This paper describes an evaluation of Automated Theorem Proving (ATP) systems on problems taken from the QMLTP library of first-order modal logic problems. Principally, the problems are translated to higher-order logic in the TPTP language using an embedding approach, and solved using higher-order logic ATP systems. Additionally, the results from native modal logic ATP systems are considered, and compared with those from the embedding approach. The findings are that the embedding process is reliable and successful, the choice of backend ATP system can significantly impact the performance of the embedding approach, native modal logic ATP systems outperform the embedding approach, and the embedding approach can cope with a wider range modal logics than the native modal systems considered.

Mixed Integer programs (MIPs) are typically solved by the Branch-and-Bound algorithm. Recently, Learning to imitate fast approximations of the expert strong branching heuristic has gained attention due to its success in reducing the running time for solving MIPs. However, existing learning-to-branch methods assume that the entire training data is available in a single session of training. This assumption is often not true, and if the training data is supplied in continual fashion over time, existing techniques suffer from catastrophic forgetting. In this work, we study the hitherto unexplored paradigm of Lifelong Learning to Branch on Mixed Integer Programs. To mitigate catastrophic forgetting, we propose LIMIP, which is powered by the idea of modeling an MIP instance in the form of a bipartite graph, which we map to an embedding space using a bipartite Graph Attention Network. This rich embedding space avoids catastrophic forgetting through the application of knowledge distillation and elastic weight consolidation, wherein we learn the parameters key towards retaining efficacy and are therefore protected from significant drift. We evaluate LIMIP on a series of NP-hard problems and establish that in comparison to existing baselines, LIMIP is up to 50% better when confronted with lifelong learning.

A singular attribute of humankind is our ability to undertake novel, cooperative behavior, or teamwork. This requires that we can communicate goals, plans, and ideas between the brains of individuals to create shared intentionality. Using the information processing model of David Marr, I derive necessary characteristics of basic mechanisms to enable shared intentionality between prelinguistic computational agents and indicate how these could be implemented in present-day AI-based robots. More speculatively, I suggest the mechanisms derived by this thought experiment apply to humans and extend to provide explanations for human rationality and aspects of intentional and phenomenal consciousness that accord with observation. This yields what I call the Shared Intentionality First Theory (SIFT) for rationality and consciousness. The significance of shared intentionality has been recognized and advocated previously, but typically from a sociological or behavioral point of view. SIFT complements prior work by applying a computer science perspective to the underlying mechanisms.

Deep R Programming is a comprehensive and in-depth introductory course on one of the most popular languages for data science. It equips ambitious students, professionals, and researchers with the knowledge and skills to become independent users of this potent environment so that they can tackle any problem related to data wrangling and analytics, numerical computing, statistics, and machine learning. This textbook is a non-profit project. Its online and PDF versions are freely available at .

A final exam in machine learning at a top institution such as MIT, Harvard, or Cornell typically takes faculty days to write, and students hours to solve. We demonstrate that large language models pass machine learning finals at a human level, on finals available online after the models were trained, and automatically generate new human-quality final exam questions in seconds. Previous work has developed program synthesis and few-shot learning methods to solve university-level problem set questions in mathematics and STEM courses. In this work, we develop and compare methods that solve final exams, which differ from problem sets in several ways: the questions are longer, have multiple parts, are more complicated, and span a broader set of topics. We curate a dataset and benchmark of questions from machine learning final exams available online and code for answering these questions and generating new questions. We show how to generate new questions from other questions and course notes. For reproducibility and future research on this final exam benchmark, we use automatic checkers for multiple-choice, numeric, and questions with expression answers. We perform ablation studies comparing zero-shot learning with few-shot learning and chain-of-thought prompting using GPT-3, OPT, Codex, and ChatGPT across machine learning topics and find that few-shot learning methods perform best. We highlight the transformative potential of language models to streamline the writing and solution of large-scale assessments, significantly reducing the workload from human days to mere machine seconds. Our results suggest that rather than banning large language models such as ChatGPT in class, instructors should teach students to harness them by asking students meta-questions about correctness, completeness, and originality of the responses generated, encouraging critical thinking in academic studies.

