Neural networks have become ubiquitous with guitar distortion effects modelling in recent years. Despite their ability to yield perceptually convincing models, they are susceptible to frequency aliasing when driven by high frequency and high gain inputs. Nonlinear activation functions create both the desired harmonic distortion and unwanted aliasing distortion as the bandwidth of the signal is expanded beyond the Nyquist frequency. Here, we present a method for reducing aliasing in neural models via a teacher-student fine tuning approach, where the teacher is a pre-trained model with its weights frozen, and the student is a copy of this with learnable parameters. The student is fine-tuned against an aliasing-free dataset generated by passing sinusoids through the original model and removing non-harmonic components from the output spectra. Our results show that this method significantly suppresses aliasing for both long-short-term-memory networks (LSTM) and temporal convolutional networks (TCN). In the majority of our case studies, the reduction in aliasing was greater than that achieved by two times oversampling. One side-effect of the proposed method is that harmonic distortion components are also affected. This adverse effect was found to be model-dependent, with the LSTM models giving the best balance between anti-aliasing and preserving the perceived similarity to an analog reference device.

Graph Neural Networks (GNNs) are powerful tools for learning on structured data, yet the relationship between their expressivity and predictive performance remains unclear. We introduce a family of premetrics that capture different degrees of structural similarity between graphs and relate these similarities to generalization, and consequently, the performance of expressive GNNs. By considering a setting where graph labels are correlated with structural features, we derive generalization bounds that depend on the distance between training and test graphs, model complexity, and training set size. These bounds reveal that more expressive GNNs may generalize worse unless their increased complexity is balanced by a sufficiently large training set or reduced distance between training and test graphs. Our findings relate expressivity and generalization, offering theoretical insights supported by empirical results.

Timely prediction of students at high risk of dropout is critical for early intervention and improving educational outcomes. However, in offline educational settings, poor data quality, limited scale, and high heterogeneity often hinder the application of advanced machine learning models. Furthermore, while educational theories provide valuable insights into dropout phenomena, the lack of quantifiable metrics for key indicators limits their use in data-driven modeling. Through data analysis and a review of educational literature, we identified abrupt changes in student behavior as key early signals of dropout risk. To address this, we propose the Dual-Modal Multiscale Sliding Window (DMSW) Model, which integrates academic performance and behavioral data to dynamically capture behavior patterns using minimal data. The DMSW model improves prediction accuracy by 15% compared to traditional methods, enabling educators to identify high-risk students earlier, provide timely support, and foster a more inclusive learning environment. Our analysis highlights key behavior patterns, offering practical insights for preventive strategies and tailored support. These findings bridge the gap between theory and practice in dropout prediction, giving educators an innovative tool to enhance student retention and outcomes.

Lifelong learning algorithms enable models to incrementally acquire new knowledge without forgetting previously learned information. Contrarily, the field of machine unlearning focuses on explicitly forgetting certain previous knowledge from pretrained models when requested, in order to comply with data privacy regulations on the right-to-be-forgotten. Enabling efficient lifelong learning with the capability to selectively unlearn sensitive information from models presents a critical and largely unaddressed challenge with contradicting objectives. We address this problem from the perspective of simultaneously preventing catastrophic forgetting and allowing forward knowledge transfer during task-incremental learning, while ensuring exact task unlearning and minimizing memory requirements, based on a single neural network model to be adapted. Our proposed solution, privacy-aware lifelong learning (P ALL), involves optimization of task-specific sparse subnetworks with parameter sharing within a single architecture. We additionally utilize an episodic memory rehearsal mechanism to facilitate exact unlearning without performance degradations. We empirically demonstrate the scalability of P ALL across various architectures in image classification, and provide a state-of-the-art solution that uniquely integrates lifelong learning and privacy-aware unlearning mechanisms for responsible AI applications. Lifelong learning algorithms enhance the ability of machine learning models to incrementally acquire new skills or integrate new knowledge over time from sequentially observed data (van de V en et al., 2022). This continual learning capability is essential for models to stay relevant in dynamic environments where the observed data distributions change. A widely studied challenge in this setting is to mitigate catastrophic forgetting, addressing the loss of prior knowledge as new tasks are learned. There has been various strategies proposed to prevent forgetting, while exploiting forward knowledge transfer to efficiently improve performance in new tasks.

In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as misconceptions, in real-time can be challenging in current educational practices, analyzing logical errors in students' code can offer valuable insights. This paper presents a scalable framework for automatically detecting logical errors in students' programming solutions. Our framework is based on an explainable Abstract Syntax Tree (AST) embedding model, the Subtree-based Attention Neural Network (SANN), that identifies the structural components of programs containing logical errors. We conducted a series of experiments to evaluate its effectiveness, and the results suggest that our framework can accurately capture students' logical errors and, more importantly, provide us with deeper insights into their learning processes, offering a valuable tool for enhancing programming education.

We propose an iterative programmatic planning (IPP) framework for solving grid-based tasks by synthesizing interpretable agent policies expressed in code using large language models (LLMs). Instead of relying on traditional search or reinforcement learning, our approach uses code generation as policy synthesis, where the LLM outputs executable programs that map environment states to action sequences. Our proposed architecture incorporates several prompting strategies, including direct code generation, pseudocode-conditioned refinement, and curriculum-based prompting, but also includes an iterative refinement mechanism that updates code based on task performance feedback. We evaluate our approach using six leading LLMs and two challenging grid-based benchmarks (GRASP and MiniGrid). Our IPP framework demonstrates improvements over direct code generation ranging from 10\% to as much as 10x across five of the six models and establishes a new state-of-the-art result for GRASP. IPP is found to significantly outperform direct elicitation of a solution from GPT-o3-mini (by 63\% on MiniGrid to 116\% on GRASP), demonstrating the viability of the overall approach. Computational costs of all code generation approaches are similar. While code generation has a higher initial prompting cost compared to direct solution elicitation (\$0.08 per task vs. \$0.002 per instance for GPT-o3-mini), the code can be reused for any number of instances, making the amortized cost significantly lower (by 400x on GPT-o3-mini across the complete GRASP benchmark).

