In a game of scientific telephone, if you find the food, you find the whales--and sound the alarm. North Atlantic right whales sometimes gather at Jeffrey's Ledge, a 62-mile-long underwater ridge about 25 miles off the coast of Portsmouth, New Hampshire. Breakthroughs, discoveries, and DIY tips sent six days a week. It was a cold and windy week last January, when a group of Maine lobstermen couldn't haul in their traps from Jeffrey's Ledge. The reason why surprised everyone.

RMSProp avoids both the vanishing and exploding gradient problems.

To accelerate therapeutic antibody discovery, computational methods, especially machine learning, have attracted considerable interest for predicting specific interactions between antibody candidates and target antigens such as viruses and bacteria.

Machine unlearning techniques aim to mitigate unintended memorization in large language models (LLMs). However, existing approaches predominantly focus on the explicit removal of isolated facts, often overlooking latent inferential dependencies and the non-deterministic nature of knowledge within LLMs. Consequently, facts presumed forgotten may persist implicitly through correlated information. To address these challenges, we propose a knowledge unlearning evaluation framework that more accurately captures the implicit structure of real-world knowledge by representing relevant factual contexts as knowledge graphs with associated confidence scores. We further develop an inference-based evaluation protocol leveraging powerful LLMs as judges; these judges reason over the extracted knowledge subgraph to determine unlearning success. Our LLM judges utilize carefully designed prompts and are calibrated against human evaluations to ensure their trustworthiness and stability. Extensive experiments on our newly constructed benchmark demonstrate that our framework provides a more realistic and rigorous assessment of unlearning performance. Moreover, our findings reveal that current evaluation strategies tend to overestimate unlearning effectiveness. Our code is publicly available at https://github.com/Graph-COM/Knowledge_Unlearning.git.

The autoregressive decoding for text generation in large language models (LLMs), while widely used, is inherently suboptimal due to the lack of a built-in mechanism to perform refinement and/or correction of the generated content. In this paper, we consider optimality in terms of the joint probability over the generated response, when jointly considering all tokens at the same time. We theoretically characterize the potential deviation of the autoregressively generated response from its globally optimal counterpart that is of the same length. Our analysis suggests that we need to be cautious when noticeable uncertainty arises during text generation, which may signal the sub-optimality of the generation history. To address the pitfall of autoregressive decoding for text generation, we propose an approach that incorporates a sliding reflection window and a pausing criterion, such that refinement and generation can be carried out interchangeably as the decoding proceeds. Our selective refinement framework strikes a balance between efficiency and optimality, and our extensive experimental results demonstrate the effectiveness of our approach.

Neural Information Processing Systems http://nips.cc/

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

Retrieval-Augmented Generation (RAG) has recently demonstrated the performance of Large Language Models (LLMs) in the knowledge-intensive tasks such as Question-Answering (QA). RAG expands the query context by incorporating external knowledge bases to enhance the response accuracy. However, it would be inefficient to access LLMs multiple times for each query and unreliable to retrieve all the relevant documents by a single query. We have found that even though there is low relevance between some critical documents and query, it is possible to retrieve the remaining documents by combining parts of the documents with the query. To mine the relevance, a two-stage retrieval framework called Dynamic-Relevant Retrieval-Augmented Generation (DR-RAG) is proposed to improve document retrieval recall and the accuracy of answers while maintaining efficiency. Additionally, a compact classifier is applied to two different selection strategies to determine the contribution of the retrieved documents to answering the query and retrieve the relatively relevant documents. Meanwhile, DR-RAG call the LLMs only once, which significantly improves the efficiency of the experiment. The experimental results on multi-hop QA datasets show that DR-RAG can significantly improve the accuracy of the answers and achieve new progress in QA systems.

Online Knowledge Repositories (OKRs) like Wikipedia offer communities a way to share and preserve information about themselves and their ways of living. However, for communities with low-resourced languages -- including most African communities -- the quality and volume of content available are often inadequate. One reason for this lack of adequate content could be that many OKRs embody Western ways of knowledge preservation and sharing, requiring many low-resourced language communities to adapt to new interactions. To understand the challenges faced by low-resourced language contributors on the popular OKR Wikipedia, we conducted (1) a thematic analysis of Wikipedia forum discussions and (2) a contextual inquiry study with 14 novice contributors. We focused on three Ethiopian languages: Afan Oromo, Amharic, and Tigrinya. Our analysis revealed several recurring themes; for example, contributors struggle to find resources to corroborate their articles in low-resourced languages, and language technology support, like translation systems and spellcheck, result in several errors that waste contributors' time. We hope our study will support designers in making online knowledge repositories accessible to low-resourced language speakers.