selection Methodology for Accurate, Reduced, and Targeted (SMART) filtering, a novel approach to select a high-quality subset of examples from existing benchmark datasets by systematically removing less informative and less challenging examples. Our approach applies three filtering criteria, removing (i) easy examples, (ii) data-contaminated examples, and (iii) examples that are similar to each other based on distance in an embedding space. We demonstrate the effectiveness of SMART on three multiple choice QA datasets, where our methodology increases efficiency by reducing dataset size by 48\% on average, while increasing Pearson correlation with rankings from ChatBot Arena, a more open-ended human evaluation setting. Our method enables us to be more efficient, whether using SMART to make new benchmarks more challenging or to revitalize older datasets, while still preserving the relative model rankings.

Selecting high-quality pre-training data is important for creating capable language models, but existing methods rely on simple heuristics. We introduce QuRating, a method for selecting pre-training data that captures the abstract qualities of texts which humans intuitively perceive. In this paper, we investigate four qualities - writing style, required expertise, facts & trivia, and educational value. We find that LLMs are able to discern these qualities and observe that they are better at making pairwise judgments of texts than at rating the quality of a text directly. We train a QuRater model to learn scalar ratings from pairwise judgments, and use it to annotate a 260B training corpus with quality ratings for each of the four criteria. In our experiments, we select 30B tokens according to the different quality ratings and train 1.3B-parameter language models on the selected data. We find that it is important to balance quality and diversity, as selecting only the highest-rated documents leads to poor results. When we sample using quality ratings as logits over documents, our models achieve lower perplexity and stronger in-context learning performance than baselines. Beyond data selection, we use the quality ratings to construct a training curriculum which improves performance without changing the training dataset. We extensively analyze the quality ratings and discuss their characteristics, biases, and wider implications.

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

Recent works have shown that by using large pre-trained models along with learnable prompts, rehearsal-free methods for class-incremental learning (CIL) settings can achieve superior performance to prominent rehearsal-based ones. Rehearsal-free CIL methods struggle with distinguishing classes from different tasks, as those are not trained together. In this work we propose a regularization method based on virtual outliers to tighten decision boundaries of the classifier, such that confusion of classes among different tasks is mitigated. Recent prompt-based methods often require a pool of task-specific prompts, in order to prevent overwriting knowledge of previous tasks with that of the new task, leading to extra computation in querying and composing an appropriate prompt from the pool. This additional cost can be eliminated, without sacrificing accuracy, as we reveal in the paper. We illustrate that a simplified prompt-based method can achieve results comparable to previous state-of-the-art (SOTA) methods equipped with a prompt pool, using much less learnable parameters and lower inference cost. Our regularization method has demonstrated its compatibility with different prompt-based methods, boosting those previous SOTA rehearsal-free CIL methods' accuracy on the ImageNet-R and CIFAR-100 benchmarks. Our source code is available at https://github.com/jpmorganchase/ovor.

Researchers in the political and social sciences often rely on classification models to analyze trends in information consumption by examining browsing histories of millions of webpages. Automated scalable methods are necessary due to the impracticality of manual labeling. In this paper, we model the detection of topic-related content as a binary classification task and compare the accuracy of fine-tuned pre-trained encoder models against in-context learning strategies. Using only a few hundred annotated data points per topic, we detect content related to three German policies in a database of scraped webpages. We compare multilingual and monolingual models, as well as zero and few-shot approaches, and investigate the impact of negative sampling strategies and the combination of URL & content-based features. Our results show that a small sample of annotated data is sufficient to train an effective classifier. Fine-tuning encoder-based models yields better results than in-context learning. Classifiers using both URL & content-based features perform best, while using URLs alone provides adequate results when content is unavailable.

We characterize the statistical efficiency of knowledge transfer through n samples from a teacher to a probabilistic student classifier with input space mathcal S over labels mathcal A. We show that privileged information at three progressive levels accelerates the transfer. At the first level, only samples with hard labels are known, via which the maximum likelihood estimator attains the minimax rate {|{mathcal S||{mathcal A}|}/{n}}. The second level has the teacher probabilities of sampled labels available in addition, which turns out to boost the convergence rate lower bound to {{|{mathcal S}||{mathcal A}|}/{n}}. However, under this second data acquisition protocol, minimizing a naive adaptation of the cross-entropy loss results in an asymptotically biased student. We overcome this limitation and achieve the fundamental limit by using a novel empirical variant of the squared error logit loss. The third level further equips the student with the soft labels (complete logits) on {mathcal A} given every sampled input, thereby provably enables the student to enjoy a rate {|{mathcal S}|}/{n} free of |{mathcal A}|. We find any Kullback-Leibler divergence minimizer to be optimal in the last case. Numerical simulations distinguish the four learners and corroborate our theory.

Click-through rate (CTR) prediction, which aims to predict the probability of a user clicking on an ad or an item, is critical to many online applications such as online advertising and recommender systems. The problem is very challenging since (1) the input features (e.g., the user id, user age, item id, item category) are usually sparse and high-dimensional, and (2) an effective prediction relies on high-order combinatorial features (a.k.a. cross features), which are very time-consuming to hand-craft by domain experts and are impossible to be enumerated. Therefore, there have been efforts in finding low-dimensional representations of the sparse and high-dimensional raw features and their meaningful combinations. In this paper, we propose an effective and efficient method called the AutoInt to automatically learn the high-order feature interactions of input features. Our proposed algorithm is very general, which can be applied to both numerical and categorical input features. Specifically, we map both the numerical and categorical features into the same low-dimensional space. Afterwards, a multi-head self-attentive neural network with residual connections is proposed to explicitly model the feature interactions in the low-dimensional space. With different layers of the multi-head self-attentive neural networks, different orders of feature combinations of input features can be modeled. The whole model can be efficiently fit on large-scale raw data in an end-to-end fashion. Experimental results on four real-world datasets show that our proposed approach not only outperforms existing state-of-the-art approaches for prediction but also offers good explainability. Code is available at: https://github.com/DeepGraphLearning/RecommenderSystems.

Though pre-training vision-language models have demonstrated significant benefits in boosting video-text retrieval performance from large-scale web videos, fine-tuning still plays a critical role with manually annotated clips with start and end times, which requires considerable human effort. To address this issue, we explore an alternative cheaper source of annotations, single timestamps, for video-text retrieval. We initialise clips from timestamps in a heuristic way to warm up a retrieval model. Then a video clip editing method is proposed to refine the initial rough boundaries to improve retrieval performance. A student-teacher network is introduced for video clip editing. The teacher model is employed to edit the clips in the training set whereas the student model trains on the edited clips. The teacher weights are updated from the student's after the student's performance increases. Our method is model agnostic and applicable to any retrieval models. We conduct experiments based on three state-of-the-art retrieval models, COOT, VideoCLIP and CLIP4Clip. Experiments conducted on three video retrieval datasets, YouCook2, DiDeMo and ActivityNet-Captions show that our edited clips consistently improve retrieval performance over initial clips across all the three retrieval models.

Visual instruction datasets from various distributors are released at different times and often contain a significant number of semantically redundant text-image pairs, depending on their task compositions (i.e., skills) or reference sources. This redundancy greatly limits the efficient deployment of lifelong adaptable multimodal large language models, hindering their ability to refine existing skills and acquire new competencies over time. To address this, we reframe the problem of Lifelong Instruction Tuning (LiIT) via data selection, where the model automatically selects beneficial samples to learn from earlier and new datasets based on the current state of acquired knowledge in the model. Based on empirical analyses that show that selecting the best data subset using a static importance measure is often ineffective for multi-task datasets with evolving distributions, we propose Adapt-infty, a new multi-way and adaptive data selection approach that dynamically balances sample efficiency and effectiveness during LiIT. We construct pseudo-skill clusters by grouping gradient-based sample vectors. Next, we select the best-performing data selector for each skill cluster from a pool of selector experts, including our newly proposed scoring function, Image Grounding score. This data selector samples a subset of the most important samples from each skill cluster for training. To prevent the continuous increase in the size of the dataset pool during LiIT, which would result in excessive computation, we further introduce a cluster-wise permanent data pruning strategy to remove the most semantically redundant samples from each cluster, keeping computational requirements manageable. Training with samples selected by Adapt-infty alleviates catastrophic forgetting, especially for rare tasks, and promotes forward transfer across the continuum using only a fraction of the original datasets.

How can "weak teacher models" such as average human annotators or existing AI systems, effectively supervise LLMs to improve performance on hard reasoning tasks, especially those that challenge and requires expertise or daily practice from the teacher models? In this paper, we seek for empirical answers to this question by investigating various data-driven strategies that offer supervision data at different quality levels upon tasks of varying complexity. Two intuitive strategies emerge for teacher models to provide supervision during alignment training: 1) using lower-quality supervision from complete tasks that match the difficulty of the target reasoning tasks, and 2) leveraging higher-quality supervision from easier subtasks that are less challenging. Interestingly, we find that even when the outcome error rate for hard task supervision is high (e.g., 90\%), training on such data can outperform perfectly correct supervision on easier subtasks on multiple hard math benchmarks. We further identify a more critical factor influencing training performance: step-wise error rates, which indicate the severity of errors in solutions. Specifically, training on hard task supervision with the same outcome error rates but disparate step-wise error rates can lead to a 30\% accuracy gap on MATH benchmark. Our results also reveal that supplementing hard task supervision with the corresponding subtask supervision can yield notable performance improvements than simply combining rephrased hard full task supervision, suggesting new avenues for data augmentation. Data and code are released at https://github.com/hexuan21/Weak-to-Strong.

In an era where accumulating data is easy and storing it inexpensive, feature selection plays a central role in helping to reduce the high-dimensionality of huge amounts of otherwise meaningless data. In this paper, we propose a graph-based method for feature selection that ranks features by identifying the most important ones into arbitrary set of cues. Mapping the problem on an affinity graph-where features are the nodes-the solution is given by assessing the importance of nodes through some indicators of centrality, in particular, the Eigen-vector Centrality (EC). The gist of EC is to estimate the importance of a feature as a function of the importance of its neighbors. Ranking central nodes individuates candidate features, which turn out to be effective from a classification point of view, as proved by a thoroughly experimental section. Our approach has been tested on 7 diverse datasets from recent literature (e.g., biological data and object recognition, among others), and compared against filter, embedded and wrappers methods. The results are remarkable in terms of accuracy, stability and low execution time.

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

Representation-based retrieval models, so-called biencoders, estimate the relevance of a document to a query by calculating the similarity of their respective embeddings. Current state-of-the-art biencoders are trained using an expensive training regime involving knowledge distillation from a teacher model and batch-sampling. Instead of relying on a teacher model, we contribute a novel parameter-free loss function for self-supervision that exploits the pre-trained language modeling capabilities of the encoder model as a training signal, eliminating the need for batch sampling by performing implicit hard negative mining. We investigate the capabilities of our proposed approach through extensive ablation studies, demonstrating that self-distillation can match the effectiveness of teacher distillation using only 13.5% of the data, while offering a speedup in training time between 3x and 15x compared to parametrized losses. Code and data is made openly available.

This paper offers a new perspective to ease the challenge of domain generalization, which involves maintaining robust results even in unseen environments. Our design focuses on the decision-making process in the final classifier layer. Specifically, we propose treating the element-wise contributions to the final results as the rationale for making a decision and representing the rationale for each sample as a matrix. For a well-generalized model, we suggest the rationale matrices for samples belonging to the same category should be similar, indicating the model relies on domain-invariant clues to make decisions, thereby ensuring robust results. To implement this idea, we introduce a rationale invariance loss as a simple regularization technique, requiring only a few lines of code. Our experiments demonstrate that the proposed approach achieves competitive results across various datasets, despite its simplicity. Code is available at https://github.com/liangchen527/RIDG.

The problem of Novel Class Discovery (NCD) consists in extracting knowledge from a labeled set of known classes to accurately partition an unlabeled set of novel classes. While NCD has recently received a lot of attention from the community, it is often solved on computer vision problems and under unrealistic conditions. In particular, the number of novel classes is usually assumed to be known in advance, and their labels are sometimes used to tune hyperparameters. Methods that rely on these assumptions are not applicable in real-world scenarios. In this work, we focus on solving NCD in tabular data when no prior knowledge of the novel classes is available. To this end, we propose to tune the hyperparameters of NCD methods by adapting the k-fold cross-validation process and hiding some of the known classes in each fold. Since we have found that methods with too many hyperparameters are likely to overfit these hidden classes, we define a simple deep NCD model. This method is composed of only the essential elements necessary for the NCD problem and performs impressively well under realistic conditions. Furthermore, we find that the latent space of this method can be used to reliably estimate the number of novel classes. Additionally, we adapt two unsupervised clustering algorithms (k-means and Spectral Clustering) to leverage the knowledge of the known classes. Extensive experiments are conducted on 7 tabular datasets and demonstrate the effectiveness of the proposed method and hyperparameter tuning process, and show that the NCD problem can be solved without relying on knowledge from the novel classes.

The design of modern recommender systems relies on understanding which parts of the feature space are relevant for solving a given recommendation task. However, real-world data sets in this domain are often characterized by their large size, sparsity, and noise, making it challenging to identify meaningful signals. Feature ranking represents an efficient branch of algorithms that can help address these challenges by identifying the most informative features and facilitating the automated search for more compact and better-performing models (AutoML). We introduce OutRank, a system for versatile feature ranking and data quality-related anomaly detection. OutRank was built with categorical data in mind, utilizing a variant of mutual information that is normalized with regard to the noise produced by features of the same cardinality. We further extend the similarity measure by incorporating information on feature similarity and combined relevance. The proposed approach's feasibility is demonstrated by speeding up the state-of-the-art AutoML system on a synthetic data set with no performance loss. Furthermore, we considered a real-life click-through-rate prediction data set where it outperformed strong baselines such as random forest-based approaches. The proposed approach enables exploration of up to 300% larger feature spaces compared to AutoML-only approaches, enabling faster search for better models on off-the-shelf hardware.

