The study investigates the efficacy of pre-trained language models (PLMs) in analyzing argumentative moves in a longitudinal learner corpus. Prior studies on argumentative moves often rely on qualitative analysis and manual coding, limiting their efficiency and generalizability. The study aims to: 1) to assess the reliability of PLMs in analyzing argumentative moves; 2) to utilize PLM-generated annotations to illustrate developmental patterns and predict writing quality. A longitudinal corpus of 1643 argumentative texts from 235 English learners in China is collected and annotated into six move types: claim, data, counter-claim, counter-data, rebuttal, and non-argument. The corpus is divided into training, validation, and application sets annotated by human experts and PLMs. We use BERT as one of the implementations of PLMs. The results indicate a robust reliability of PLMs in analyzing argumentative moves, with an overall F1 score of 0.743, surpassing existing models in the field. Additionally, PLM-labeled argumentative moves effectively capture developmental patterns and predict writing quality. Over time, students exhibit an increase in the use of data and counter-claims and a decrease in non-argument moves. While low-quality texts are characterized by a predominant use of claims and data supporting only oneside position, mid- and high-quality texts demonstrate an integrative perspective with a higher ratio of counter-claims, counter-data, and rebuttals. This study underscores the transformative potential of integrating artificial intelligence into language education, enhancing the efficiency and accuracy of evaluating students' writing. The successful application of PLMs can catalyze the development of educational technology, promoting a more data-driven and personalized learning environment that supports diverse educational needs.

Conformal prediction provides a principled framework for constructing predictive sets with finite-sample validity. While much of the focus has been on univariate response variables, existing multivariate methods either impose rigid geometric assumptions or rely on flexible but computationally expensive approaches that do not explicitly optimize prediction set volume. We propose an optimization-driven framework based on a novel loss function that directly learns minimum-volume covering sets while ensuring valid coverage. This formulation naturally induces a new nonconformity score for conformal prediction, which adapts to the residual distribution and covariates. Our approach optimizes over prediction sets defined by arbitrary norm balls, including single and multi-norm formulations. Additionally, by jointly optimizing both the predictive model and predictive uncertainty, we obtain prediction sets that are tight, informative, and computationally efficient, as demonstrated in our experiments on real-world datasets.

We introduce Browsing Lost Unformed Recollections, a tip-of-the-tongue known-item search and reasoning benchmark for general AI assistants. BLUR introduces a set of 573 real-world validated questions that demand searching and reasoning across multi-modal and multilingual inputs, as well as proficient tool use, in order to excel on. Humans easily ace these questions (scoring on average 98%), while the best-performing system scores around 56%. To facilitate progress toward addressing this challenging and aspirational use case for general AI assistants, we release 350 questions through a public leaderboard, retain the answers to 250 of them, and have the rest as a private test set.

Developing competency in artificial intelligence is becoming increasingly crucial for computer science (CS) students at all levels of the CS curriculum. However, most previous research focuses on advanced CS courses, as traditional introductory courses provide limited opportunities to develop AI skills and knowledge. This paper introduces an introductory CS course where students learn computational thinking through computer vision, a sub-field of AI, as an application context. The course aims to achieve computational thinking outcomes alongside critical thinking outcomes that expose students to AI approaches and their societal implications. Through experiential activities such as individual projects and reading discussions, our course seeks to balance technical learning and critical thinking goals. Our evaluation, based on pre-and post-course surveys, shows an improved sense of belonging, self-efficacy, and AI ethics awareness among students. The results suggest that an AI-focused context can enhance participation and employability, student-selected projects support self-efficacy, and ethically grounded AI instruction can be effective for interdisciplinary audiences. Students' discussions on reading assignments demonstrated deep engagement with the complex challenges in today's AI landscape. Finally, we share insights on scaling such courses for larger cohorts and improving the learning experience for introductory CS students.

The study of propositional logic -- fundamental to the theory of computing -- is a cornerstone of the undergraduate computer science curriculum. Learning to solve logical proofs requires repeated guided practice, but undergraduate students often lack access to on-demand tutoring in a judgment-free environment. In this work, we highlight the need for guided practice tools in undergraduate mathematics education and outline the desiderata of an effective practice tool. We accordingly develop LogicLearner, a web application for guided logic proof practice. LogicLearner consists of an interface to attempt logic proofs step-by-step and an automated proof solver to generate solutions on the fly, allowing users to request guidance as needed. We pilot LogicLearner as a practice tool in two semesters of an undergraduate discrete mathematics course and receive strongly positive feedback for usability and pedagogical value in student surveys. To the best of our knowledge, LogicLearner is the only learning tool that provides an end-to-end practice environment for logic proofs with immediate, judgment-free feedback.

While NLP research has made strides in conversational tasks, many approaches focus on single-turn responses with well-defined objectives or evaluation criteria. In contrast, coaching presents unique challenges with initially undefined goals that evolve through multi-turn interactions, subjective evaluation criteria, mixed-initiative dialogue. In this work, we describe and implement five multi-turn coaching agents that exhibit distinct conversational styles, and evaluate them through a user study, collecting first-person feedback on 155 conversations. We find that users highly value core functionality, and that stylistic components in absence of core components are viewed negatively. By comparing user feedback with third-person evaluations from health experts and an LM, we reveal significant misalignment across evaluation approaches. Our findings provide insights into design and evaluation of conversational coaching agents and contribute toward improving human-centered NLP applications.