Massive Open Online Courses (MOOCs) lack direct interaction between learners and instructors, making it challenging for learners to understand new knowledge concepts. Recently, learners have increasingly used Large Language Models (LLMs) to support them in acquiring new knowledge. However, LLMs are prone to hallucinations which limits their reliability. Retrieval-Augmented Generation (RAG) addresses this issue by retrieving relevant documents before generating a response. However, the application of RAG across different MOOCs is limited by unstructured learning material. Furthermore, current RAG systems do not actively guide learners toward their learning needs. To address these challenges, we propose a Graph RAG pipeline that leverages Educational Knowledge Graphs (EduKGs) and Personal Knowledge Graphs (PKGs) to guide learners to understand knowledge concepts in the MOOC platform CourseMapper. Specifically, we implement (1) a PKG-based Question Generation method to recommend personalized questions for learners in context, and (2) an EduKG-based Question Answering method that leverages the relationships between knowledge concepts in the EduKG to answer learner selected questions. To evaluate both methods, we conducted a study with 3 expert instructors on 3 different MOOCs in the MOOC platform CourseMapper. The results of the evaluation show the potential of Graph RAG to empower learners to understand new knowledge concepts in a personalized learning experience.

Effective information searching is essential for enhancing the reasoning and generation capabilities of large language models (LLMs). Recent research has explored using reinforcement learning (RL) to improve LLMs' search capabilities by interacting with live search engines in real-world environments. While these approaches show promising results, they face two major challenges: (1) Uncontrolled Document Quality: The quality of documents returned by search engines is often unpredictable, introducing noise and instability into the training process. (2) Prohibitively High API Costs: RL training requires frequent rollouts, potentially involving hundreds of thousands of search requests, which incur substantial API expenses and severely constrain scalability. To address these challenges, we introduce ZeroSearch, a novel RL framework that incentivizes the capabilities of LLMs to use a real search engine with simulated searches during training. Our approach begins with lightweight supervised fine-tuning to transform the LLM into a retrieval module capable of generating both useful and noisy documents in response to a query. During RL training, we employ a curriculum-based rollout strategy that incrementally degrades the quality of generated documents, progressively eliciting the model's reasoning ability by exposing it to increasingly challenging retrieval scenarios. Extensive experiments demonstrate that ZeroSearch effectively incentivizes the search capabilities of LLMs using a 3B LLM as the retrieval module. Remarkably, a 7B retrieval module achieves comparable performance to the real search engine, while a 14B retrieval module even surpasses it. Furthermore, it generalizes well across both base and instruction-tuned models of various parameter sizes and is compatible with a wide range of RL algorithms.

Spiking Neural Networks (SNNs) have emerged as a promising approach for energy-efficient and biologically plausible computation. However, due to limitations in existing training methods and inherent model constraints, SNNs often exhibit a performance gap when compared to Artificial Neural Networks (ANNs). Knowledge distillation (KD) has been explored as a technique to transfer knowledge from ANN teacher models to SNN student models to mitigate this gap. Traditional KD methods typically use Kullback-Leibler (KL) divergence to align output distributions. However, conventional KL-based approaches fail to fully exploit the unique characteristics of SNNs, as they tend to overemphasize high-probability predictions while neglecting low-probability ones, leading to suboptimal generalization. To address this, we propose Head-Tail Aware Kullback-Leibler (HTA-KL) divergence, a novel KD method for SNNs. HTA-KL introduces a cumulative probability-based mask to dynamically distinguish between high- and low-probability regions. It assigns adaptive weights to ensure balanced knowledge transfer, enhancing the overall performance. By integrating forward KL (FKL) and reverse KL (RKL) divergence, our method effectively align both head and tail regions of the distribution. We evaluate our methods on CIFAR-10, CIFAR-100 and Tiny ImageNet datasets. Our method outperforms existing methods on most datasets with fewer timesteps.

W e discuss the challenges and propose a framework for evalua ting engineering artificial general intelligence ( eAGI) agents. W e consider eAGI as a specialization of artificial general intelligence (AGI), deemed capab le of addressing a broad range of problems in the engineering of physical systems and associated controllers. W e exclude software engineering for a tractable s coping of eAGI and expect dedicated software engineering AI agents to address the software implementation challenges. Similar to human engineers, eAGI agents should possess a unique blend of background knowledge (recall and retrieve) of facts and methods, demonstrate familiarity with tools and processes, exhibit deep understanding of industrial components and well-known design families, and be able to engage in creative problem solving (analyze and synthesize), transf erring ideas acquired in one context to another . Given this broad mandate, evaluatin g and qualifying the performance of eAGI agents is a challenge in itself and, arguably, a critical ena bler to developing eAGI agents. In this paper, we address this challenge by proposin g an extensible evaluation framework that specializes and gr ounds Bloom's taxonomy - a framework for evaluating human learning that has also been recently used for evaluating LLMs - in an engineering design context. Our p roposed framework advances the state of the art in benchmarking and evaluation of AI agents in terms of the following: (a) developing a rich taxonomy of evaluati on questions spanning from methodological knowledge to real-world design proble ms; (b) motivating a pluggable evaluation framework that can evaluate not only t extual responses but also evaluate structured design artifacts such as CAD model s and SysML models; and (c) outlining an automatable procedure to customize the evaluation benchmark to different engineering contexts.