Real-world scenarios are usually accompanied by continuously appearing classes with scare labeled samples, which require the machine learning model to incrementally learn new classes and maintain the knowledge of base classes. In this Few-Shot Class-Incremental Learning (FSCIL) scenario, existing methods either introduce extra learnable components or rely on a frozen feature extractor to mitigate catastrophic forgetting and overfitting problems. However, we find a tendency for existing methods to misclassify the samples of new classes into base classes, which leads to the poor performance of new classes. In other words, the strong discriminability of base classes distracts the classification of new classes. To figure out this intriguing phenomenon, we observe that although the feature extractor is only trained on base classes, it can surprisingly represent the semantic similarity between the base and unseen new classes. Building upon these analyses, we propose a simple yet effective Training-frEE calibratioN (TEEN) strategy to enhance the discriminability of new classes by fusing the new prototypes (i.e., mean features of a class) with weighted base prototypes. In addition to standard benchmarks in FSCIL, TEEN demonstrates remarkable performance and consistent improvements over baseline methods in the few-shot learning scenario. Code is available at: https://github.com/wangkiw/TEEN

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

Click-through rate prediction is one of the core tasks in commercial recommender systems. It aims to predict the probability of a user clicking a particular item given user and item features. As feature interactions bring in non-linearity, they are widely adopted to improve the performance of CTR prediction models. Therefore, effectively modelling feature interactions has attracted much attention in both the research and industry field. The current approaches can generally be categorized into three classes: (1) na\"ive methods, which do not model feature interactions and only use original features; (2) memorized methods, which memorize feature interactions by explicitly viewing them as new features and assigning trainable embeddings; (3) factorized methods, which learn latent vectors for original features and implicitly model feature interactions through factorization functions. Studies have shown that modelling feature interactions by one of these methods alone are suboptimal due to the unique characteristics of different feature interactions. To address this issue, we first propose a general framework called OptInter which finds the most suitable modelling method for each feature interaction. Different state-of-the-art deep CTR models can be viewed as instances of OptInter. To realize the functionality of OptInter, we also introduce a learning algorithm that automatically searches for the optimal modelling method. We conduct extensive experiments on four large datasets. Our experiments show that OptInter improves the best performed state-of-the-art baseline deep CTR models by up to 2.21%. Compared to the memorized method, which also outperforms baselines, we reduce up to 91% parameters. In addition, we conduct several ablation studies to investigate the influence of different components of OptInter. Finally, we provide interpretable discussions on the results of OptInter.

In-context learning is a promising paradigm that utilizes in-context examples as prompts for the predictions of large language models. These prompts are crucial for achieving strong performance. However, since the prompts need to be sampled from a large volume of annotated examples, finding the right prompt may result in high annotation costs. To address this challenge, this paper introduces an influence-driven selective annotation method that aims to minimize annotation costs while improving the quality of in-context examples. The essence of our method is to select a pivotal subset from a large-scale unlabeled data pool to annotate for the subsequent sampling of prompts. Specifically, a directed graph is first constructed to represent unlabeled data. Afterward, the influence of candidate unlabeled subsets is quantified with a diffusion process. A simple yet effective greedy algorithm for unlabeled data selection is lastly introduced. It iteratively selects the data if it provides a maximum marginal gain with respect to quantified influence. Compared with previous efforts on selective annotations, our influence-driven method works in an end-to-end manner, avoids an intractable explicit balance between data diversity and representativeness, and enjoys theoretical support. Experiments confirm the superiority of the proposed method on various benchmarks, achieving better performance under lower time consumption during subset selection. The project page is available at https://skzhang1.github.io/IDEAL/.

In this research. we analyze the potential of Feature Density (HD) as a way to comparatively estimate machine learning (ML) classifier performance prior to training. The goal of the study is to aid in solving the problem of resource-intensive training of ML models which is becoming a serious issue due to continuously increasing dataset sizes and the ever rising popularity of Deep Neural Networks (DNN). The issue of constantly increasing demands for more powerful computational resources is also affecting the environment, as training large-scale ML models are causing alarmingly-growing amounts of CO2, emissions. Our approach 1s to optimize the resource-intensive training of ML models for Natural Language Processing to reduce the number of required experiments iterations. We expand on previous attempts on improving classifier training efficiency with FD while also providing an insight to the effectiveness of various linguistically-backed feature preprocessing methods for dialog classification, specifically cyberbullying detection.

A central notion in practical and theoretical machine learning is that of a weak learner, classifiers that achieve better-than-random performance (on any given distribution over data), even by a small margin. Such weak learners form the practical basis for canonical machine learning methods such as boosting. In this work, we illustrate that prompt-based large language models can operate effectively as said weak learners. Specifically, we illustrate the use of a large language model (LLM) as a weak learner in a boosting algorithm applied to tabular data. We show that by providing (properly sampled according to the distribution of interest) text descriptions of tabular data samples, LLMs can produce a summary of the samples that serves as a template for classification and achieves the aim of acting as a weak learner on this task. We incorporate these models into a boosting approach, which in some settings can leverage the knowledge within the LLM to outperform traditional tree-based boosting. The model outperforms both few-shot learning and occasionally even more involved fine-tuning procedures, particularly for tasks involving small numbers of data points. The results illustrate the potential for prompt-based LLMs to function not just as few-shot learners themselves, but as components of larger machine learning pipelines.

The training of large language models (LLMs) is expensive. In this paper, we study data-efficient approaches for pre-training LLMs, i.e., techniques that aim to optimize the Pareto frontier of model quality and training resource/data consumption. We seek to understand the tradeoffs associated with data selection routines based on (i) expensive-to-compute data-quality estimates, and (ii) maximization of coverage and diversity-based measures in the feature space. Our first technique, Ask-LLM, leverages the zero-shot reasoning capabilities of instruction-tuned LLMs to directly assess the quality of a training example. To target coverage, we propose Density sampling, which models the data distribution to select a diverse sample. In our comparison of 19 samplers, involving hundreds of evaluation tasks and pre-training runs, we find that Ask-LLM and Density are the best methods in their respective categories. Coverage sampling can recover the performance of the full data, while models trained on Ask-LLM data consistently outperform full-data training -- even when we reject 90% of the original dataset, while converging up to 70% faster.

In domains with high stakes such as law, recruitment, and healthcare, learning models frequently rely on sensitive user data for inference, necessitating the complete set of features. This not only poses significant privacy risks for individuals but also demands substantial human effort from organizations to verify information accuracy. This paper asks whether it is necessary to use all input features for accurate predictions at inference time. The paper demonstrates that, in a personalized setting, individuals may only need to disclose a small subset of their features without compromising decision-making accuracy. The paper also provides an efficient sequential algorithm to determine the appropriate attributes for each individual to provide. Evaluations across various learning tasks show that individuals can potentially report as little as 10\% of their information while maintaining the same accuracy level as a model that employs the full set of user information.

Factual consistency evaluation is often conducted using Natural Language Inference (NLI) models, yet these models exhibit limited success in evaluating summaries. Previous work improved such models with synthetic training data. However, the data is typically based on perturbed human-written summaries, which often differ in their characteristics from real model-generated summaries and have limited coverage of possible factual errors. Alternatively, large language models (LLMs) have recently shown promising results in directly evaluating generative tasks, but are too computationally expensive for practical use. Motivated by these limitations, we introduce TrueTeacher, a method for generating synthetic data by annotating diverse model-generated summaries using a LLM. Unlike prior work, TrueTeacher does not rely on human-written summaries, and is multilingual by nature. Experiments on the TRUE benchmark show that a student model trained using our data, substantially outperforms both the state-of-the-art model with similar capacity, and the LLM teacher. In a systematic study, we compare TrueTeacher to existing synthetic data generation methods and demonstrate its superiority and robustness to domain-shift. Using the the mFACE dataset, we also show that our method generalizes to multilingual scenarios. Finally, we release a large-scale synthetic dataset with 1.4M examples generated using TrueTeacher.

In-context learning (ICL), the ability of large language models to perform novel tasks by conditioning on a prompt with a few task examples, requires these examples to be informative about the test instance. The standard approach of independently ranking and selecting the most similar examples selects redundant examples while omitting important information. In this work, we show that BERTScore-Recall (BSR) selects better examples that demonstrate more of the salient aspects, e.g. reasoning patterns, of the test input. We further extend BSR and many standard metrics to easily optimizable set-level metrics, giving still better coverage of those salient aspects. On 15 datasets spanning 6 tasks and with 7 diverse LLMs, we show that (1) BSR is the superior metric for in-context example selection across the board, and (2) for compositional tasks, set selection using Set-BSR outperforms independent ranking by up to 17 points on average and, despite being training-free, surpasses methods that leverage task or LLM-specific training.

Prompt-based classifiers are an attractive approach for zero-shot classification. However, the precise choice of the prompt template and label words can largely influence performance, with semantically equivalent settings often showing notable performance difference. This discrepancy can be partly attributed to word biases, where the classifier may be biased towards classes. To address this problem, it is possible to optimise classification thresholds on a labelled data set, however, this mitigates some of the advantages of prompt-based classifiers. This paper instead approaches this problem by examining the expected marginal probabilities of the classes. Here, probabilities are reweighted to have a uniform prior over classes, in an unsupervised fashion. Further, we draw a theoretical connection between the class priors and the language models' word prior, and offer the ability to set a threshold in a zero-resource fashion. We show that matching class priors correlates strongly with the oracle upper bound performance and demonstrate large consistent performance gains for prompt settings over a range of NLP tasks.

What sorts of structure might enable a learner to discover classes from unlabeled data? Traditional approaches rely on feature-space similarity and heroic assumptions on the data. In this paper, we introduce unsupervised learning under Latent Label Shift (LLS), where we have access to unlabeled data from multiple domains such that the label marginals p_d(y) can shift across domains but the class conditionals p(x|y) do not. This work instantiates a new principle for identifying classes: elements that shift together group together. For finite input spaces, we establish an isomorphism between LLS and topic modeling: inputs correspond to words, domains to documents, and labels to topics. Addressing continuous data, we prove that when each label's support contains a separable region, analogous to an anchor word, oracle access to p(d|x) suffices to identify p_d(y) and p_d(y|x) up to permutation. Thus motivated, we introduce a practical algorithm that leverages domain-discriminative models as follows: (i) push examples through domain discriminator p(d|x); (ii) discretize the data by clustering examples in p(d|x) space; (iii) perform non-negative matrix factorization on the discrete data; (iv) combine the recovered p(y|d) with the discriminator outputs p(d|x) to compute p_d(y|x) ; forall d. With semi-synthetic experiments, we show that our algorithm can leverage domain information to improve upon competitive unsupervised classification methods. We reveal a failure mode of standard unsupervised classification methods when feature-space similarity does not indicate true groupings, and show empirically that our method better handles this case. Our results establish a deep connection between distribution shift and topic modeling, opening promising lines for future work.

We aim to select data subsets for the fine-tuning of large language models to more effectively follow instructions. Prior work has emphasized the importance of diversity in dataset curation but relied on heuristics such as the number of tasks. In this paper, we use determinantal point processes to capture the diversity and quality of instruction tuning datasets for subset selection. We propose to measure dataset diversity with log determinant distance that is the distance between the dataset of interest and a maximally diverse reference dataset. Our experiments demonstrate that the proposed diversity measure in the normalized weight gradient space is correlated with downstream instruction-following performance. Consequently, it can be used to inform when data selection is the most helpful and to analyze dataset curation strategies. We demonstrate the utility of our approach on various instruction tuning datasets.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Data selection is of great significance in pre-training large language models, given the variation in quality within the large-scale available training corpora. To achieve this, researchers are currently investigating the use of data influence to measure the importance of data instances, i.e., a high influence score indicates that incorporating this instance to the training set is likely to enhance the model performance. Consequently, they select the top-k instances with the highest scores. However, this approach has several limitations. (1) Computing the influence of all available data is time-consuming. (2) The selected data instances are not diverse enough, which may hinder the pre-trained model's ability to generalize effectively to various downstream tasks. In this paper, we introduce Quad, a data selection approach that considers both quality and diversity by using data influence to achieve state-of-the-art pre-training results. In particular, noting that attention layers capture extensive semantic details, we have adapted the accelerated iHVP computation methods for attention layers, enhancing our ability to evaluate the influence of data, i.e., its quality. For the diversity, Quad clusters the dataset into similar data instances within each cluster and diverse instances across different clusters. For each cluster, if we opt to select data from it, we take some samples to evaluate the influence to prevent processing all instances. To determine which clusters to select, we utilize the classic Multi-Armed Bandit method, treating each cluster as an arm. This approach favors clusters with highly influential instances (ensuring high quality) or clusters that have been selected less frequently (ensuring diversity), thereby well balancing between quality and diversity.

Prompt-based fine-tuning has become an essential method for eliciting information encoded in pre-trained language models for a variety of tasks, including text classification. For multi-class classification tasks, prompt-based fine-tuning under low-resource scenarios has resulted in performance levels comparable to those of fully fine-tuning methods. Previous studies have used crafted prompt templates and verbalizers, mapping from the label terms space to the class space, to solve the classification problem as a masked language modeling task. However, cross-domain and fine-grained prompt-based fine-tuning with an automatically enriched verbalizer remains unexplored, mainly due to the difficulty and costs of manually selecting domain label terms for the verbalizer, which requires humans with domain expertise. To address this challenge, we introduce SciPrompt, a framework designed to automatically retrieve scientific topic-related terms for low-resource text classification tasks. To this end, we select semantically correlated and domain-specific label terms within the context of scientific literature for verbalizer augmentation. Furthermore, we propose a new verbalization strategy that uses correlation scores as additional weights to enhance the prediction performance of the language model during model tuning. Our method outperforms state-of-the-art, prompt-based fine-tuning methods on scientific text classification tasks under few and zero-shot settings, especially in classifying fine-grained and emerging scientific topics.

