A young man with no government experience who has yet to even complete his undergraduate degree is working for Elon Musk's so-called Department of Government Efficiency (DOGE) at the Department of Housing and Urban Development (HUD) and has been tasked with using artificial intelligence to rewrite the agency's rules and regulations. Christopher Sweet was introduced to HUD employees as being originally from San Francisco and most recently a third-year at the University of Chicago, where he was studying economics and data science, in an email sent to staffers earlier this month. "I'd like to share with you that Chris Sweet has joined the HUD DOGE team with the title of special assistant, although a better title might be'Al computer programming quant analyst,'" Scott Langmack, a DOGE staffer and chief operating officer of an AI real estate company, wrote in an email widely shared within the agency and reviewed by WIRED. "With family roots from Brazil, Chris speaks Portuguese fluently. Please join me in welcoming Chris to HUD!" Sweet's primary role appears to be leading an effort to leverage artificial intelligence to review HUD's regulations, compare them to the laws on which they are based, and identify areas where rules can be relaxed or removed altogether.

Continual learning is the one of the most essential abilities for autonomous agents, which can incrementally learn daily-life skills. For this ultimate goal, a simple but powerful method, dark experience replay (DER), has been proposed recently. DER mitigates catastrophic forgetting, in which the skills acquired in the past are unintentionally forgotten, by stochastically storing the streaming data in a reservoir sampling (RS) buffer and by relearning them or retaining the past outputs for them. However, since DER considers multiple objectives, it will not function properly without appropriate weighting of them. In addition, the ability to retain past outputs inhibits learning if the past outputs are incorrect due to distribution shift or other effects. This is due to a tradeoff between memory consolidation and plasticity. The tradeoff is hidden even in the RS buffer, which gradually stops storing new data for new skills in it as data is continuously passed to it. To alleviate the tradeoff and achieve better balance, this paper proposes improvement strategies to each of DER and RS. Specifically, DER is improved with automatic adaptation of weights, block of replaying erroneous data, and correction of past outputs. RS is also improved with generalization of acceptance probability, stratification of plural buffers, and intentional omission of unnecessary data. These improvements are verified through multiple benchmarks including regression, classification, and reinforcement learning problems. As a result, the proposed methods achieve steady improvements in learning performance by balancing the memory consolidation and plasticity.

In an era increasingly shaped by decentralized knowledge ecosystems and pervasive AI technologies, fostering sustainable learner agency has become a critical educational imperative. This paper introduces a novel conceptual framework integrating Generative Artificial Intelligence (GAI) and Learning Analytics (LA) to cultivate Self - Directed Growth -- a dynamic competency enabling learner s to iteratively drive their own developmental pathways across diverse contexts. Building upon critical gaps in current Self - Directed Learning (SDL) and AI - mediated educational research, the proposed Aspire to Potentials for Learners (A2PL) model reconcept ualizes the interplay of learner aspirations, complex thinking, and summative self - assessment within GAI - supported environments. Methodological implications for future intervention designs and data analytics are discussed, positioning Self - Directed Growth as a pivotal axis for designing equitable, adaptive, and sustainable learning systems in the digital era. 1. Introduction The educational realm faces two increasingly prominent challenges that threaten to reshape the landscape of learning and development . Firstly, the traditional teacher - dominated, institution - centered environment is being eclipsed by a decentralized, ever - evolving, and technologically advanced online landscape. In this new paradigm, knowledge and skills are not poised and delivered by a single expositor, but are constantly renewed, reproduced, and reiterated through sharing and co - creation, rendering existing models of education insufficient. And the overreliance on EdTech tools, as well as information search and synthesis tools, such as Generative Artificial Intelligence (GAI), among students poses a significant challenge in the contemporary educational landscape, while there is a concerning lack of research examining whether these tools genuinely foster the development of learner agency. The integration of AI into educational practices offers a transformative opportunity to enhance learning outcomes and promote equity. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), AI has the potential to acc elerate the achievement of Sustainable Development Goal 4 (SDG 4) by improving access to quality education for all learners, regardless of their socioeconomic background (UNESCO, 2019; UNESCO, 2021). As some noted, AI facilitates access to information and online education, helping to bridge the information, skill, and educational gaps faced by disadvantaged individuals who encounter barriers to traditional learning opportunities due to time constraints, financial limitations, geographic distance, or physic al challenges (Thakkar et al., 2020; Sanabria - Z et al., 2023).

We consider generating post-hoc explanations of clusters generated from various datasets using auxiliary information which was not used by clustering algorithms. Following terminology used in previous work, we refer to the auxiliary information as tags. Our focus is on two forms of explanations, namely disjunctive form (where the explanation for a cluster consists of a set of tags) and a two-clause conjunctive normal form (CNF) explanation (where the explanation consists of two sets of tags, combined through the AND operator). We use integer linear programming (ILP) as well as heuristic methods to generate these explanations. We experiment with a variety of datasets and discuss the insights obtained from our explanations. We also present experimental results regarding the scalability of our explanation methods.

