We introduce the task of spatially localizing narrated interactions in videos. Key to our approach is the ability to learn to spatially localize interactions with self-supervision on a large corpus of videos with accompanying transcribed narrations. To achieve this goal, we propose a multilayer cross-modal attention network that enables effective optimization of a contrastive loss during training. We introduce a divided strategy that alternates between computing inter- and intra-modal attention across the visual and natural language modalities, which allows effective training via directly contrasting the two modalities' representations. We demonstrate the effectiveness of our approach by self-training on the HowTo100M instructional video dataset and evaluating on a newly collected dataset of localized described interactions in the YouCook2 dataset.

A continual learning agent learns online with a non-stationary and never-ending stream of data. The key to such learning process is to overcome the catastrophic forgetting of previously seen data, which is a well known problem of neural networks. To prevent forgetting, a replay buffer is usually employed to store the previous data for the purpose of rehearsal. Previous work often depend on task boundary and i.i.d. In this work, we formulate sample selection as a constraint reduction problem based on the constrained optimization view of continual learning.

We develop an approach to efficiently grow neural networks, within which parameterization and optimization strategies are designed by considering their effects on the training dynamics. Unlike existing growing methods, which follow simple replication heuristics or utilize auxiliary gradient-based local optimization, we craft a parameterization scheme which dynamically stabilizes weight, activation, and gradient scaling as the architecture evolves, and maintains the inference functionality of the network. To address the optimization difficulty resulting from imbalanced training effort distributed to subnetworks fading in at different growth phases, we propose a learning rate adaption mechanism that rebalances the gradient contribution of these separate subcomponents. Experiments show that our method achieves comparable or better accuracy than training large fixed-size models, while saving a substantial portion of the original training computation budget. We demonstrate that these gains translate into real wall-clock training speedups.

We present an approach for lifelong/continual learning of convolutional neural networks (CNN) that does not suffer from the problem of catastrophic forgetting when moving from one task to the other. We show that the activation maps generated by the CNN trained on the old task can be calibrated using very few calibration parameters, to become relevant to the new task. Based on this, we calibrate the activation maps produced by each network layer using spatial and channel-wise calibration modules and train only these calibration parameters for each new task in order to perform lifelong learning. Our calibration modules introduce significantly less computation and parameters as compared to the approaches that dynamically expand the network. Our approach is immune to catastrophic forgetting since we store the task-adaptive calibration parameters, which contain all the task-specific knowledge and is exclusive to each task.

We study the problem of learning a series of tasks in a fully online Meta-Learning setting. The goal is to exploit similarities among the tasks to incrementally adapt an inner online algorithm in order to incur a low averaged cumulative error over the tasks. We focus on a family of inner algorithms based on a parametrized variant of online Mirror Descent. The inner algorithm is incrementally adapted by an online Mirror Descent meta-algorithm using the corresponding within-task minimum regularized empirical risk as the meta-loss. In order to keep the process fully online, we approximate the meta-subgradients by the online inner algorithm.

Many objects in the real world undergo dramatic variations in visual appearance. For example, a tomato may be red or green, sliced or chopped, fresh or fried, liquid or solid. Training a single detector to accurately recognize tomatoes in all these different states is challenging. On the other hand, contextual cues (e.g., the presence of a knife, a cutting board, a strainer or a pan) are often strongly indicative of how the object appears in the scene. Recognizing such contextual cues is useful not only to improve the accuracy of object detection or to determine the state of the object, but also to understand its functional properties and to infer ongoing or upcoming human-object interactions.

In principle, meta-reinforcement learning algorithms leverage experience across many tasks to learn fast and effective reinforcement learning (RL) strategies. However, current meta-RL approaches rely on manually-defined distributions of training tasks, and hand-crafting these task distributions can be challenging and time-consuming. Can useful'' pre-training tasks be discovered in an unsupervised manner? We develop an unsupervised algorithm for inducing an adaptive meta-training task distribution, i.e. an automatic curriculum, by modeling unsupervised interaction in a visual environment. The task distribution is scaffolded by a parametric density model of the meta-learner's trajectory distribution.