By compressing diverse narratives, LLMs go beyond memorization, achieving intelligence by capturing generalizable causal relationships. However, they suffer from local 'representation gaps' due to insufficient training data diversity, limiting their real-world utility, especially in tasks requiring strict alignment to rules. Traditional alignment methods relying on heavy human annotations are inefficient and unscalable. Recent self-alignment techniques also fall short, as they often depend on self-selection based prompting and memorization-based learning. To address these issues, we introduce Iterative Graph Alignment (IGA), an annotation-free rule-based alignment algorithm. A teacher model (VLM) employs Iterative Graph Prompting (IGP) to create logical graphs and reference answers. The student model (LLM) identifies local knowledge gaps by attempting to align its responses with these references, collaborating with helper models to generate diverse answers. These aligned responses are then used for iterative supervised fine-tuning (SFT). Our evaluations across five rule-based scenarios demonstrate IGP's effectiveness, with a 73.12\% alignment improvement in Claude Sonnet 3.5, and Llama3-8B-Instruct achieving an 86.20\% improvement, outperforming Claude Sonnet 3.5 in rule-based alignment.

The cultivation of expertise for large language models (LLMs) to solve tasks of specific areas often requires special-purpose tuning with calibrated behaviors on the expected stable outputs. To avoid huge cost brought by manual preparation of instruction datasets and training resources up to hundreds of hours, the exploitation of open knowledge including a wealth of low rank adaptation (LoRA) models and instruction datasets serves as a good starting point. However, existing methods on model and data selection focus on the performance of general-purpose capabilities while neglecting the knowledge gap exposed in domain-specific deployment. In the present study, we propose to bridge such gap by introducing few human-annotated samples (i.e., K-shot) for advancing task expertise of LLMs with open knowledge. Specifically, we develop an efficient and scalable pipeline to cost-efficiently produce task experts where K-shot data intervene in selecting the most promising expert candidates and the task-relevant instructions. A mixture-of-expert (MoE) system is built to make the best use of individual-yet-complementary knowledge between multiple experts. We unveil the two keys to the success of a MoE system, 1) the abidance by K-shot, and 2) the insistence on diversity. For the former, we ensure that models that truly possess problem-solving abilities on K-shot are selected rather than those blind guessers. Besides, during data selection, instructions that share task-relevant contexts with K-shot are prioritized. For the latter, we highlight the diversity of constituting experts and that of the fine-tuning instructions throughout the model and data selection process. Extensive experimental results confirm the superiority of our approach over existing methods on utilization of open knowledge across various tasks. Codes and models will be released later.

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

Although supervised finetuning (SFT) has emerged as an essential technique to align large language models with humans, it is considered superficial, with style learning being its nature. At the same time, recent works indicate the importance of data selection for SFT, showing that finetuning with high-quality and diverse subsets of the original dataset leads to superior downstream performance. In this work, we rethink the intuition behind data selection for SFT. Considering SFT is superficial, we propose that essential demonstrations for SFT should focus on reflecting human-like interactions instead of data quality or diversity. However, it is not straightforward to directly assess to what extent a demonstration reflects human styles. Towards an initial attempt in this direction, we find selecting instances with long responses is surprisingly more effective for SFT than utilizing full datasets or instances selected based on quality and diversity. We hypothesize that such a simple heuristic implicitly mimics a crucial aspect of human-style conversation: detailed responses are usually more helpful.

Recent research has shown that smaller language models can acquire substantial reasoning abilities when fine-tuned with reasoning exemplars crafted by a significantly larger teacher model. We explore this paradigm for the financial domain, focusing on the challenge of answering questions that require multi-hop numerical reasoning over financial texts. We assess the performance of several smaller models that have been fine-tuned to generate programs that encode the required financial reasoning and calculations. Our findings demonstrate that these fine-tuned smaller models approach the performance of the teacher model. To provide a granular analysis of model performance, we propose an approach to investigate the specific student model capabilities that are enhanced by fine-tuning. Our empirical analysis indicates that fine-tuning refines the student models ability to express and apply the required financial concepts along with adapting the entity extraction for the specific data format. In addition, we hypothesize and demonstrate that comparable financial reasoning capability can be induced using relatively smaller datasets.

We study the effectiveness of Feature Density (FD) using different linguistically-backed feature preprocessing methods in order to estimate dataset complexity, which in turn is used to comparatively estimate the potential performance of machine learning (ML) classifiers prior to any training. We hypothesise that estimating dataset complexity allows for the reduction of the number of required experiments iterations. This way we can optimize the resource-intensive training of ML models which is becoming a serious issue due to the increases in available dataset sizes and the ever rising popularity of models based on Deep Neural Networks (DNN). The problem of constantly increasing needs for more powerful computational resources is also affecting the environment due to alarmingly-growing amount of CO2 emissions caused by training of large-scale ML models. The research was conducted on multiple datasets, including popular datasets, such as Yelp business review dataset used for training typical sentiment analysis models, as well as more recent datasets trying to tackle the problem of cyberbullying, which, being a serious social problem, is also a much more sophisticated problem form the point of view of linguistic representation. We use cyberbullying datasets collected for multiple languages, namely English, Japanese and Polish. The difference in linguistic complexity of datasets allows us to additionally discuss the efficacy of linguistically-backed word preprocessing.

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.

While the current state-of-the-art dense retrieval models exhibit strong out-of-domain generalization, they might fail to capture nuanced domain-specific knowledge. In principle, fine-tuning these models for specialized retrieval tasks should yield higher effectiveness than relying on a one-size-fits-all model, but in practice, results can disappoint. We show that standard fine-tuning methods using an InfoNCE loss can unexpectedly degrade effectiveness rather than improve it, even for domain-specific scenarios. This holds true even when applying widely adopted techniques such as hard-negative mining and negative de-noising. To address this, we explore a training strategy that uses listwise distillation from a teacher cross-encoder, leveraging rich relevance signals to fine-tune the retriever. We further explore synthetic query generation using large language models. Through listwise distillation and training with a diverse set of queries ranging from natural user searches and factual claims to keyword-based queries, we achieve consistent effectiveness gains across multiple datasets. Our results also reveal that synthetic queries can rival human-written queries in training utility. However, we also identify limitations, particularly in the effectiveness of cross-encoder teachers as a bottleneck. We release our code and scripts to encourage further research.

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

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

Pretraining data selection has the potential to improve language model pretraining efficiency by utilizing higher-quality data from massive web data corpora. Current data selection methods, which rely on either hand-crafted rules or larger reference models, are conducted statically and do not capture the evolving data preferences during pretraining. In this paper, we introduce model-aware data selection with data influence models (MATES), where a data influence model continuously adapts to the evolving data preferences of the pretraining model and then selects the data most effective for the current pretraining progress. Specifically, we fine-tune a small data influence model to approximate oracle data preference signals collected by locally probing the pretraining model and to select data accordingly for the next pretraining stage. Experiments on Pythia and the C4 dataset demonstrate that MATES significantly outperforms random data selection on extensive downstream tasks in both zero- and few-shot settings. It doubles the gains achieved by recent data selection approaches that leverage larger reference models and reduces the total FLOPs required to reach certain performances by half. Further analysis validates the ever-changing data preferences of pretraining models and the effectiveness of our data influence models to capture them. Our code is open-sourced at https://github.com/cxcscmu/MATES.

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

Knowledge Distillation (KD) is a model-agnostic technique to improve model quality while having a fixed capacity budget. It is a commonly used technique for model compression, where a larger capacity teacher model with better quality is used to train a more compact student model with better inference efficiency. Through distillation, one hopes to benefit from student's compactness, without sacrificing too much on model quality. Despite the large success of knowledge distillation, better understanding of how it benefits student model's training dynamics remains under-explored. In this paper, we categorize teacher's knowledge into three hierarchical levels and study its effects on knowledge distillation: (1) knowledge of the `universe', where KD brings a regularization effect through label smoothing; (2) domain knowledge, where teacher injects class relationships prior to student's logit layer geometry; and (3) instance specific knowledge, where teacher rescales student model's per-instance gradients based on its measurement on the event difficulty. Using systematic analyses and extensive empirical studies on both synthetic and real-world datasets, we confirm that the aforementioned three factors play a major role in knowledge distillation. Furthermore, based on our findings, we diagnose some of the failure cases of applying KD from recent studies.

Latent factor models are the driving forces of the state-of-the-art recommender systems, with an important insight of vectorizing raw input features into dense embeddings. The dimensions of different feature embeddings are often set to a same value empirically, which limits the predictive performance of latent factor models. Existing works have proposed heuristic or reinforcement learning-based methods to search for mixed feature embedding dimensions. For efficiency concern, these methods typically choose embedding dimensions from a restricted set of candidate dimensions. However, this restriction will hurt the flexibility of dimension selection, leading to suboptimal performance of search results. In this paper, we propose Differentiable Neural Input Search (DNIS), a method that searches for mixed feature embedding dimensions in a more flexible space through continuous relaxation and differentiable optimization. The key idea is to introduce a soft selection layer that controls the significance of each embedding dimension, and optimize this layer according to model's validation performance. DNIS is model-agnostic and thus can be seamlessly incorporated with existing latent factor models for recommendation. We conduct experiments with various architectures of latent factor models on three public real-world datasets for rating prediction, Click-Through-Rate (CTR) prediction, and top-k item recommendation. The results demonstrate that our method achieves the best predictive performance compared with existing neural input search approaches with fewer embedding parameters and less time cost.

We show that existing unsupervised methods on large language model (LLM) activations do not discover knowledge -- instead they seem to discover whatever feature of the activations is most prominent. The idea behind unsupervised knowledge elicitation is that knowledge satisfies a consistency structure, which can be used to discover knowledge. We first prove theoretically that arbitrary features (not just knowledge) satisfy the consistency structure of a particular leading unsupervised knowledge-elicitation method, contrast-consistent search (Burns et al. - arXiv:2212.03827). We then present a series of experiments showing settings in which unsupervised methods result in classifiers that do not predict knowledge, but instead predict a different prominent feature. We conclude that existing unsupervised methods for discovering latent knowledge are insufficient, and we contribute sanity checks to apply to evaluating future knowledge elicitation methods. Conceptually, we hypothesise that the identification issues explored here, e.g. distinguishing a model's knowledge from that of a simulated character's, will persist for future unsupervised methods.

Feature attribution methods identify which features of an input most influence a model's output. Most widely-used feature attribution methods (such as SHAP, LIME, and Grad-CAM) are "class-dependent" methods in that they generate a feature attribution vector as a function of class. In this work, we demonstrate that class-dependent methods can "leak" information about the selected class, making that class appear more likely than it is. Thus, an end user runs the risk of drawing false conclusions when interpreting an explanation generated by a class-dependent method. In contrast, we introduce "distribution-aware" methods, which favor explanations that keep the label's distribution close to its distribution given all features of the input. We introduce SHAP-KL and FastSHAP-KL, two baseline distribution-aware methods that compute Shapley values. Finally, we perform a comprehensive evaluation of seven class-dependent and three distribution-aware methods on three clinical datasets of different high-dimensional data types: images, biosignals, and text.

We develop a rigorous mathematical analysis of zero-shot learning with attributes. In this setting, the goal is to label novel classes with no training data, only detectors for attributes and a description of how those attributes are correlated with the target classes, called the class-attribute matrix. We develop the first non-trivial lower bound on the worst-case error of the best map from attributes to classes for this setting, even with perfect attribute detectors. The lower bound characterizes the theoretical intrinsic difficulty of the zero-shot problem based on the available information -- the class-attribute matrix -- and the bound is practically computable from it. Our lower bound is tight, as we show that we can always find a randomized map from attributes to classes whose expected error is upper bounded by the value of the lower bound. We show that our analysis can be predictive of how standard zero-shot methods behave in practice, including which classes will likely be confused with others.

Data organized in tabular format is ubiquitous in real-world applications, and users often craft tables with biased feature definitions and flexibly set prediction targets of their interests. Thus, a rapid development of a robust, effective, dataset-versatile, user-friendly tabular prediction approach is highly desired. While Gradient Boosting Decision Trees (GBDTs) and existing deep neural networks (DNNs) have been extensively utilized by professional users, they present several challenges for casual users, particularly: (i) the dilemma of model selection due to their different dataset preferences, and (ii) the need for heavy hyperparameter searching, failing which their performances are deemed inadequate. In this paper, we delve into this question: Can we develop a deep learning model that serves as a "sure bet" solution for a wide range of tabular prediction tasks, while also being user-friendly for casual users? We delve into three key drawbacks of deep tabular models, encompassing: (P1) lack of rotational variance property, (P2) large data demand, and (P3) over-smooth solution. We propose ExcelFormer, addressing these challenges through a semi-permeable attention module that effectively constrains the influence of less informative features to break the DNNs' rotational invariance property (for P1), data augmentation approaches tailored for tabular data (for P2), and attentive feedforward network to boost the model fitting capability (for P3). These designs collectively make ExcelFormer a "sure bet" solution for diverse tabular datasets. Extensive and stratified experiments conducted on real-world datasets demonstrate that our model outperforms previous approaches across diverse tabular data prediction tasks, and this framework can be friendly to casual users, offering ease of use without the heavy hyperparameter tuning.

Supervised fine-tuning (SFT) is crucial for aligning Large Language Models (LLMs) with human instructions. The primary goal during SFT is to select a small yet representative subset of training data from the larger pool, such that fine-tuning with this subset achieves results comparable to or even exceeding those obtained using the entire dataset. However, most existing data selection techniques are designed for small-scale data pools, which fail to meet the demands of real-world SFT scenarios. In this paper, we replicated several self-scoring methods those that do not rely on external model assistance on two million scale datasets, and found that nearly all methods struggled to significantly outperform random selection when dealing with such large-scale data pools. Moreover, our comparisons suggest that, during SFT, diversity in data selection is more critical than simply focusing on high quality data. We also analyzed the limitations of several current approaches, explaining why they perform poorly on large-scale datasets and why they are unsuitable for such contexts. Finally, we found that filtering data by token length offers a stable and efficient method for improving results. This approach, particularly when training on long text data, proves highly beneficial for relatively weaker base models, such as Llama3.