Classically, to solve differential equation problems, it is necessary to specify sufficient initial and/or boundary conditions so as to allow the existence of a unique solution. Well-posedness of differential equation problems thus involves studying the existence and uniqueness of solutions, and their dependence to such pre-specified conditions. However, in part due to mathematical necessity, these conditions are usually specified "to arbitrary precision" only on (appropriate portions of) the boundary of the space-time domain. This does not mirror how data acquisition is performed in realistic situations, where one may observe entire "patches" of solution data at arbitrary space-time locations; alternatively one might have access to more than one solutions stemming from the same differential operator. In our short work, we demonstrate how standard tools from machine and manifold learning can be used to infer, in a data driven manner, certain well-posedness features of differential equation problems, for initial/boundary condition combinations under which rigorous existence/uniqueness theorems are not known. Our study naturally combines a data assimilation perspective with an operator-learning one.

To a ddress these gaps, prior work has sought to evaluate the cultural representations within AI generated output, b ut with few exceptions [30, 67], mostly through quantified, metricized approaches to representation such as statistical similarities and benchmark-style scoring [49, 84]. However, the use of these methods presumes that representation is an o bjective construct with an empirical, definitive ground truth that outputs can be compared against [e.g., 42, 84] [fo r a critique of ground truth, see 59]. Given limitations of these computational methods, evaluation of representation is reduced to basic recognition or factual generation of artifacts. Even when human feedback on representation is sought, it is solicited through narrow, constrained, quantitative scales from anonymized crowdworkers who often do not have th e lived experiences to evaluate nuances of cultural representation of other cultures. However, this approach to measuring representation is in contravention to decades of scholarship in the social sciences that emphasizes the subjective nature of representation, where judgments about representation in visual media are constructed in conversation with the viewer's lived experiences and the broader context within which an image is Permission to make digital or hard copies of all or part of thi s work for personal or classroom use is granted without fee pr ovided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.

This paper surveys the development of large language model (LLM)-based agents for question answering (QA). Traditional agents face significant limitations, including substantial data requirements and difficulty in generalizing to new environments. LLM-based agents address these challenges by leveraging LLMs as their core reasoning engine. These agents achieve superior QA results compared to traditional QA pipelines and naive LLM QA systems by enabling interaction with external environments. We systematically review the design of LLM agents in the context of QA tasks, organizing our discussion across key stages: planning, question understanding, information retrieval, and answer generation. Additionally, this paper identifies ongoing challenges and explores future research directions to enhance the performance of LLM agent QA systems.

--This study addresses the technical bottlenecks in handling long text and the "hallucination" issue caused by insufficient short text information in remote sensing vision-language foundation models (VLFM). We propose a novel vision-language foundation model, LRSCLIP, and a multimodal dataset, LRS2M. The main contributions are as follows: (1) By integrating multi-source remote sensing data and adopting a large language model labeling strategy, we construct the LRS2M dataset, which contains 2 million image-text pairs, providing both short and long texts for the first time, thus solving the problem of semantic granularity limitations in existing datasets; (2) The design of the LRSCLIP architecture based on Long-CLIP's KPS module, which extends CLIP's text processing capacity and achieves fine-grained cross-modal feature alignment through a dual-text loss weighting mechanism. Experimental results show that LRSCLIP improves retrieval accuracy by 10%-20% over the Long-CLIP baseline in the zero-shot long-text cross-modal retrieval task. For the zero-shot short-text cross-modal retrieval task, LRSCLIP achieves improvements over the current best model, GeoRSCLIP, with increases of 0.17%, 0.67%, and 0.92% in T ext to Image R@1, Image to T ext R@1, and mR on RSITMD, respectively, and 0.04%, 2.93%, and 1.28% on RSICD. This work provides a new benchmark model and data support for remote sensing multimodal learning. ECENT years have seen significant progress in foundation models (FM) within the fields of computer vision (CV) and natural language processing (NLP) [1] [2] [3] [4] [5] [6] [7] [8]. This research was funded by the National Key R&D Program of China under grant number 2021YFB3900504. Weizhi Chen, Kai Li are with Aerospace Information Research Institute, Chinese Academy of Sciences, Beijing 100101, China, and also with School of Electronic, Electrical and Communication Engineering, University of Chinese Academy of Sciences, Beijing 100049, China. Jingbo Chen, Y upeng Deng, Jiansheng Chen, Zhihao Xi, Diyou Liu, Y u Meng are with Aerospace Information Research Institute, Chinese Academy of Sciences, Beijing 100101, China. Y uman Feng is with the School of Information Network Security, People's Public Security University of China, Beijing 100038, China. Unlike models designed for specific task objectives, VLFM learns joint representations of massive image-text pairs in upstream tasks and then transfers this knowledge to various downstream tasks, demonstrating exceptional performance. Several outstanding VLFM models have already emerged, such as CLIP [10], BLIP [11] [12], and MaskVLM [13]. Meanwhile, researchers have begun exploring the application potential of VLFM in the remote sensing domain. However, VLFM often faces issues related to the long-tail effect (where a small number of classes dominate while the rest have fewer samples), making direct application to remote sensing tasks challenging [14].