Bayesian computation has achieved profound success in many modeling tasks with statistics tools such as generalized linear models (Dobson and Barnett, 2018; Nelder and Wedderburn, 1972). Yet these traditional tools fail to produce satisfactory predictions for high-dimensional and highly complex data such as images, speech and videos. Deep Learning (LeCun et al., 2015a) provides an attractive solution. At the time of late 2023, deep neural networks achieve accurate predictions for image classification (Dehghani et al., 2023), segmentation (Kirillov et al., 2023) and speech recognition tasks (Zhang et al., 2023). Meanwhile they have also demonstrated an astonishing capability for generating photo-realistic and/or artistic images (Rombach et al., 2022), music (Agostinelli et al., 2023) and videos (Liang et al., 2022). Nowadays deep neural networks have become a standard modeling tool for many of the applications in AI and related fields, and the success of deep learning so far are based on training deterministic deep neural networks on big data. So one might ask: is there a place for Bayesian computation in modern deep learning?

Applying large language models (LLMs) to assist in psycho-counseling is an emerging and meaningful approach, driven by the significant gap between patient needs and the availability of mental health support. However, current LLMs struggle to consistently provide effective responses to client speeches, largely due to the lack of supervision from high-quality real psycho-counseling data, whose content is typically inaccessible due to client privacy concerns. Furthermore, the quality of therapists' responses in available sessions can vary significantly based on their professional training and experience. Assessing the quality of therapists' responses remains an open challenge. In this work, we address these challenges by first proposing a set of professional and comprehensive principles to evaluate therapists' responses to client speeches. Using these principles, we create a preference dataset, PsychoCounsel-Preference, which contains 36k high-quality preference comparison pairs. This dataset aligns with the preferences of professional psychotherapists, providing a robust foundation for evaluating and improving LLMs in psycho-counseling. Experiments on reward modeling and preference learning demonstrate that PsychoCounsel-Preference is an excellent resource for LLMs to acquire essential skills for responding to clients in a counseling session. Our best-aligned model, PsychoCounsel-Llama3-8B, achieves an impressive win rate of 87% against GPT-4o. We release PsychoCounsel-Preference, PsychoCounsel-Llama3-8B and the reward model PsychoCounsel Llama3-8B-Reward to facilitate the research of psycho-counseling with LLMs at: https://hf.co/Psychotherapy-LLM.

Continual Learning (CL) addresses the problem of learning from a data sequence where the distribution changes over time. Recently, efficient solutions leveraging Pre-Trained Models (PTM) have been widely explored in the offline CL (offCL) scenario, where the data corresponding to each incremental task is known beforehand and can be seen multiple times. However, such solutions often rely on 1) prior knowledge regarding task changes and 2) hyper-parameter search, particularly regarding the learning rate. Both assumptions remain unavailable in online CL (onCL) scenarios, where incoming data distribution is unknown and the model can observe each datum only once. Therefore, existing offCL strategies fall largely behind performance-wise in onCL, with some proving difficult or impossible to adapt to the online scenario. In this paper, we tackle both problems by leveraging Online Prototypes (OP) and Class-Wise Hypergradients (CWH). OP leverages stable output representations of PTM by updating its value on the fly to act as replay samples without requiring task boundaries or storing past data. CWH learns class-dependent gradient coefficients during training to improve over sub-optimal learning rates. We show through experiments that both introduced strategies allow for a consistent gain in accuracy when integrated with existing approaches. We will make the code fully available upon acceptance.

Learning therapeutic counseling involves significant role-play experience with mock patients, with current manual training methods providing only intermittent granular feedback. We seek to accelerate and optimize counselor training by providing frequent, detailed feedback to trainees as they interact with a simulated patient. Our first application domain involves training motivational interviewing skills for counselors. Motivational interviewing is a collaborative counseling style in which patients are guided to talk about changing their behavior, with empathetic counseling an essential ingredient. We developed and evaluated an LLM-powered training system that features a simulated patient and visualizations of turn-by-turn performance feedback tailored to the needs of counselors learning motivational interviewing. We conducted an evaluation study with professional and student counselors, demonstrating high usability and satisfaction with the system. We present design implications for the development of automated systems that train users in counseling skills and their generalizability to other types of social skills training.

Grading student assignments in STEM courses is a laborious and repetitive task for tutors, often requiring a week to assess an entire class. For students, this delay of feedback prevents iterating on incorrect solutions, hampers learning, and increases stress when exercise scores determine admission to the final exam. Recent advances in AI-assisted education, such as automated grading and tutoring systems, aim to address these challenges by providing immediate feedback and reducing grading workload. However, existing solutions often fall short due to privacy concerns, reliance on proprietary closed-source models, lack of support for combining Markdown, LaTeX and Python code, or excluding course tutors from the grading process. To overcome these limitations, we introduce PyEvalAI, an AI-assisted evaluation system, which automatically scores Jupyter notebooks using a combination of unit tests and a locally hosted language model to preserve privacy. Our approach is free, open-source, and ensures tutors maintain full control over the grading process. A case study demonstrates its effectiveness in improving feedback speed and grading efficiency for exercises in a university-level course on numerics.