This paper summarizes our work on the first track of the ninth Dialog System Technology Challenge (DSTC 9), "Beyond Domain APIs: Task-oriented Conversational Modeling with Unstructured Knowledge Access". The goal of the task is to generate responses to user turns in a task-oriented dialog that require knowledge from unstructured documents. The task is divided into three subtasks: detection, selection and generation. In order to be compute efficient, we formulate the selection problem in terms of hierarchical classification steps. We achieve our best results with this model. Alternatively, we employ siamese sequence embedding models, referred to as Dense Knowledge Retrieval, to retrieve relevant documents. This method further reduces the computation time by a factor of more than 100x at the cost of degradation in R@1 of 5-6% compared to the first model. Then for either approach, we use Retrieval Augmented Generation to generate responses based on multiple selected snippets and we show how the method can be used to fine-tune trained embeddings.

In an educational setting, an estimate of the difficulty of multiple-choice questions (MCQs), a commonly used strategy to assess learning progress, constitutes very useful information for both teachers and students. Since human assessment is costly from multiple points of view, automatic approaches to MCQ item difficulty estimation are investigated, yielding however mixed success until now. Our approach to this problem takes a different angle from previous work: asking various Large Language Models to tackle the questions included in two different MCQ datasets, we leverage model uncertainty to estimate item difficulty. By using both model uncertainty features as well as textual features in a Random Forest regressor, we show that uncertainty features contribute substantially to difficulty prediction, where difficulty is inversely proportional to the number of students who can correctly answer a question. In addition to showing the value of our approach, we also observe that our model achieves state-of-the-art results on the BEA publicly available dataset.

Selecting high-quality data for pre-training is crucial in shaping the downstream task performance of language models. A major challenge lies in identifying this optimal subset, a problem generally considered intractable, thus necessitating scalable and effective heuristics. In this work, we propose a data selection method, CoLoR-Filter (Conditional Loss Reduction Filtering), which leverages an empirical Bayes-inspired approach to derive a simple and computationally efficient selection criterion based on the relative loss values of two auxiliary models. In addition to the modeling rationale, we evaluate CoLoR-Filter empirically on two language modeling tasks: (1) selecting data from C4 for domain adaptation to evaluation on Books and (2) selecting data from C4 for a suite of downstream multiple-choice question answering tasks. We demonstrate favorable scaling both as we subselect more aggressively and using small auxiliary models to select data for large target models. As one headline result, CoLoR-Filter data selected using a pair of 150m parameter auxiliary models can train a 1.2b parameter target model to match a 1.2b parameter model trained on 25b randomly selected tokens with 25x less data for Books and 11x less data for the downstream tasks. Code: https://github.com/davidbrandfonbrener/color-filter-olmo Filtered data: https://huggingface.co/datasets/davidbrandfonbrener/color-filtered-c4

Multivariate time series classification (MTSC) has attracted significant research attention due to its diverse real-world applications. Recently, exploiting transformers for MTSC has achieved state-of-the-art performance. However, existing methods focus on generic features, providing a comprehensive understanding of data, but they ignore class-specific features crucial for learning the representative characteristics of each class. This leads to poor performance in the case of imbalanced datasets or datasets with similar overall patterns but differing in minor class-specific details. In this paper, we propose a novel Shapelet Transformer (ShapeFormer), which comprises class-specific and generic transformer modules to capture both of these features. In the class-specific module, we introduce the discovery method to extract the discriminative subsequences of each class (i.e. shapelets) from the training set. We then propose a Shapelet Filter to learn the difference features between these shapelets and the input time series. We found that the difference feature for each shapelet contains important class-specific features, as it shows a significant distinction between its class and others. In the generic module, convolution filters are used to extract generic features that contain information to distinguish among all classes. For each module, we employ the transformer encoder to capture the correlation between their features. As a result, the combination of two transformer modules allows our model to exploit the power of both types of features, thereby enhancing the classification performance. Our experiments on 30 UEA MTSC datasets demonstrate that ShapeFormer has achieved the highest accuracy ranking compared to state-of-the-art methods. The code is available at https://github.com/xuanmay2701/shapeformer.

In this paper, we present a general scheme for building reproducible and extensible datasets for website phishing detection. The aim is to (1) enable comparison of systems using different features, (2) overtake the short-lived nature of phishing websites, and (3) keep track of the evolution of phishing tactics. For experimenting the proposed scheme, we start by adopting a refined classification of website phishing features and we systematically select a total of 87 commonly recognized ones, we classify them, and we made them subjects for relevance and runtime analysis. We use the collected set of features to build a dataset in light of the proposed scheme. Thereafter, we use a conceptual replication approach to check the genericity of former findings for the built dataset. Specifically, we evaluate the performance of classifiers on individual classes and on combinations of classes, we investigate different combinations of models, and we explore the effects of filter and wrapper methods on the selection of discriminative features. The results show that Random Forest is the most predictive classifier. Features gathered from external services are found the most discriminative where features extracted from web page contents are found less distinguishing. Besides external service based features, some web page content features are found time consuming and not suitable for runtime detection. The use of hybrid features provided the best accuracy score of 96.61%. By investigating different feature selection methods, filter-based ranking together with incremental removal of less important features improved the performance up to 96.83% better than wrapper methods.

Creating Automatic Speech Recognition (ASR) systems that are robust and resilient to classroom conditions is paramount to the development of AI tools to aid teachers and students. In this work, we study the efficacy of continued pretraining (CPT) in adapting Wav2vec2.0 to the classroom domain. We show that CPT is a powerful tool in that regard and reduces the Word Error Rate (WER) of Wav2vec2.0-based models by upwards of 10%. More specifically, CPT improves the model's robustness to different noises, microphones and classroom conditions.

It is believed that in knowledge distillation (KD), the role of the teacher is to provide an estimate for the unknown Bayes conditional probability distribution (BCPD) to be used in the student training process. Conventionally, this estimate is obtained by training the teacher using maximum log-likelihood (MLL) method. To improve this estimate for KD, in this paper we introduce the concept of conditional mutual information (CMI) into the estimation of BCPD and propose a novel estimator called the maximum CMI (MCMI) method. Specifically, in MCMI estimation, both the log-likelihood and CMI of the teacher are simultaneously maximized when the teacher is trained. Through Eigen-CAM, it is further shown that maximizing the teacher's CMI value allows the teacher to capture more contextual information in an image cluster. Via conducting a thorough set of experiments, we show that by employing a teacher trained via MCMI estimation rather than one trained via MLL estimation in various state-of-the-art KD frameworks, the student's classification accuracy consistently increases, with the gain of up to 3.32\%. This suggests that the teacher's BCPD estimate provided by MCMI method is more accurate than that provided by MLL method. In addition, we show that such improvements in the student's accuracy are more drastic in zero-shot and few-shot settings. Notably, the student's accuracy increases with the gain of up to 5.72\% when 5\% of the training samples are available to the student (few-shot), and increases from 0\% to as high as 84\% for an omitted class (zero-shot). The code is available at https://github.com/iclr2024mcmi/ICLRMCMI.

In this paper, we aim to generate text classification data given arbitrary class definitions (i.e., user instruction), so one can train a small text classifier without any human annotation or raw corpus. Compared with pioneer attempts, our proposed Incubator is the first framework that can handle complicated and even mutually dependent classes (e.g., "TED Talk given by Educator" and "Other"). Specifically, Incubator is an LLM firstly tuned on the instruction-to-data mappings that we obtained from classification datasets and descriptions on HuggingFace together with in-context augmentation by GPT-4. We then refine Incubator by learning on the cluster centers of semantic textual embeddings to emphasize the uniformity and semantic diversity in generations. We compare Incubator on various classification tasks with strong baselines such as direct LLM-based inference and training data generation by prompt engineering. Experiments show Incubator is able to (1) perform well on traditional benchmarks, (2) take label dependency and user preference into consideration, and (3) enable logical text mining by incubating multiple classifiers.

Instruction tuning has been widely adopted to ensure large language models (LLMs) follow user instructions effectively. The resulting instruction-following capabilities of LLMs heavily rely on the instruction datasets used for tuning. Recently, synthetic instruction datasets have emerged as an economically viable solution to provide LLMs diverse and high-quality instructions. However, existing approaches typically assume that larger or stronger models are stronger teachers for instruction tuning, and hence simply adopt these models as response generators to the synthetic instructions. In this paper, we challenge this commonly-adopted assumption. Our extensive experiments across five base models and twenty response generators reveal that larger and stronger models are not necessarily stronger teachers of smaller models. We refer to this phenomenon as the Larger Models' Paradox. We observe that existing metrics cannot precisely predict the effectiveness of response generators since they ignore the compatibility between teachers and base models being fine-tuned. We thus develop a novel metric, named as Compatibility-Adjusted Reward (CAR) to measure the effectiveness of response generators. Our experiments across five base models demonstrate that CAR outperforms almost all baselines.

In recent years, knowledge distillation has been proved to be an effective solution for model compression. This approach can make lightweight student models acquire the knowledge extracted from cumbersome teacher models. However, previous distillation methods of detection have weak generalization for different detection frameworks and rely heavily on ground truth (GT), ignoring the valuable relation information between instances. Thus, we propose a novel distillation method for detection tasks based on discriminative instances without considering the positive or negative distinguished by GT, which is called general instance distillation (GID). Our approach contains a general instance selection module (GISM) to make full use of feature-based, relation-based and response-based knowledge for distillation. Extensive results demonstrate that the student model achieves significant AP improvement and even outperforms the teacher in various detection frameworks. Specifically, RetinaNet with ResNet-50 achieves 39.1% in mAP with GID on COCO dataset, which surpasses the baseline 36.2% by 2.9%, and even better than the ResNet-101 based teacher model with 38.1% AP.

The advancement of transformer neural networks has significantly elevated the capabilities of sentence similarity models, particularly in creating effective vector representations of natural language inputs. However, these models face notable challenges in domain-specific contexts, especially in highly specialized scientific sub-fields. Traditional methods often struggle in this regime, either overgeneralizing similarities within a niche or being overly sensitive to minor differences, resulting in inaccurate text classification and subpar vector representation. In an era where retrieval augmentation and search are increasingly crucial, precise and concise numerical representations are essential. In this paper, we target this issue by assembling niche datasets using co-citations as a similarity metric, focusing on biomedical domains. We employ two key strategies for fine-tuning state-of-the-art models: 1. Domain-specific Fine-Tuning, which tailors pretrained models to a single domain, and 2. Universal Applicability with Mixture of Experts (MoE), adapting pretrained models with enforced routing for multiple domains simultaneously. Our training approach emphasizes the use of abstracts for faster training, incorporating Multiple Negative Rankings loss for efficient contrastive learning. Notably, our MoE variants, equipped with N experts, achieve the efficacy of N individual models, heralding a new era of versatile, One-Size-Fits-All transformer networks for various tasks. This methodology marks significant advancements in scientific text classification metrics and holds promise for enhancing vector database search and compilation.

Can a mere next-token predictor faithfully model human intelligence? We crystallize this intuitive concern, which is fragmented in the literature. As a starting point, we argue that the two often-conflated phases of next-token prediction -- autoregressive inference and teacher-forced training -- must be treated distinctly. The popular criticism that errors can compound during autoregressive inference, crucially assumes that teacher-forcing has learned an accurate next-token predictor. This assumption sidesteps a more deep-rooted problem we expose: in certain classes of tasks, teacher-forcing can simply fail to learn an accurate next-token predictor in the first place. We describe a general mechanism of how teacher-forcing can fail, and design a minimal planning task where both the Transformer and the Mamba architecture empirically fail in that manner -- remarkably, despite the task being straightforward to learn. We provide preliminary evidence that this failure can be resolved when training to predict multiple tokens in advance. We hope this finding can ground future debates and inspire explorations beyond the next-token prediction paradigm. We make our code available under https://github.com/gregorbachmann/Next-Token-Failures

This paper proposes a method for the automatic creation of variables (in the case of regression) that complement the information contained in the initial input vector. The method works as a pre-processing step in which the continuous values of the variable to be regressed are discretized into a set of intervals which are then used to define value thresholds. Then classifiers are trained to predict whether the value to be regressed is less than or equal to each of these thresholds. The different outputs of the classifiers are then concatenated in the form of an additional vector of variables that enriches the initial vector of the regression problem. The implemented system can thus be considered as a generic pre-processing tool. We tested the proposed enrichment method with 5 types of regressors and evaluated it in 33 regression datasets. Our experimental results confirm the interest of the approach.

The labor market is changing rapidly, prompting increased interest in the automatic extraction of occupational skills from text. With the advent of English benchmark job description datasets, there is a need for systems that handle their diversity well. We tackle the complexity in occupational skill datasets tasks -- combining and leveraging multiple datasets for skill extraction, to identify rarely observed skills within a dataset, and overcoming the scarcity of skills across datasets. In particular, we investigate the retrieval-augmentation of language models, employing an external datastore for retrieving similar skills in a dataset-unifying manner. Our proposed method, Nearest Neighbor Occupational Skill Extraction (NNOSE) effectively leverages multiple datasets by retrieving neighboring skills from other datasets in the datastore. This improves skill extraction without additional fine-tuning. Crucially, we observe a performance gain in predicting infrequent patterns, with substantial gains of up to 30\% span-F1 in cross-dataset settings.