In this article, a tutorial introduction to visual-inertial navigation(VIN) is presented. Visual and inertial perception are two complementary sensing modalities. Cameras and inertial measurement units (IMU) are the corresponding sensors for these two modalities. The low cost and light weight of camera-IMU sensor combinations make them ubiquitous in robotic navigation. Visual-inertial Navigation is a state estimation problem, that estimates the ego-motion and local environment of the sensor platform. This paper presents visual-inertial navigation in the classical state estimation framework, first illustrating the estimation problem in terms of state variables and system models, including related quantities representations (Parameterizations), IMU dynamic and camera measurement models, and corresponding general probabilistic graphical models (Factor Graph). Secondly, we investigate the existing model-based estimation methodologies, these involve filter-based and optimization-based frameworks and related on-manifold operations. We also discuss the calibration of some relevant parameters, also initialization of state of interest in optimization-based frameworks. Then the evaluation and improvement of VIN in terms of accuracy, efficiency, and robustness are discussed. Finally, we briefly mention the recent development of learning-based methods that may become alternatives to traditional model-based methods.

We propose an efficient online approximate Bayesian inference algorithm for estimating the parameters of a nonlinear function from a potentially non-stationary data stream. The method is based on the extended Kalman filter (EKF), but uses a novel low-rank plus diagonal decomposition of the posterior precision matrix, which gives a cost per step which is linear in the number of model parameters. In contrast to methods based on stochastic variational inference, our method is fully deterministic, and does not require step-size tuning. We show experimentally that this results in much faster (more sample efficient) learning, which results in more rapid adaptation to changing distributions, and faster accumulation of reward when used as part of a contextual bandit algorithm.

Lifelong learning has recently attracted attention in building machine learning systems that continually accumulate and transfer knowledge to help future learning. Unsupervised topic modeling has been popularly used to discover topics from document collections. However, the application of topic modeling is challenging due to data sparsity, e.g., in a small collection of (short) documents and thus, generate incoherent topics and sub-optimal document representations. To address the problem, we propose a lifelong learning framework for neural topic modeling that can continuously process streams of document collections, accumulate topics and guide future topic modeling tasks by knowledge transfer from several sources to better deal with the sparse data. In the lifelong process, we particularly investigate jointly: (1) sharing generative homologies (latent topics) over lifetime to transfer prior knowledge, and (2) minimizing catastrophic forgetting to retain the past learning via novel selective data augmentation, co-training and topic regularization approaches. Given a stream of document collections, we apply the proposed Lifelong Neural Topic Modeling (LNTM) framework in modeling three sparse document collections as future tasks and demonstrate improved performance quantified by perplexity, topic coherence and information retrieval task.

Sociologists of education increasingly highlight the role of opportunity hoarding in the formation of Black-White educational inequalities. Informed by this literature, this article unpacks the necessary and sufficient conditions under which the hoarding of educational resources emerges within schools. It develops a qualitatively informed agent-based model which captures Black and White students' competition for a valuable school resource: advanced coursework. In contrast to traditional accounts -- which explain the emergence of hoarding through the actions of Whites that keep valuable resources within White communities -- simulations, perhaps surprisingly, show hoarding to arise even when Whites do not play the role of hoarders of resources. Behind this result is the fact that a structural inequality (i.e., racial differences in social class) -- and not action-driven hoarding -- is the necessary condition for hoarding to emerge. Findings, therefore, illustrate that common action-driven understandings of opportunity hoarding can overlook the structural foundations behind this important phenomenon. Policy implications are discussed.

This article investigates mechanism-based explanations for a well-known empirical pattern in sociology of education, namely, that Black-White unequal access to school resources-- defined as advanced coursework--is the highest in racially diverse and majority-White schools. Through an empirically calibrated and validated agent-based model, this study explores the dynamics of two qualitatively informed mechanisms, showing (1) that we have reason to believe that the presence of White students in school can influence the emergence of Black-White advanced enrollment disparities and (2) that such influence can represent another possible explanation for the macro-level pattern of interest. Results contribute to current scholarly accounts of within-school inequalities, shedding light into policy strategies to improve the educational experiences of Black students in racially integrated settings. Keywords: Black-White inequalities; agent-based modeling; advanced course-taking; school organization; racial composition.