Online continual learning (OCL), which enables AI systems to adaptively learn from non-stationary data streams, is commonly achieved using experience replay (ER)-based methods that retain knowledge by replaying stored past during training. However, these methods face challenges of prediction bias, stemming from deviations in parameter update directions during task transitions. This paper identifies parameter variation imbalance as a critical factor contributing to prediction bias in ER-based OCL. Specifically, using the proposed parameter variation evaluation method, we highlight two types of imbalance: correlation-induced imbalance, where certain parameters are disproportionately updated across tasks, and layer-wise imbalance, where output layer parameters update faster than those in preceding layers. To mitigate the above imbalances, we propose the Parameter Variation Balancing Framework (PVBF), which incorporates: 1) a novel method to compute parameter correlations with previous tasks based on parameter variations, 2) an encourage-and-consolidate (E&C) method utilizing parameter correlations to perform gradient adjustments across all parameters during training, 3) a dual-layer copy weights with reinit (D-CWR) strategy to slowly update output layer parameters for frequently occuring sample categories. Experiments on short and long task sequences demonstrate that PVBF significantly reduces prediction bias and improves OCL performance, achieving up to 47\% higher accuracy compared to existing ER-based methods.

Knowledge distillation is used, in generative language modeling, to train a smaller student model using the help of a larger teacher model, resulting in improved capabilities for the student model. In this paper, we formulate a more general framework for knowledge distillation where the student learns from the teacher during training, and also learns to ask for the teacher's help at test-time following rules specifying test-time restrictions. Towards this, we first formulate knowledge distillation as an entropy-regularized value optimization problem. Adopting Path Consistency Learning to solve this, leads to a new knowledge distillation algorithm using on-policy and off-policy demonstrations. We extend this using constrained reinforcement learning to a framework that incorporates the use of the teacher model as a test-time reference, within constraints. In this situation, akin to a human learner, the model needs to learn not only the learning material, but also the relative difficulty of different sections to prioritize for seeking teacher help. We examine the efficacy of our method through experiments in translation and summarization tasks, observing trends in accuracy and teacher use, noting that our approach unlocks operating points not available to the popular Speculative Decoding approach.

Asking questions is a fundamental aspect of learning that facilitates deeper understanding. However, characterizing and crafting questions that effectively improve learning remains elusive. To address this gap, we propose QUEST (Question Utility Estimation with Simulated Tests). QUEST simulates a learning environment that enables the quantification of a question's utility based on its direct impact on improving learning outcomes. Furthermore, we can identify high-utility questions and use them to fine-tune question generation models with rejection sampling. We find that questions generated by models trained with rejection sampling based on question utility result in exam scores that are higher by at least 20% than those from specialized prompting grounded on educational objectives literature and models fine-tuned with indirect measures of question quality, such as saliency and expected information gain.

Diffusion Probabilistic Models (DPMs) have achieved significant success in generative tasks. However, their training and sampling processes suffer from the issue of distribution mismatch. During the denoising process, the input data distributions differ between the training and inference stages, potentially leading to inaccurate data generation. To obviate this, we analyze the training objective of DPMs and theoretically demonstrate that this mismatch can be alleviated through Distributionally Robust Optimization (DRO), which is equivalent to performing robustness-driven Adversarial Training (AT) on DPMs. Furthermore, for the recently proposed Consistency Model (CM), which distills the inference process of the DPM, we prove that its training objective also encounters the mismatch issue. Fortunately, this issue can be mitigated by AT as well. Based on these insights, we propose to conduct efficient AT on both DPM and CM. Finally, extensive empirical studies validate the effectiveness of AT in diffusion-based models. The code is available at https://github.com/kugwzk/AT_Diff.

Knowledge transfer between teacher and student models has proven effective across various machine learning applications. However, challenges arise when the teacher's predictions are noisy, or the data domain during student training shifts from the teacher's pretraining data. In such scenarios, blindly relying on the teacher's predictions can lead to suboptimal knowledge transfer. To address these challenges, we propose a novel and universal framework, Adaptive Uncertainty-guided Knowledge Transfer ($\textbf{AUKT}$), which leverages Conformal Prediction (CP) to dynamically adjust the student's reliance on the teacher's guidance based on the teacher's prediction uncertainty. CP is a distribution-free, model-agnostic approach that provides reliable prediction sets with statistical coverage guarantees and minimal computational overhead. This adaptive mechanism mitigates the risk of learning undesirable or incorrect knowledge. We validate the proposed framework across diverse applications, including image classification, imitation-guided reinforcement learning, and autonomous driving. Experimental results consistently demonstrate that our approach improves performance, robustness and transferability, offering a promising direction for enhanced knowledge transfer in real-world applications.