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

Quality pretraining data is often seen as the key to high-performance language models. However, progress in understanding pretraining data has been slow due to the costly pretraining runs required for data selection experiments. We present a framework that avoids these costs and selects high-quality pretraining data without any LLM training of our own. Our work is based on a simple observation: LLM losses on many pretraining texts are correlated with downstream benchmark performance, and selecting high-correlation documents is an effective pretraining data selection method. We build a new statistical framework for data selection centered around estimates of perplexity-benchmark correlations and perform data selection using a sample of 90 LLMs taken from the Open LLM Leaderboard on texts from tens of thousands of web domains. In controlled pretraining experiments at the 160M parameter scale on 8 benchmarks, our approach outperforms DSIR on every benchmark, while matching the best data selector found in DataComp-LM, a hand-engineered bigram classifier.

Data augmentation techniques are widely used for enhancing the performance of machine learning models by tackling class imbalance issues and data sparsity. State-of-the-art generative language models have been shown to provide significant gains across different NLP tasks. However, their applicability to data augmentation for text classification tasks in few-shot settings have not been fully explored, especially for specialised domains. In this paper, we leverage GPT-2 (Radford A et al, 2019) for generating artificial training instances in order to improve classification performance. Our aim is to analyse the impact the selection process of seed training examples have over the quality of GPT-generated samples and consequently the classifier performance. We perform experiments with several seed selection strategies that, among others, exploit class hierarchical structures and domain expert selection. Our results show that fine-tuning GPT-2 in a handful of label instances leads to consistent classification improvements and outperform competitive baselines. Finally, we show that guiding this process through domain expert selection can lead to further improvements, which opens up interesting research avenues for combining generative models and active learning.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

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

Transfer learning with a small amount of target data is an effective and common approach to adapting a pre-trained model to distribution shifts. In some situations, target data labels may be expensive to obtain, so we may only have access to a limited number of target data points. To make the most of a very small target dataset, we propose a lightweight, sample-efficient approach that learns a diverse set of features and adapts to a target distribution by interpolating these features. Our approach, Project and Probe (Pro^2), first learns a linear projection that maps a pre-trained embedding onto orthogonal directions while being predictive of labels in the source dataset. The goal of this step is to learn a variety of predictive features, so that at least some of them remain useful after distribution shift. Pro^2 then learns a linear classifier on top of these projected features using a small target dataset. Theoretically, we find that Pro^2 results in more sample-efficient generalization by inducing a favorable bias-variance tradeoff. Our experiments on four datasets, with multiple distribution shift settings for each, show that Pro^2 improves performance by 5-15% when given limited target data compared to prior methods such as standard linear probing.

Standard Full-Data classifiers in NLP demand thousands of labeled examples, which is impractical in data-limited domains. Few-shot methods offer an alternative, utilizing contrastive learning techniques that can be effective with as little as 20 examples per class. Similarly, Large Language Models (LLMs) like GPT-4 can perform effectively with just 1-5 examples per class. However, the performance-cost trade-offs of these methods remain underexplored, a critical concern for budget-limited organizations. Our work addresses this gap by studying the aforementioned approaches over the Banking77 financial intent detection dataset, including the evaluation of cutting-edge LLMs by OpenAI, Cohere, and Anthropic in a comprehensive set of few-shot scenarios. We complete the picture with two additional methods: first, a cost-effective querying method for LLMs based on retrieval-augmented generation (RAG), able to reduce operational costs multiple times compared to classic few-shot approaches, and second, a data augmentation method using GPT-4, able to improve performance in data-limited scenarios. Finally, to inspire future research, we provide a human expert's curated subset of Banking77, along with extensive error analysis.

This work focuses on leveraging and selecting from vast, unlabeled, open data to pre-fine-tune a pre-trained language model. The goal is to minimize the need for costly domain-specific data for subsequent fine-tuning while achieving desired performance levels. While many data selection algorithms have been designed for small-scale applications, rendering them unsuitable for our context, some emerging methods do cater to language data scales. However, they often prioritize data that aligns with the target distribution. While this strategy may be effective when training a model from scratch, it can yield limited results when the model has already been pre-trained on a different distribution. Differing from prior work, our key idea is to select data that nudges the pre-training distribution closer to the target distribution. We show the optimality of this approach for fine-tuning tasks under certain conditions. We demonstrate the efficacy of our methodology across a diverse array of tasks (NLU, NLG, zero-shot) with models up to 2.7B, showing that it consistently surpasses other selection methods. Moreover, our proposed method is significantly faster than existing techniques, scaling to millions of samples within a single GPU hour. Our code is open-sourced (Code repository: https://anonymous.4open.science/r/DV4LLM-D761/ ). While fine-tuning offers significant potential for enhancing performance across diverse tasks, its associated costs often limit its widespread adoption; with this work, we hope to lay the groundwork for cost-effective fine-tuning, making its benefits more accessible.

This work explores knowledge distillation (KD) for visually-rich document (VRD) applications such as document layout analysis (DLA) and document image classification (DIC). While VRD research is dependent on increasingly sophisticated and cumbersome models, the field has neglected to study efficiency via model compression. Here, we design a KD experimentation methodology for more lean, performant models on document understanding (DU) tasks that are integral within larger task pipelines. We carefully selected KD strategies (response-based, feature-based) for distilling knowledge to and from backbones with different architectures (ResNet, ViT, DiT) and capacities (base, small, tiny). We study what affects the teacher-student knowledge gap and find that some methods (tuned vanilla KD, MSE, SimKD with an apt projector) can consistently outperform supervised student training. Furthermore, we design downstream task setups to evaluate covariate shift and the robustness of distilled DLA models on zero-shot layout-aware document visual question answering (DocVQA). DLA-KD experiments result in a large mAP knowledge gap, which unpredictably translates to downstream robustness, accentuating the need to further explore how to efficiently obtain more semantic document layout awareness.

Few Shot Class Incremental Learning (FSCIL) with few examples per class for each incremental session is the realistic setting of continual learning since obtaining large number of annotated samples is not feasible and cost effective. We present the framework MASIL as a step towards learning the maximal separable classifier. It addresses the common problem i.e forgetting of old classes and over-fitting to novel classes by learning the classifier weights to be maximally separable between classes forming a simplex Equiangular Tight Frame. We propose the idea of concept factorization explaining the collapsed features for base session classes in terms of concept basis and use these to induce classifier simplex for few shot classes. We further adds fine tuning to reduce any error occurred during factorization and train the classifier jointly on base and novel classes without retaining any base class samples in memory. Experimental results on miniImageNet, CIFAR-100 and CUB-200 demonstrate that MASIL outperforms all the benchmarks.

Much research in machine learning involves finding appropriate inductive biases (e.g. convolutional neural networks, momentum-based optimizers, transformers) to promote generalization on tasks. However, quantification of the amount of inductive bias associated with these architectures and hyperparameters has been limited. We propose a novel method for efficiently computing the inductive bias required for generalization on a task with a fixed training data budget; formally, this corresponds to the amount of information required to specify well-generalizing models within a specific hypothesis space of models. Our approach involves modeling the loss distribution of random hypotheses drawn from a hypothesis space to estimate the required inductive bias for a task relative to these hypotheses. Unlike prior work, our method provides a direct estimate of inductive bias without using bounds and is applicable to diverse hypothesis spaces. Moreover, we derive approximation error bounds for our estimation approach in terms of the number of sampled hypotheses. Consistent with prior results, our empirical results demonstrate that higher dimensional tasks require greater inductive bias. We show that relative to other expressive model classes, neural networks as a model class encode large amounts of inductive bias. Furthermore, our measure quantifies the relative difference in inductive bias between different neural network architectures. Our proposed inductive bias metric provides an information-theoretic interpretation of the benefits of specific model architectures for certain tasks and provides a quantitative guide to developing tasks requiring greater inductive bias, thereby encouraging the development of more powerful inductive biases.

In Novel Class Discovery (NCD), the goal is to find new classes in an unlabeled set given a labeled set of known but different classes. While NCD has recently gained attention from the community, no framework has yet been proposed for heterogeneous tabular data, despite being a very common representation of data. In this paper, we propose TabularNCD, a new method for discovering novel classes in tabular data. We show a way to extract knowledge from already known classes to guide the discovery process of novel classes in the context of tabular data which contains heterogeneous variables. A part of this process is done by a new method for defining pseudo labels, and we follow recent findings in Multi-Task Learning to optimize a joint objective function. Our method demonstrates that NCD is not only applicable to images but also to heterogeneous tabular data. Extensive experiments are conducted to evaluate our method and demonstrate its effectiveness against 3 competitors on 7 diverse public classification datasets.

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

Large models for text-to-music generation have achieved significant progress, facilitating the creation of high-quality and varied musical compositions from provided text prompts. However, input text prompts may not precisely capture user requirements, particularly when the objective is to generate music that embodies a specific concept derived from a designated reference collection. In this paper, we propose a novel method for customized text-to-music generation, which can capture the concept from a two-minute reference music and generate a new piece of music conforming to the concept. We achieve this by fine-tuning a pretrained text-to-music model using the reference music. However, directly fine-tuning all parameters leads to overfitting issues. To address this problem, we propose a Pivotal Parameters Tuning method that enables the model to assimilate the new concept while preserving its original generative capabilities. Additionally, we identify a potential concept conflict when introducing multiple concepts into the pretrained model. We present a concept enhancement strategy to distinguish multiple concepts, enabling the fine-tuned model to generate music incorporating either individual or multiple concepts simultaneously. Since we are the first to work on the customized music generation task, we also introduce a new dataset and evaluation protocol for the new task. Our proposed Jen1-DreamStyler outperforms several baselines in both qualitative and quantitative evaluations. Demos will be available at https://www.jenmusic.ai/research#DreamStyler.

Recent advances in pre-trained language models have improved the performance for text classification tasks. However, little attention is paid to the priority scheduling strategy on the samples during training. Humans acquire knowledge gradually from easy to complex concepts, and the difficulty of the same material can also vary significantly in different learning stages. Inspired by this insights, we proposed a novel self-paced dynamic curriculum learning (SPDCL) method for imbalanced text classification, which evaluates the sample difficulty by both linguistic character and model capacity. Meanwhile, rather than using static curriculum learning as in the existing research, our SPDCL can reorder and resample training data by difficulty criterion with an adaptive from easy to hard pace. The extensive experiments on several classification tasks show the effectiveness of SPDCL strategy, especially for the imbalanced dataset.

Foundation models rely on large-scale web-crawled datasets, which frequently contain noisy data, biases, and irrelevant content. Existing data selection techniques typically use human heuristics, downstream evaluation datasets, or specialized scoring models, and can overlook samples' utility in the training process. Instead, we propose a new approach, Mimic Score, a data quality metric that uses a pretrained reference model as a guide to assess the usefulness of data samples for training a new model. It relies on the alignment between the gradient of the new model parameters and the vector pointing toward the reference model in weight space. Samples that misalign with this direction are considered low-value and can be filtered out. Motivated by the Mimic score, we develop Grad-Mimic, a data selection framework that identifies and prioritizes useful samples, automating the selection process to create effective filters. Empirically, using Mimic scores to guide model training results in consistent performance gains across six image datasets and enhances the performance of CLIP models. Moreover, Mimic scores and their associated filters improve upon existing filtering methods and offer accurate estimation of dataset quality.

Modern image retrieval methods typically rely on fine-tuning pre-trained encoders to extract image-level descriptors. However, the most widely used models are pre-trained on ImageNet-1K with limited classes. The pre-trained feature representation is therefore not universal enough to generalize well to the diverse open-world classes. In this paper, we first cluster the large-scale LAION400M into one million pseudo classes based on the joint textual and visual features extracted by the CLIP model. Due to the confusion of label granularity, the automatically clustered dataset inevitably contains heavy inter-class conflict. To alleviate such conflict, we randomly select partial inter-class prototypes to construct the margin-based softmax loss. To further enhance the low-dimensional feature representation, we randomly select partial feature dimensions when calculating the similarities between embeddings and class-wise prototypes. The dual random partial selections are with respect to the class dimension and the feature dimension of the prototype matrix, making the classification conflict-robust and the feature embedding compact. Our method significantly outperforms state-of-the-art unsupervised and supervised image retrieval approaches on multiple benchmarks. The code and pre-trained models are released to facilitate future research https://github.com/deepglint/unicom.

We curate a comprehensive dataset of 4,550 questions and solutions from problem sets, midterm exams, and final exams across all MIT Mathematics and Electrical Engineering and Computer Science (EECS) courses required for obtaining a degree. We evaluate the ability of large language models to fulfill the graduation requirements for any MIT major in Mathematics and EECS. Our results demonstrate that GPT-3.5 successfully solves a third of the entire MIT curriculum, while GPT-4, with prompt engineering, achieves a perfect solve rate on a test set excluding questions based on images. We fine-tune an open-source large language model on this dataset. We employ GPT-4 to automatically grade model responses, providing a detailed performance breakdown by course, question, and answer type. By embedding questions in a low-dimensional space, we explore the relationships between questions, topics, and classes and discover which questions and classes are required for solving other questions and classes through few-shot learning. Our analysis offers valuable insights into course prerequisites and curriculum design, highlighting language models' potential for learning and improving Mathematics and EECS education.