Current mainstream deep learning techniques exhibit an over-reliance on extensive training data and a lack of adaptability to the dynamic world, marking a considerable disparity from human intelligence. To bridge this gap, Few-Shot Class-Incremental Learning (FSCIL) has emerged, focusing on continuous learning of new categories with limited samples without forgetting old knowledge. Existing FSCIL studies typically use a single model to learn knowledge across all sessions, inevitably leading to the stability-plasticity dilemma. Unlike machines, humans store varied knowledge in different cerebral cortices. Inspired by this characteristic, our paper aims to develop a method that learns independent models for each session. It can inherently prevent catastrophic forgetting. During the testing stage, our method integrates Uncertainty Quantification (UQ) for model deployment. Our method provides a fresh viewpoint for FSCIL and demonstrates the state-of-the-art performance on CIFAR-100 and mini-ImageNet datasets.

Selecting high-quality pre-training data for large language models (LLMs) is crucial for enhancing their overall performance under limited computation budget, improving both training and sample efficiency. Recent advancements in file selection primarily rely on using an existing or trained proxy model to assess the similarity of samples to a target domain, such as high quality sources BookCorpus and Wikipedia. However, upon revisiting these methods, the domain-similarity selection criteria demonstrates a diversity dilemma, i.e.dimensional collapse in the feature space, improving performance on the domain-related tasks but causing severe degradation on generic performance. To prevent collapse and enhance diversity, we propose a DiverSified File selection algorithm (DiSF), which selects the most decorrelated text files in the feature space. We approach this with a classical greedy algorithm to achieve more uniform eigenvalues in the feature covariance matrix of the selected texts, analyzing its approximation to the optimal solution under a formulation of $γ$-weakly submodular optimization problem. Empirically, we establish a benchmark and conduct extensive experiments on the TinyLlama architecture with models from 120M to 1.1B parameters. Evaluating across nine tasks from the Harness framework, DiSF demonstrates a significant improvement on overall performance. Specifically, DiSF saves 98.5% of 590M training files in SlimPajama, outperforming the full-data pre-training within a 50B training budget, and achieving about 1.5x training efficiency and 5x data efficiency.

Knowledge distillation typically transfers knowledge from a teacher model to a student model by minimizing differences between their output distributions. However, existing distillation approaches largely focus on mimicking absolute probabilities and neglect the valuable relational inductive biases embedded in the teacher's relative predictions, leading to exposure bias. In this paper, we propose Group Relative Knowledge Distillation (GRKD), a novel framework that distills teacher knowledge by learning the relative ranking among classes, rather than directly fitting the absolute distribution. Specifically, we introduce a group relative loss that encourages the student model to preserve the pairwise preference orderings provided by the teacher's outputs. Extensive experiments on classification benchmarks demonstrate that GRKD achieves superior generalization compared to existing methods, especially in tasks requiring fine-grained class differentiation. Our method provides a new perspective on exploiting teacher knowledge, focusing on relational structure rather than absolute likelihood.

Large language models (LLMs) have revolutionized natural language understanding and generation but face significant memory bottlenecks during training. GaLore, Gradient Low-Rank Projection, addresses this issue by leveraging the inherent low-rank structure of weight gradients, enabling substantial memory savings without sacrificing performance. Recent works further extend GaLore from various aspects, including low-bit quantization and higher-order tensor structures. However, there are several remaining challenges for GaLore, such as the computational overhead of SVD for subspace updates and the integration with state-of-the-art training parallelization strategies (e.g., FSDP). In this paper, we present GaLore 2, an efficient and scalable GaLore framework that addresses these challenges and incorporates recent advancements. In addition, we demonstrate the scalability of GaLore 2 by pre-training Llama 7B from scratch using up to 500 billion training tokens, highlighting its potential impact on real LLM pre-training scenarios.

Cross-lingual transfer in natural language processing (NLP) models enhances multilingual performance by leveraging shared linguistic knowledge. However, traditional methods that process all data simultaneously often fail to mimic real-world scenarios, leading to challenges like catastrophic forgetting, where fine-tuning on new tasks degrades performance on previously learned ones. Our study explores this issue in multilingual contexts, focusing on linguistic differences affecting representational learning rather than just model parameters. We experiment with 52 languages using LoRA adapters of varying ranks to evaluate non-shared, partially shared, and fully shared parameters. Our aim is to see if parameter sharing through adapters can mitigate forgetting while preserving prior knowledge. We find that languages using non-Latin scripts are more susceptible to catastrophic forgetting, whereas those written in Latin script facilitate more effective cross-lingual transfer.

Reflexion is an AI-powered platform designed to enable structured emotional self-reflection at scale. By integrating real-time emotion detection, layered reflective prompting, and metaphorical storytelling generation, Reflexion empowers users to engage in autonomous emotional exploration beyond basic sentiment categorization. Grounded in theories of expressive writing, cognitive restructuring, self-determination, and critical consciousness development, the system scaffolds a progressive journey from surface-level emotional recognition toward value-aligned action planning. Initial pilot studies with diverse participants demonstrate positive outcomes in emotional articulation, cognitive reframing, and perceived psychological resilience. Reflexion represents a promising direction for scalable, theory-informed affective computing interventions aimed at fostering emotional literacy and psychological growth across educational, therapeutic, and public health contexts.