Multimodal Large Language Models (LLMs) are pivotal in revolutionizing customer support and operations by integrating multiple modalities such as text, images, and audio. Federated Prompt Learning (FPL) is a recently proposed approach that combines pre-trained multimodal LLMs such as vision-language models with federated learning to create personalized, privacy-preserving AI systems. However, balancing the competing goals of personalization, generalization, and privacy remains a significant challenge. Over-personalization can lead to overfitting, reducing generalizability, while stringent privacy measures, such as differential privacy, can hinder both personalization and generalization. In this paper, we propose a Differentially Private Federated Prompt Learning (DP-FPL) approach to tackle this challenge by leveraging a low-rank factorization scheme to capture generalization while maintaining a residual term that preserves expressiveness for personalization. To ensure privacy, we introduce a novel method where we apply local differential privacy to the two low-rank components of the local prompt, and global differential privacy to the global prompt. Our approach mitigates the impact of privacy noise on the model performance while balancing the tradeoff between personalization and generalization. Extensive experiments demonstrate the effectiveness of our approach over other benchmarks.

Large language models often struggle with length generalization and solving complex problem instances beyond their training distribution. We present a self-improvement approach where models iteratively generate and learn from their own solutions, progressively tackling harder problems while maintaining a standard transformer architecture. Across diverse tasks including arithmetic, string manipulation, and maze solving, self-improving enables models to solve problems far beyond their initial training distribution-for instance, generalizing from 10-digit to 100-digit addition without apparent saturation. We observe that in some cases filtering for correct self-generated examples leads to exponential improvements in out-of-distribution performance across training rounds. Additionally, starting from pretrained models significantly accelerates this self-improvement process for several tasks. Our results demonstrate how controlled weak-to-strong curricula can systematically teach a model logical extrapolation without any changes to the positional embeddings, or the model architecture.

The rapid evolution of large language models (LLMs) has transformed human-computer interaction (HCI), but the interaction with LLMs is currently mainly focused on text-based interactions, while other multi-model approaches remain under-explored. This paper introduces VTutor, an open-source Software Development Kit (SDK) that combines generative AI with advanced animation technologies to create engaging, adaptable, and realistic APAs for human-AI multi-media interactions. VTutor leverages LLMs for real-time personalized feedback, advanced lip synchronization for natural speech alignment, and WebGL rendering for seamless web integration. Supporting various 2D and 3D character models, VTutor enables researchers and developers to design emotionally resonant, contextually adaptive learning agents. This toolkit enhances learner engagement, feedback receptivity, and human-AI interaction while promoting trustworthy AI principles in education. VTutor sets a new standard for next-generation APAs, offering an accessible, scalable solution for fostering meaningful and immersive human-AI interaction experiences. The VTutor project is open-sourced and welcomes community-driven contributions and showcases.

Books, while often rich in cultural insights, can also mirror societal biases of their eras - biases that Large Language Models (LLMs) may learn and perpetuate during training. We introduce a novel method to trace and quantify these biases using fine-tuned LLMs. We develop BookPAGE, a corpus comprising 593 fictional books across seven decades (1950-2019), to track bias evolution. By fine-tuning LLMs on books from each decade and using targeted prompts, we examine shifts in biases related to gender, sexual orientation, race, and religion. Our findings indicate that LLMs trained on decade-specific books manifest biases reflective of their times, with both gradual trends and notable shifts. For example, model responses showed a progressive increase in the portrayal of women in leadership roles (from 8% to 22%) from the 1950s to 2010s, with a significant uptick in the 1990s (from 4% to 12%), possibly aligning with third-wave feminism. Same-sex relationship references increased markedly from the 1980s to 2000s (from 0% to 10%), mirroring growing LGBTQ+ visibility. Concerningly, negative portrayals of Islam rose sharply in the 2000s (26% to 38%), likely reflecting post-9/11 sentiments. Importantly, we demonstrate that these biases stem mainly from the books' content and not the models' architecture or initial training. Our study offers a new perspective on societal bias trends by bridging AI, literary studies, and social science research.