Automatic math word problem solving has attracted growing attention in recent years. The evaluation datasets used by previous works have serious limitations in terms of scale and diversity. In this paper, we release a new large-scale and template-rich math word problem dataset named Ape210K. It consists of 210K Chinese elementary school-level math problems, which is 9 times the size of the largest public dataset Math23K. Each problem contains both the gold answer and the equations needed to derive the answer. Ape210K is also of greater diversity with 56K templates, which is 25 times more than Math23K. Our analysis shows that solving Ape210K requires not only natural language understanding but also commonsense knowledge. We expect Ape210K to be a benchmark for math word problem solving systems. Experiments indicate that state-of-the-art models on the Math23K dataset perform poorly on Ape210K. We propose a copy-augmented and feature-enriched sequence to sequence (seq2seq) model, which outperforms existing models by 3.2% on the Math23K dataset and serves as a strong baseline of the Ape210K dataset. The gap is still significant between human and our baseline model, calling for further research efforts. We make Ape210K dataset publicly available at https://github.com/yuantiku/ape210k

Mobile app review analysis presents unique challenges due to the low quality, subjective bias, and noisy content of user-generated documents. Extracting features from these reviews is essential for tasks such as feature prioritization and sentiment analysis, but it remains a challenging task. Meanwhile, encoder-only models based on the Transformer architecture have shown promising results for classification and information extraction tasks for multiple software engineering processes. This study explores the hypothesis that encoder-only large language models can enhance feature extraction from mobile app reviews. By leveraging crowdsourced annotations from an industrial context, we redefine feature extraction as a supervised token classification task. Our approach includes extending the pre-training of these models with a large corpus of user reviews to improve contextual understanding and employing instance selection techniques to optimize model fine-tuning. Empirical evaluations demonstrate that this method improves the precision and recall of extracted features and enhances performance efficiency. Key contributions include a novel approach to feature extraction, annotated datasets, extended pre-trained models, and an instance selection mechanism for cost-effective fine-tuning. This research provides practical methods and empirical evidence in applying large language models to natural language processing tasks within mobile app reviews, offering improved performance in feature extraction.

Curriculum Learning is the presentation of samples to the machine learning model in a meaningful order instead of a random order. The main challenge of Curriculum Learning is determining how to rank these samples. The ranking of the samples is expressed by the scoring function. In this study, scoring functions were compared using data set features, using the model to be trained, and using another model and their ensemble versions. Experiments were performed for 4 images and 4 text datasets. No significant differences were found between scoring functions for text datasets, but significant improvements were obtained in scoring functions created using transfer learning compared to classical model training and other scoring functions for image datasets. It shows that different new scoring functions are waiting to be found for text classification tasks.

With the widespread use of the internet, it has become increasingly crucial to extract specific information from vast amounts of academic articles efficiently. Data mining techniques are generally employed to solve this issue. However, data mining for academic articles is challenging since it requires automatically extracting specific patterns in complex and unstructured layout documents. Current data mining methods for academic articles employ rule-based(RB) or machine learning(ML) approaches. However, using rule-based methods incurs a high coding cost for complex typesetting articles. On the other hand, simply using machine learning methods requires annotation work for complex content types within the paper, which can be costly. Furthermore, only using machine learning can lead to cases where patterns easily recognized by rule-based methods are mistakenly extracted. To overcome these issues, from the perspective of analyzing the standard layout and typesetting used in the specified publication, we emphasize implementing specific methods for specific characteristics in academic articles. We have developed a novel Text Block Refinement Framework (TBRF), a machine learning and rule-based scheme hybrid. We used the well-known ACL proceeding articles as experimental data for the validation experiment. The experiment shows that our approach achieved over 95% classification accuracy and 90% detection accuracy for tables and figures.

There often is a dilemma between ease of optimization and robust out-of-distribution (OoD) generalization. For instance, many OoD methods rely on penalty terms whose optimization is challenging. They are either too strong to optimize reliably or too weak to achieve their goals. We propose to initialize the networks with a rich representation containing a palette of potentially useful features, ready to be used by even simple models. On the one hand, a rich representation provides a good initialization for the optimizer. On the other hand, it also provides an inductive bias that helps OoD generalization. Such a representation is constructed with the Rich Feature Construction (RFC) algorithm, also called the Bonsai algorithm, which consists of a succession of training episodes. During discovery episodes, we craft a multi-objective optimization criterion and its associated datasets in a manner that prevents the network from using the features constructed in the previous iterations. During synthesis episodes, we use knowledge distillation to force the network to simultaneously represent all the previously discovered features. Initializing the networks with Bonsai representations consistently helps six OoD methods achieve top performance on ColoredMNIST benchmark. The same technique substantially outperforms comparable results on the Wilds Camelyon17 task, eliminates the high result variance that plagues other methods, and makes hyperparameter tuning and model selection more reliable.

This work investigates the selection of high-quality pre-training data from massive corpora to enhance LMs' capabilities for downstream usage. We formulate data selection as a generalized Optimal Control problem, which can be solved theoretically by Pontryagin's Maximum Principle (PMP), yielding a set of necessary conditions that characterize the relationship between optimal data selection and LM training dynamics. Based on these theoretical results, we introduce PMP-based Data Selection (PDS), a framework that approximates optimal data selection by solving the PMP conditions. In our experiments, we adopt PDS to select data from CommmonCrawl and show that the PDS-selected corpus accelerates the learning of LMs and constantly boosts their performance on a wide range of downstream tasks across various model sizes. Moreover, the benefits of PDS extend to ~400B models trained on ~10T tokens, as evidenced by the extrapolation of the test loss curves according to the Scaling Laws. PDS also improves data utilization when the pre-training data is limited, by reducing the data demand by 1.8 times, which mitigates the quick exhaustion of available web-crawled corpora. Our code, data, and model checkpoints can be found in https://github.com/microsoft/LMOps/tree/main/data_selection.

This article motivates, describes, and presents the PBSCSR dataset for studying composer style recognition of piano sheet music. Our overarching goal was to create a dataset for studying composer style recognition that is "as accessible as MNIST and as challenging as ImageNet." To achieve this goal, we sample fixed-length bootleg score fragments from piano sheet music images on IMSLP. The dataset itself contains 40,000 62x64 bootleg score images for a 9-way classification task, 100,000 62x64 bootleg score images for a 100-way classification task, and 29,310 unlabeled variable-length bootleg score images for pretraining. The labeled data is presented in a form that mirrors MNIST images, in order to make it extremely easy to visualize, manipulate, and train models in an efficient manner. Additionally, we include relevant metadata to allow access to the underlying raw sheet music images and other related data on IMSLP. We describe several research tasks that could be studied with the dataset, including variations of composer style recognition in a few-shot or zero-shot setting. For tasks that have previously proposed models, we release code and baseline results for future works to compare against. We also discuss open research questions that the PBSCSR data is especially well suited to facilitate research on and areas of fruitful exploration in future work.

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

Categorical variables often appear in datasets for classification and regression tasks, and they need to be encoded into numerical values before training. Since many encoders have been developed and can significantly impact performance, choosing the appropriate encoder for a task becomes a time-consuming yet important practical issue. This study broadly classifies machine learning models into three categories: 1) ATI models that implicitly perform affine transformations on inputs, such as multi-layer perceptron neural network; 2) Tree-based models that are based on decision trees, such as random forest; and 3) the rest, such as kNN. Theoretically, we prove that the one-hot encoder is the best choice for ATI models in the sense that it can mimic any other encoders by learning suitable weights from the data. We also explain why the target encoder and its variants are the most suitable encoders for tree-based models. This study conducted comprehensive computational experiments to evaluate 14 encoders, including one-hot and target encoders, along with eight common machine-learning models on 28 datasets. The computational results agree with our theoretical analysis. The findings in this study shed light on how to select the suitable encoder for data scientists in fields such as fraud detection, disease diagnosis, etc.

We propose TAROT, a targeted data selection framework grounded in optimal transport theory. Previous targeted data selection methods primarily rely on influence-based greedy heuristics to enhance domain-specific performance. While effective on limited, unimodal data (i.e., data following a single pattern), these methods struggle as target data complexity increases. Specifically, in multimodal distributions, these heuristics fail to account for multiple inherent patterns, leading to suboptimal data selection. This work identifies two primary factors contributing to this limitation: (i) the disproportionate impact of dominant feature components in high-dimensional influence estimation, and (ii) the restrictive linear additive assumptions inherent in greedy selection strategies. To address these challenges, TAROT incorporates whitened feature distance to mitigate dominant feature bias, providing a more reliable measure of data influence. Building on this, TAROT uses whitened feature distance to quantify and minimize the optimal transport distance between the selected data and target domains. Notably, this minimization also facilitates the estimation of optimal selection ratios. We evaluate TAROT across multiple tasks, including semantic segmentation, motion prediction, and instruction tuning. Results consistently show that TAROT outperforms state-of-the-art methods, highlighting its versatility across various deep learning tasks. Code is available at https://github.com/vita-epfl/TAROT.

Machine learning models -- including prominent zero-shot models -- are often trained on datasets whose labels are only a small proportion of a larger label space. Such spaces are commonly equipped with a metric that relates the labels via distances between them. We propose a simple approach to exploit this information to adapt the trained model to reliably predict new classes -- or, in the case of zero-shot prediction, to improve its performance -- without any additional training. Our technique is a drop-in replacement of the standard prediction rule, swapping argmax with the Fr\'echet mean. We provide a comprehensive theoretical analysis for this approach, studying (i) learning-theoretic results trading off label space diameter, sample complexity, and model dimension, (ii) characterizations of the full range of scenarios in which it is possible to predict any unobserved class, and (iii) an optimal active learning-like next class selection procedure to obtain optimal training classes for when it is not possible to predict the entire range of unobserved classes. Empirically, using easily-available external metrics, our proposed approach, Loki, gains up to 29.7% relative improvement over SimCLR on ImageNet and scales to hundreds of thousands of classes. When no such metric is available, Loki can use self-derived metrics from class embeddings and obtains a 10.5% improvement on pretrained zero-shot models such as CLIP.

Political scientists often grapple with data scarcity in text classification. Recently, fine-tuned BERT models and their variants have gained traction as effective solutions to address this issue. In this study, we investigate the potential of GPT-based models combined with prompt engineering as a viable alternative. We conduct a series of experiments across various classification tasks, differing in the number of classes and complexity, to evaluate the effectiveness of BERT-based versus GPT-based models in low-data scenarios. Our findings indicate that while zero-shot and few-shot learning with GPT models provide reasonable performance and are well-suited for early-stage research exploration, they generally fall short - or, at best, match - the performance of BERT fine-tuning, particularly as the training set reaches a substantial size (e.g., 1,000 samples). We conclude by comparing these approaches in terms of performance, ease of use, and cost, providing practical guidance for researchers facing data limitations. Our results are particularly relevant for those engaged in quantitative text analysis in low-resource settings or with limited labeled data.

In this paper we present a hybrid method for the automatic detection of dermatological pathologies in medical reports. We use a large language model combined with medical ontologies to predict, given a first appointment or follow-up medical report, the pathology a person may suffer from. The results show that teaching the model to learn the type, severity and location on the body of a dermatological pathology, as well as in which order it has to learn these three features, significantly increases its accuracy. The article presents the demonstration of state-of-the-art results for classification of medical texts with a precision of 0.84, micro and macro F1-score of 0.82 and 0.75, and makes both the method and the data set used available to the community.

Most positive and unlabeled data is subject to selection biases. The labeled examples can, for example, be selected from the positive set because they are easier to obtain or more obviously positive. This paper investigates how learning can be ena BHbled in this setting. We propose and theoretically analyze an empirical-risk-based method for incorporating the labeling mechanism. Additionally, we investigate under which assumptions learning is possible when the labeling mechanism is not fully understood and propose a practical method to enable this. Our empirical analysis supports the theoretical results and shows that taking into account the possibility of a selection bias, even when the labeling mechanism is unknown, improves the trained classifiers.

Contrastive learning (CL) has emerged as a powerful technique for representation learning, with or without label supervision. However, supervised CL is prone to collapsing representations of subclasses within a class by not capturing all their features, and unsupervised CL may suppress harder class-relevant features by focusing on learning easy class-irrelevant features; both significantly compromise representation quality. Yet, there is no theoretical understanding of class collapse or feature suppression at test time. We provide the first unified theoretically rigorous framework to determine which features are learnt by CL. Our analysis indicate that, perhaps surprisingly, bias of (stochastic) gradient descent towards finding simpler solutions is a key factor in collapsing subclass representations and suppressing harder class-relevant features. Moreover, we present increasing embedding dimensionality and improving the quality of data augmentations as two theoretically motivated solutions to {feature suppression}. We also provide the first theoretical explanation for why employing supervised and unsupervised CL together yields higher-quality representations, even when using commonly-used stochastic gradient methods.

The primary goal of knowledge distillation (KD) is to encapsulate the information of a model learned from a teacher network into a student network, with the latter being more compact than the former. Existing work, e.g., using Kullback-Leibler divergence for distillation, may fail to capture important structural knowledge in the teacher network and often lacks the ability for feature generalization, particularly in situations when teacher and student are built to address different classification tasks. We propose Wasserstein Contrastive Representation Distillation (WCoRD), which leverages both primal and dual forms of Wasserstein distance for KD. The dual form is used for global knowledge transfer, yielding a contrastive learning objective that maximizes the lower bound of mutual information between the teacher and the student networks. The primal form is used for local contrastive knowledge transfer within a mini-batch, effectively matching the distributions of features between the teacher and the student networks. Experiments demonstrate that the proposed WCoRD method outperforms state-of-the-art approaches on privileged information distillation, model compression and cross-modal transfer.

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

Machine learning based decision-support tools in criminal justice systems are subjects of intense discussions and academic research. There are important open questions about the utility and fairness of such tools. Academic researchers often rely on a few small datasets that are not sufficient to empirically study various real-world aspects of these questions. In this paper, we contribute WCLD, a curated large dataset of 1.5 million criminal cases from circuit courts in the U.S. state of Wisconsin. We used reliable public data from 1970 to 2020 to curate attributes like prior criminal counts and recidivism outcomes. The dataset contains large number of samples from five racial groups, in addition to information like sex and age (at judgment and first offense). Other attributes in this dataset include neighborhood characteristics obtained from census data, detailed types of offense, charge severity, case decisions, sentence lengths, year of filing etc. We also provide pseudo-identifiers for judge, county and zipcode. The dataset will not only enable researchers to more rigorously study algorithmic fairness in the context of criminal justice, but also relate algorithmic challenges with various systemic issues. We also discuss in detail the process of constructing the dataset and provide a datasheet. The WCLD dataset is available at https://clezdata.github.io/wcld/.