As artificial intelligence (AI) continues to advance, it demonstrates capabilities comparable to human intelligence, with significant potential to transform education and workforce development. This study evaluates OpenAI o1-preview's ability to perform higher-order cognitive tasks across 14 dimensions, including critical thinking, systems thinking, computational thinking, design thinking, metacognition, data literacy, creative thinking, abstract reasoning, quantitative reasoning, logical reasoning, analogical reasoning, and scientific reasoning. We used validated instruments like the Ennis-Weir Critical Thinking Essay Test and the Biological Systems Thinking Test to compare the o1-preview's performance with human performance systematically. Our findings reveal that o1-preview outperforms humans in most categories, achieving 150% better results in systems thinking, computational thinking, data literacy, creative thinking, scientific reasoning, and abstract reasoning. However, compared to humans, it underperforms by around 25% in logical reasoning, critical thinking, and quantitative reasoning. In analogical reasoning, both o1-preview and humans achieved perfect scores. Despite these strengths, the o1-preview shows limitations in abstract reasoning, where human psychology students outperform it, highlighting the continued importance of human oversight in tasks requiring high-level abstraction. These results have significant educational implications, suggesting a shift toward developing human skills that complement AI, such as creativity, abstract reasoning, and critical thinking. This study emphasizes the transformative potential of AI in education and calls for a recalibration of educational goals, teaching methods, and curricula to align with an AI-driven world.

Students often struggle with solving programming problems when learning to code, especially when they have to do it online, with one of the most common disadvantages of working online being the lack of personalized help. This help can be provided as next-step hint generation, i.e., showing a student what specific small step they need to do next to get to the correct solution. There are many ways to generate such hints, with large language models (LLMs) being among the most actively studied right now. While LLMs constitute a promising technology for providing personalized help, combining them with other techniques, such as static analysis, can significantly improve the output quality. In this work, we utilize this idea and propose a novel system to provide both textual and code hints for programming tasks. The pipeline of the proposed approach uses a chain-of-thought prompting technique and consists of three distinct steps: (1) generating subgoals - a list of actions to proceed with the task from the current student's solution, (2) generating the code to achieve the next subgoal, and (3) generating the text to describe this needed action. During the second step, we apply static analysis to the generated code to control its size and quality. The tool is implemented as a modification to the open-source JetBrains Academy plugin, supporting students in their in-IDE courses. To evaluate our approach, we propose a list of criteria for all steps in our pipeline and conduct two rounds of expert validation. Finally, we evaluate the next-step hints in a classroom with 14 students from two universities. Our results show that both forms of the hints - textual and code - were helpful for the students, and the proposed system helped them to proceed with the coding tasks.

ChatGPT, exploring how structured prompts and active TA support can enhance educational outcomes. Our work also integrates Integrating large language models (LLMs) like ChatGPT is revolutionizing two versions of ChatGPT--ChatGPT-4o and ChatGPT o1--each contributing the field of computer science education. These models uniquely: ChatGPT-4o supports routine educational tasks, offer new possibilities for enriching student learning and supporting while ChatGPT o1 enhances complex problem-solving through improved teaching assistants (TAs) in providing prompt feedback and reasoning, thereby addressing the limitations of using LLMs supplementary learning resources. This research delves into the use independently. of ChatGPT in a data structures and algorithms (DSA) course, particularly when combined with TA supervision. The findings demonstrate that incorporating ChatGPT with structured prompts and RQ1: How does ChatGPT impact students' learning and active TA guidance enhances students' understanding of intricate exam readiness when supervised by TAs? algorithmic concepts, boosts engagement, and elevates academic performance. However, challenges exist in addressing academic RQ2: What challenges arise in utilizing ChatGPT to answer integrity and the limitations of LLMs in tackling complex problems.