Faithfulness evaluators based on large language models (LLMs) are often fooled by the fluency of the text and struggle with identifying errors in the summaries. We propose an approach to summary faithfulness evaluation in which multiple LLM-based agents are assigned initial stances (regardless of what their belief might be) and forced to come up with a reason to justify the imposed belief, thus engaging in a multi-round debate to reach an agreement. The uniformly distributed initial assignments result in a greater diversity of stances leading to more meaningful debates and ultimately more errors identified. Furthermore, by analyzing the recent faithfulness evaluation datasets, we observe that naturally, it is not always the case for a summary to be either faithful to the source document or not. We therefore introduce a new dimension, ambiguity, and a detailed taxonomy to identify such special cases. Experiments demonstrate our approach can help identify ambiguities, and have even a stronger performance on non-ambiguous summaries.

Google's executives gave details on Wednesday on how the tech giant will sunset its diversity initiatives and defended dropping its pledge against building artificial intelligence for weaponry and surveillance in an all-staff meeting. Melonie Parker, Google's former head of diversity, said the company was doing away with its diversity and inclusion employee training programs and "updating" broader training programs that have "DEI content". It was the first time company executives have addressed the whole staff since Google announced it would no longer follow hiring goals for diversity and took down its pledge not to build militarized AI. The chief legal officer, Kent Walker, said a lot had changed since Google first introduced its AI principles in 2018, which explicitly stated Google would not build AI for harmful purposes. He said it would be "good for society" for the company to be part of evolving geopolitical discussions in response to a question about why the company removed prohibitions against building AI for weapons and surveillance.

The representation gap between teacher and student is an emerging topic in knowledge distillation (KD). To reduce the gap and improve the performance, current methods often resort to complicated training schemes, loss functions, and feature alignments, which are task-specific and feature-specific. In this paper, we state that the essence of these methods is to discard the noisy information and distill the valuable information in the feature, and propose a novel KD method dubbed DiffKD, to explicitly denoise and match features using diffusion models. Our approach is based on the observation that student features typically contain more noises than teacher features due to the smaller capacity of student model. To address this, we propose to denoise student features using a diffusion model trained by teacher features.

In a systematic way, we investigate a widely asked question: Do LLMs really understand what they say?, which relates to the more familiar term Stochastic Parrot. To this end, we propose a summative assessment over a carefully designed physical concept understanding task, PhysiCo. Our task alleviates the memorization issue via the usage of grid-format inputs that abstractly describe physical phenomena. The grids represents varying levels of understanding, from the core phenomenon, application examples to analogies to other abstract patterns in the grid world. A comprehensive study on our task demonstrates: (1) state-of-the-art LLMs, including GPT-4o, o1 and Gemini 2.0 flash thinking, lag behind humans by ~40%; (2) the stochastic parrot phenomenon is present in LLMs, as they fail on our grid task but can describe and recognize the same concepts well in natural language; (3) our task challenges the LLMs due to intrinsic difficulties rather than the unfamiliar grid format, as in-context learning and fine-tuning on same formatted data added little to their performance.

Open-ended learning agents must efficiently prioritize goals in vast possibility spaces, focusing on those that maximize learning progress (LP). When such autotelic exploration is achieved by LLM agents trained with online RL in high-dimensional and evolving goal spaces, a key challenge for LP prediction is modeling one's own competence, a form of metacognitive monitoring. Traditional approaches either require extensive sampling or rely on brittle expert-defined goal groupings. We introduce MAGELLAN, a metacognitive framework that lets LLM agents learn to predict their competence and LP online. By capturing semantic relationships between goals, MAGELLAN enables sample-efficient LP estimation and dynamic adaptation to evolving goal spaces through generalization. In an interactive learning environment, we show that MAGELLAN improves LP prediction efficiency and goal prioritization, being the only method allowing the agent to fully master a large and evolving goal space. These results demonstrate how augmenting LLM agents with a metacognitive ability for LP predictions can effectively scale curriculum learning to open-ended goal spaces.

Data scarcity significantly complicates the continual learning problem, i.e., how a deep neural network learns in dynamic environments with very few samples. However, the latest progress of few-shot class incremental learning (FSCIL) methods and related studies show insightful knowledge on how to tackle the problem. This paper presents a comprehensive survey on FSCIL that highlights several important aspects i.e. comprehensive and formal objectives of FSCIL approaches, the importance of prototype rectifications, the new learning paradigms based on pre-trained model and language-guided mechanism, the deeper analysis of FSCIL performance metrics and evaluation, and the practical contexts of FSCIL in various areas. Our extensive discussion presents the open challenges, potential solutions, and future directions of FSCIL.