With the overwhelming amount of data available both on and offline today, recommender systems have become much needed to help users find items tailored to their interests. When social network information exists there are methods that utilize this information to make better recommendations, however the methods are often clunky with complex architectures and training procedures. Furthermore many of the existing methods utilize graph neural networks which are notoriously difficult to train. To address this, we propose Socially-aware Temporally caUsal Decoder recommender sYstems (STUDY). STUDY does joint inference over groups of users who are adjacent in the social network graph using a single forward pass of a modified transformer decoder network. We test our method in a school-based educational content setting, using classroom structure to define social networks. Our method outperforms both social and sequential methods while maintaining the design simplicity of a single homogeneous network that models all interactions in the data. We also carry out ablation studies to understand the drivers of our performance gains and find that our model depends on leveraging a social network structure that effectively models the similarities in user behavior.

Distilling knowledge from a large teacher model to a lightweight one is a widely successful approach for generating compact, powerful models in the semi-supervised learning setting where a limited amount of labeled data is available. In large-scale applications, however, the teacher tends to provide a large number of incorrect soft-labels that impairs student performance. The sheer size of the teacher additionally constrains the number of soft-labels that can be queried due to prohibitive computational and/or financial costs. The difficulty in achieving simultaneous efficiency (i.e., minimizing soft-label queries) and robustness (i.e., avoiding student inaccuracies due to incorrect labels) hurts the widespread application of knowledge distillation to many modern tasks. In this paper, we present a parameter-free approach with provable guarantees to query the soft-labels of points that are simultaneously informative and correctly labeled by the teacher. At the core of our work lies a game-theoretic formulation that explicitly considers the inherent trade-off between the informativeness and correctness of input instances. We establish bounds on the expected performance of our approach that hold even in worst-case distillation instances. We present empirical evaluations on popular benchmarks that demonstrate the improved distillation performance enabled by our work relative to that of state-of-the-art active learning and active distillation methods.

In this paper, we consider the task of retrieving documents with predefined topics from an unlabeled document dataset using an unsupervised approach. The proposed unsupervised approach requires only a small number of keywords describing the respective topics and no labeled document. Existing approaches either heavily relied on a large amount of additionally encoded world knowledge or on term-document frequencies. Contrariwise, we introduce a method that learns jointly embedded document and word vectors solely from the unlabeled document dataset in order to find documents that are semantically similar to the topics described by the keywords. The proposed method requires almost no text preprocessing but is simultaneously effective at retrieving relevant documents with high probability. When successively retrieving documents on different predefined topics from publicly available and commonly used datasets, we achieved an average area under the receiver operating characteristic curve value of 0.95 on one dataset and 0.92 on another. Further, our method can be used for multiclass document classification, without the need to assign labels to the dataset in advance. Compared with an unsupervised classification baseline, we increased F1 scores from 76.6 to 82.7 and from 61.0 to 75.1 on the respective datasets. For easy replication of our approach, we make the developed Lbl2Vec code publicly available as a ready-to-use tool under the 3-Clause BSD license.

With the increasing numbers of publicly available models, there are probably pretrained, online models for most tasks users require. However, current model search methods are rudimentary, essentially a text-based search in the documentation, thus users cannot find the relevant models. This paper presents ProbeLog, a method for retrieving classification models that can recognize a target concept, such as "Dog", without access to model metadata or training data. Differently from previous probing methods, ProbeLog computes a descriptor for each output dimension (logit) of each model, by observing its responses on a fixed set of inputs (probes). Our method supports both logit-based retrieval ("find more logits like this") and zero-shot, text-based retrieval ("find all logits corresponding to dogs"). As probing-based representations require multiple costly feedforward passes through the model, we develop a method, based on collaborative filtering, that reduces the cost of encoding repositories by 3x. We demonstrate that ProbeLog achieves high retrieval accuracy, both in real-world and fine-grained search tasks and is scalable to full-size repositories.

Text classification of unseen classes is a challenging Natural Language Processing task and is mainly attempted using two different types of approaches. Similarity-based approaches attempt to classify instances based on similarities between text document representations and class description representations. Zero-shot text classification approaches aim to generalize knowledge gained from a training task by assigning appropriate labels of unknown classes to text documents. Although existing studies have already investigated individual approaches to these categories, the experiments in literature do not provide a consistent comparison. This paper addresses this gap by conducting a systematic evaluation of different similarity-based and zero-shot approaches for text classification of unseen classes. Different state-of-the-art approaches are benchmarked on four text classification datasets, including a new dataset from the medical domain. Additionally, novel SimCSE and SBERT-based baselines are proposed, as other baselines used in existing work yield weak classification results and are easily outperformed. Finally, the novel similarity-based Lbl2TransformerVec approach is presented, which outperforms previous state-of-the-art approaches in unsupervised text classification. Our experiments show that similarity-based approaches significantly outperform zero-shot approaches in most cases. Additionally, using SimCSE or SBERT embeddings instead of simpler text representations increases similarity-based classification results even further.

The strength of modern generative models lies in their ability to be controlled through text-based prompts. Typical "hard" prompts are made from interpretable words and tokens, and must be hand-crafted by humans. There are also "soft" prompts, which consist of continuous feature vectors. These can be discovered using powerful optimization methods, but they cannot be easily interpreted, re-used across models, or plugged into a text-based interface. We describe an approach to robustly optimize hard text prompts through efficient gradient-based optimization. Our approach automatically generates hard text-based prompts for both text-to-image and text-to-text applications. In the text-to-image setting, the method creates hard prompts for diffusion models, allowing API users to easily generate, discover, and mix and match image concepts without prior knowledge on how to prompt the model. In the text-to-text setting, we show that hard prompts can be automatically discovered that are effective in tuning LMs for classification.

Fine-tuning pre-trained language models (PLMs), e.g., SciBERT, generally requires large numbers of annotated data to achieve state-of-the-art performance on a range of NLP tasks in the scientific domain. However, obtaining the fine-tune data for scientific NLP task is still challenging and expensive. Inspired by recent advancement in prompt learning, in this paper, we propose the Mix Prompt Tuning (MPT), which is a semi-supervised method to alleviate the dependence on annotated data and improve the performance of multi-granularity academic function recognition tasks with a small number of labeled examples. Specifically, the proposed method provides multi-perspective representations by combining manual prompt templates with automatically learned continuous prompt templates to help the given academic function recognition task take full advantage of knowledge in PLMs. Based on these prompt templates and the fine-tuned PLM, a large number of pseudo labels are assigned to the unlabeled examples. Finally, we fine-tune the PLM using the pseudo training set. We evaluate our method on three academic function recognition tasks of different granularity including the citation function, the abstract sentence function, and the keyword function, with datasets from computer science domain and biomedical domain. Extensive experiments demonstrate the effectiveness of our method and statistically significant improvements against strong baselines. In particular, it achieves an average increase of 5% in Macro-F1 score compared with fine-tuning, and 6% in Macro-F1 score compared with other semi-supervised method under low-resource settings. In addition, MPT is a general method that can be easily applied to other low-resource scientific classification tasks.

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

This paper aims to develop a novel cost-effective framework for face identification, which progressively maintains a batch of classifiers with the increasing face images of different individuals. By naturally combining two recently rising techniques: active learning (AL) and self-paced learning (SPL), our framework is capable of automatically annotating new instances and incorporating them into training under weak expert re-certification. We first initialize the classifier using a few annotated samples for each individual, and extract image features using the convolutional neural nets. Then, a number of candidates are selected from the unannotated samples for classifier updating, in which we apply the current classifiers ranking the samples by the prediction confidence. In particular, our approach utilizes the high-confidence and low-confidence samples in the self-paced and the active user-query way, respectively. The neural nets are later fine-tuned based on the updated classifiers. Such heuristic implementation is formulated as solving a concise active SPL optimization problem, which also advances the SPL development by supplementing a rational dynamic curriculum constraint. The new model finely accords with the "instructor-student-collaborative" learning mode in human education. The advantages of this proposed framework are two-folds: i) The required number of annotated samples is significantly decreased while the comparable performance is guaranteed. A dramatic reduction of user effort is also achieved over other state-of-the-art active learning techniques. ii) The mixture of SPL and AL effectively improves not only the classifier accuracy compared to existing AL/SPL methods but also the robustness against noisy data. We evaluate our framework on two challenging datasets, and demonstrate very promising results. (http://hcp.sysu.edu.cn/projects/aspl/)

The whole slide image (WSI) classification is often formulated as a multiple instance learning (MIL) problem. Since the positive tissue is only a small fraction of the gigapixel WSI, existing MIL methods intuitively focus on identifying salient instances via attention mechanisms. However, this leads to a bias towards easy-to-classify instances while neglecting hard-to-classify instances. Some literature has revealed that hard examples are beneficial for modeling a discriminative boundary accurately. By applying such an idea at the instance level, we elaborate a novel MIL framework with masked hard instance mining (MHIM-MIL), which uses a Siamese structure (Teacher-Student) with a consistency constraint to explore the potential hard instances. With several instance masking strategies based on attention scores, MHIM-MIL employs a momentum teacher to implicitly mine hard instances for training the student model, which can be any attention-based MIL model. This counter-intuitive strategy essentially enables the student to learn a better discriminating boundary. Moreover, the student is used to update the teacher with an exponential moving average (EMA), which in turn identifies new hard instances for subsequent training iterations and stabilizes the optimization. Experimental results on the CAMELYON-16 and TCGA Lung Cancer datasets demonstrate that MHIM-MIL outperforms other latest methods in terms of performance and training cost. The code is available at: https://github.com/DearCaat/MHIM-MIL.

Recent advancements in large language models have demonstrated remarkable capabilities across various NLP tasks. But many questions remain, including whether open-source models match closed ones, why these models excel or struggle with certain tasks, and what types of practical procedures can improve performance. We address these questions in the context of classification by evaluating three classes of models using eight datasets across three distinct tasks: named entity recognition, political party prediction, and misinformation detection. While larger LLMs often lead to improved performance, open-source models can rival their closed-source counterparts by fine-tuning. Moreover, supervised smaller models, like RoBERTa, can achieve similar or even greater performance in many datasets compared to generative LLMs. On the other hand, closed models maintain an advantage in hard tasks that demand the most generalizability. This study underscores the importance of model selection based on task requirements

Given a small set of labeled data and a large set of unlabeled data, semi-supervised learning (SSL) attempts to leverage the location of the unlabeled datapoints in order to create a better classifier than could be obtained from supervised methods applied to the labeled training set alone. Effective SSL imposes structural assumptions on the data, e.g. that neighbors are more likely to share a classification or that the decision boundary lies in an area of low density. For complex and high-dimensional data, neural networks can learn feature embeddings to which traditional SSL methods can then be applied in what we call hybrid methods. Previously-developed hybrid methods iterate between refining a latent representation and performing graph-based SSL on this representation. In this paper, we introduce a novel hybrid method that instead applies low-density separation to the embedded features. We describe it in detail and discuss why low-density separation may be better suited for SSL on neural network-based embeddings than graph-based algorithms. We validate our method using in-house customer survey data and compare it to other state-of-the-art learning methods. Our approach effectively classifies thousands of unlabeled users from a relatively small number of hand-classified examples.

Recently, efficient fine-tuning of large-scale pre-trained models has attracted increasing research interests, where linear probing (LP) as a fundamental module is involved in exploiting the final representations for task-dependent classification. However, most of the existing methods focus on how to effectively introduce a few of learnable parameters, and little work pays attention to the commonly used LP module. In this paper, we propose a novel Moment Probing (MP) method to further explore the potential of LP. Distinguished from LP which builds a linear classification head based on the mean of final features (e.g., word tokens for ViT) or classification tokens, our MP performs a linear classifier on feature distribution, which provides the stronger representation ability by exploiting richer statistical information inherent in features. Specifically, we represent feature distribution by its characteristic function, which is efficiently approximated by using first- and second-order moments of features. Furthermore, we propose a multi-head convolutional cross-covariance (MHC^3) to compute second-order moments in an efficient and effective manner. By considering that MP could affect feature learning, we introduce a partially shared module to learn two recalibrating parameters (PSRP) for backbones based on MP, namely MP_{+}. Extensive experiments on ten benchmarks using various models show that our MP significantly outperforms LP and is competitive with counterparts at less training cost, while our MP_{+} achieves state-of-the-art performance.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

With the rise of the Internet, there is a growing need to build intelligent systems that are capable of efficiently dealing with early risk detection (ERD) problems on social media, such as early depression detection, early rumor detection or identification of sexual predators. These systems, nowadays mostly based on machine learning techniques, must be able to deal with data streams since users provide their data over time. In addition, these systems must be able to decide when the processed data is sufficient to actually classify users. Moreover, since ERD tasks involve risky decisions by which people's lives could be affected, such systems must also be able to justify their decisions. However, most standard and state-of-the-art supervised machine learning models are not well suited to deal with this scenario. This is due to the fact that they either act as black boxes or do not support incremental classification/learning. In this paper we introduce SS3, a novel supervised learning model for text classification that naturally supports these aspects. SS3 was designed to be used as a general framework to deal with ERD problems. We evaluated our model on the CLEF's eRisk2017 pilot task on early depression detection. Most of the 30 contributions submitted to this competition used state-of-the-art methods. Experimental results show that our classifier was able to outperform these models and standard classifiers, despite being less computationally expensive and having the ability to explain its rationale.

Knowledge distillation (KD) is an effective training strategy to improve the lightweight student models under the guidance of cumbersome teachers. However, the large architecture difference across the teacher-student pairs limits the distillation gains. In contrast to previous adaptive distillation methods to reduce the teacher-student gap, we explore a novel training-free framework to search for the best student architectures for a given teacher. Our work first empirically show that the optimal model under vanilla training cannot be the winner in distillation. Secondly, we find that the similarity of feature semantics and sample relations between random-initialized teacher-student networks have good correlations with final distillation performances. Thus, we efficiently measure similarity matrixs conditioned on the semantic activation maps to select the optimal student via an evolutionary algorithm without any training. In this way, our student architecture search for Distillation WithOut Training (DisWOT) significantly improves the performance of the model in the distillation stage with at least 180times training acceleration. Additionally, we extend similarity metrics in DisWOT as new distillers and KD-based zero-proxies. Our experiments on CIFAR, ImageNet and NAS-Bench-201 demonstrate that our technique achieves state-of-the-art results on different search spaces. Our project and code are available at https://lilujunai.github.io/DisWOT-CVPR2023/.

Interactions among features are central to understanding the behavior of machine learning models. Recent research has made significant strides in detecting and quantifying feature interactions in single predictive models. However, we argue that the feature interactions extracted from a single pre-specified model may not be trustworthy since: a well-trained predictive model may not preserve the true feature interactions and there exist multiple well-performing predictive models that differ in feature interaction strengths. Thus, we recommend exploring feature interaction strengths in a model class of approximately equally accurate predictive models. In this work, we introduce the feature interaction score (FIS) in the context of a Rashomon set, representing a collection of models that achieve similar accuracy on a given task. We propose a general and practical algorithm to calculate the FIS in the model class. We demonstrate the properties of the FIS via synthetic data and draw connections to other areas of statistics. Additionally, we introduce a Halo plot for visualizing the feature interaction variance in high-dimensional space and a swarm plot for analyzing FIS in a Rashomon set. Experiments with recidivism prediction and image classification illustrate how feature interactions can vary dramatically in importance for similarly accurate predictive models. Our results suggest that the proposed FIS can provide valuable insights into the nature of feature interactions in machine learning models.

Generative AI and large language models hold great promise in enhancing programming education by automatically generating individualized feedback for students. We investigate the role of generative AI models in providing human tutor-style programming hints to help students resolve errors in their buggy programs. Recent works have benchmarked state-of-the-art models for various feedback generation scenarios; however, their overall quality is still inferior to human tutors and not yet ready for real-world deployment. In this paper, we seek to push the limits of generative AI models toward providing high-quality programming hints and develop a novel technique, GPT4Hints-GPT3.5Val. As a first step, our technique leverages GPT-4 as a ``tutor'' model to generate hints -- it boosts the generative quality by using symbolic information of failing test cases and fixes in prompts. As a next step, our technique leverages GPT-3.5, a weaker model, as a ``student'' model to further validate the hint quality -- it performs an automatic quality validation by simulating the potential utility of providing this feedback. We show the efficacy of our technique via extensive evaluation using three real-world datasets of Python programs covering a variety of concepts ranging from basic algorithms to regular expressions and data analysis using pandas library.

Prompt learning's fine-tune performance on text classification tasks has attracted the NLP community. This paper applies it to resume information extraction, improving existing methods for this task. We created manual templates and verbalizers tailored to resume texts and compared the performance of Masked Language Model (MLM) and Seq2Seq PLMs. Also, we enhanced the verbalizer design for Knowledgeable Prompt-tuning, contributing to prompt template design across NLP tasks. We present the Manual Knowledgeable Verbalizer (MKV), a rule for constructing verbalizers for specific applications. Our tests show that MKV rules yield more effective, robust templates and verbalizers than existing methods. Our MKV approach resolved sample imbalance, surpassing current automatic prompt methods. This study underscores the value of tailored prompt learning for resume extraction, stressing the importance of custom-designed templates and verbalizers.

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

For named entity recognition (NER) in zero-resource languages, utilizing knowledge distillation methods to transfer language-independent knowledge from the rich-resource source languages to zero-resource languages is an effective means. Typically, these approaches adopt a teacher-student architecture, where the teacher network is trained in the source language, and the student network seeks to learn knowledge from the teacher network and is expected to perform well in the target language. Despite the impressive performance achieved by these methods, we argue that they have two limitations. Firstly, the teacher network fails to effectively learn language-independent knowledge shared across languages due to the differences in the feature distribution between the source and target languages. Secondly, the student network acquires all of its knowledge from the teacher network and ignores the learning of target language-specific knowledge. Undesirably, these limitations would hinder the model's performance in the target language. This paper proposes an unsupervised prototype knowledge distillation network (ProKD) to address these issues. Specifically, ProKD presents a contrastive learning-based prototype alignment method to achieve class feature alignment by adjusting the distance among prototypes in the source and target languages, boosting the teacher network's capacity to acquire language-independent knowledge. In addition, ProKD introduces a prototypical self-training method to learn the intrinsic structure of the language by retraining the student network on the target data using samples' distance information from prototypes, thereby enhancing the student network's ability to acquire language-specific knowledge. Extensive experiments on three benchmark cross-lingual NER datasets demonstrate the effectiveness of our approach.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

As machine learning models become increasingly larger, trained weakly supervised on large, possibly uncurated data sets, it becomes increasingly important to establish mechanisms for inspecting, interacting, and revising models to mitigate learning shortcuts and guarantee their learned knowledge is aligned with human knowledge. The recently proposed XIL framework was developed for this purpose, and several such methods have been introduced, each with individual motivations and methodological details. In this work, we provide a unification of various XIL methods into a single typology by establishing a common set of basic modules. In doing so, we pave the way for a principled comparison of existing, but, importantly, also future XIL approaches. In addition, we discuss existing and introduce novel measures and benchmarks for evaluating the overall abilities of a XIL method. Given this extensive toolbox, including our typology, measures, and benchmarks, we finally compare several recent XIL methods methodologically and quantitatively. In our evaluations, all methods prove to revise a model successfully. However, we found remarkable differences in individual benchmark tasks, revealing valuable application-relevant aspects for integrating these benchmarks in developing future methods.

Pre-training foundation models on large-scale datasets demonstrates exceptional performance. However, recent research questions this traditional notion, exploring whether an increase in pre-training data always leads to enhanced model performance. To address this issue, data-effective learning approaches have been introduced. However, current methods in this area lack a clear standard for sample selection. Our experiments reveal that by maximizing V-information, sample selection can be framed as an optimization problem, enabling effective improvement in model performance even with fewer samples. Under this guidance, we develop an optimal data-effective learning method (OptiDEL) to maximize V-information. The OptiDEL method generates hard samples to achieve or even exceed the performance of models trained on the full dataset while using substantially less data. We compare the OptiDEL method with state-of-the-art approaches finding that OptiDEL consistently outperforms existing approaches across different datasets, with foundation models trained on only 5% of the pre-training data surpassing the performance of those trained on the full dataset.

We consider automatically identifying the defined term within a mathematical definition from the text of an academic article. Inspired by the development of transformer-based natural language processing applications, we pose the problem as (a) a token-level classification task using fine-tuned pre-trained transformers; and (b) a question-answering task using a generalist large language model (GPT). We also propose a rule-based approach to build a labeled dataset from the LATEX source of papers. Experimental results show that it is possible to reach high levels of precision and recall using either recent (and expensive) GPT 4 or simpler pre-trained models fine-tuned on our task.

Large Language Models (LLMs) can perform various natural language processing tasks with suitable instruction prompts. However, designing effective prompts manually is challenging and time-consuming. Existing methods for automatic prompt optimization either lack flexibility or efficiency. In this paper, we propose an effective approach to automatically select the optimal prompt for a given input from a finite set of synthetic candidate prompts. Our approach consists of three steps: (1) clustering the training data and generating candidate prompts for each cluster using an LLM-based prompt generator; (2) synthesizing a dataset of input-prompt-output tuples for training a prompt evaluator to rank the prompts based on their relevance to the input; (3) using the prompt evaluator to select the best prompt for a new input at test time. Our approach balances prompt generality-specificity and eliminates the need for resource-intensive training and inference. It demonstrates competitive performance on zero-shot question-answering datasets: GSM8K, MultiArith, and AQuA.

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

Dataset summarisation is a fruitful approach to dataset inspection. However, when applied to a single dataset the discovery of visual concepts is restricted to those most prominent. We argue that a comparative approach can expand upon this paradigm to enable richer forms of dataset inspection that go beyond the most prominent concepts. To enable dataset comparison we present a module that learns concept-level prototypes across datasets. We leverage self-supervised learning to discover these prototypes without supervision, and we demonstrate the benefits of our approach in two case-studies. Our findings show that dataset comparison extends dataset inspection and we hope to encourage more works in this direction. Code and usage instructions available at https://github.com/Nanne/ProtoSim

A key goal of current mechanistic interpretability research in NLP is to find linear features (also called "feature vectors") for transformers: directions in activation space corresponding to concepts that are used by a given model in its computation. Present state-of-the-art methods for finding linear features require large amounts of labelled data -- both laborious to acquire and computationally expensive to utilize. In this work, we introduce a novel method, called "observable propagation" (in short: ObsProp), for finding linear features used by transformer language models in computing a given task -- using almost no data. Our paradigm centers on the concept of observables, linear functionals corresponding to given tasks. We then introduce a mathematical theory for the analysis of feature vectors: we provide theoretical motivation for why LayerNorm nonlinearities do not affect the direction of feature vectors; we also introduce a similarity metric between feature vectors called the coupling coefficient which estimates the degree to which one feature's output correlates with another's. We use ObsProp to perform extensive qualitative investigations into several tasks, including gendered occupational bias, political party prediction, and programming language detection. Our results suggest that ObsProp surpasses traditional approaches for finding feature vectors in the low-data regime, and that ObsProp can be used to better understand the mechanisms responsible for bias in large language models. Code for experiments can be found at github.com/jacobdunefsky/ObservablePropagation.

The web contains large-scale, diverse, and abundant information to satisfy the information-seeking needs of humans. Through meticulous data collection, preprocessing, and curation, webpages can be used as a fundamental data resource for language model pretraining. However, when confronted with the progressively revolutionized and intricate nature of webpages, rule-based/feature-based web scrapers are becoming increasingly inadequate. This paper presents a simple, fast, and effective Neural web Scraper (NeuScraper) to help extract primary and clean text contents from webpages. Experimental results show that NeuScraper surpasses the baseline scrapers by achieving more than a 20% improvement, demonstrating its potential in extracting higher-quality data to facilitate the language model pretraining. All of the code is available at https://github.com/OpenMatch/NeuScraper.

Real-world classifiers can benefit from the option of abstaining from predicting on samples where they have low confidence. Such abstention is particularly useful on samples which are close to the learned decision boundary, or which are outliers with respect to the training sample. These settings have been the subject of extensive but disjoint study in the selective classification (SC) and out-of-distribution (OOD) detection literature. Recent work on selective classification with OOD detection (SCOD) has argued for the unified study of these problems; however, the formal underpinnings of this problem are still nascent, and existing techniques are heuristic in nature. In this paper, we propose new plugin estimators for SCOD that are theoretically grounded, effective, and generalise existing approaches from the SC and OOD detection literature. In the course of our analysis, we formally explicate how na\"{i}ve use of existing SC and OOD detection baselines may be inadequate for SCOD. We empirically demonstrate that our approaches yields competitive SC and OOD detection performance compared to baselines from both literatures.

This paper studies fast fusion of dense retrieval and sparse lexical retrieval, and proposes a cluster-based selective dense retrieval method called CluSD guided by sparse lexical retrieval. CluSD takes a lightweight cluster-based approach and exploits the overlap of sparse retrieval results and embedding clusters in a two-stage selection process with an LSTM model to quickly identify relevant clusters while incurring limited extra memory space overhead. CluSD triggers partial dense retrieval and performs cluster-based block disk I/O if needed. This paper evaluates CluSD and compares it with several baselines for searching in-memory and on-disk MS MARCO and BEIR datasets.

Natural language processing (NLP) and neural networks (NNs) have both undergone significant changes in recent years. For active learning (AL) purposes, NNs are, however, less commonly used -- despite their current popularity. By using the superior text classification performance of NNs for AL, we can either increase a model's performance using the same amount of data or reduce the data and therefore the required annotation efforts while keeping the same performance. We review AL for text classification using deep neural networks (DNNs) and elaborate on two main causes which used to hinder the adoption: (a) the inability of NNs to provide reliable uncertainty estimates, on which the most commonly used query strategies rely, and (b) the challenge of training DNNs on small data. To investigate the former, we construct a taxonomy of query strategies, which distinguishes between data-based, model-based, and prediction-based instance selection, and investigate the prevalence of these classes in recent research. Moreover, we review recent NN-based advances in NLP like word embeddings or language models in the context of (D)NNs, survey the current state-of-the-art at the intersection of AL, text classification, and DNNs and relate recent advances in NLP to AL. Finally, we analyze recent work in AL for text classification, connect the respective query strategies to the taxonomy, and outline commonalities and shortcomings. As a result, we highlight gaps in current research and present open research questions.

Recent foundational language models have shown state-of-the-art performance in many NLP tasks in zero- and few-shot settings. An advantage of these models over more standard approaches based on fine-tuning is the ability to understand instructions written in natural language (prompts), which helps them generalise better to different tasks and domains without the need for specific training data. This makes them suitable for addressing text classification problems for domains with limited amounts of annotated instances. However, existing research is limited in scale and lacks understanding of how text generation models combined with prompting techniques compare to more established methods for text classification such as fine-tuning masked language models. In this paper, we address this research gap by performing a large-scale evaluation study for 16 text classification datasets covering binary, multiclass, and multilabel problems. In particular, we compare zero- and few-shot approaches of large language models to fine-tuning smaller language models. We also analyse the results by prompt, classification type, domain, and number of labels. In general, the results show how fine-tuning smaller and more efficient language models can still outperform few-shot approaches of larger language models, which have room for improvement when it comes to text classification.

Knowledge distillation is a popular technique for training a small student network to emulate a larger teacher model, such as an ensemble of networks. We show that while knowledge distillation can improve student generalization, it does not typically work as it is commonly understood: there often remains a surprisingly large discrepancy between the predictive distributions of the teacher and the student, even in cases when the student has the capacity to perfectly match the teacher. We identify difficulties in optimization as a key reason for why the student is unable to match the teacher. We also show how the details of the dataset used for distillation play a role in how closely the student matches the teacher -- and that more closely matching the teacher paradoxically does not always lead to better student generalization.