Data-driven software is increasingly being used as a critical component of automated decision-support systems. Since this class of software learns its logic from historical data, it can encode or amplify discriminatory practices. Previous research on algorithmic fairness has focused on improving average-case fairness. On the other hand, fairness at the extreme ends of the spectrum, which often signifies lasting and impactful shifts in societal attitudes, has received significantly less emphasis. Leveraging the statistics of extreme value theory (EVT), we propose a novel fairness criterion called extreme counterfactual discrimination (ECD). This criterion estimates the worst-case amounts of disadvantage in outcomes for individuals solely based on their memberships in a protected group. Utilizing tools from search-based software engineering and generative AI, we present a randomized algorithm that samples a statistically significant set of points from the tail of ML outcome distributions even if the input dataset lacks a sufficient number of relevant samples. We conducted several experiments on four ML models (deep neural networks, logistic regression, and random forests) over 10 socially relevant tasks from the literature on algorithmic fairness. First, we evaluate the generative AI methods and find that they generate sufficient samples to infer valid EVT distribution in 95% of cases. Remarkably, we found that the prevalent bias mitigators reduce the average-case discrimination but increase the worst-case discrimination significantly in 5% of cases. We also observed that even the tail-aware mitigation algorithm -- MiniMax-Fairness -- increased the worst-case discrimination in 30% of cases. We propose a novel ECD-based mitigator that improves fairness in the tail in 90% of cases with no degradation of the average-case discrimination.

The integration of AI in education offers significant potential to enhance learning efficiency. Large Language Models (LLMs), such as ChatGPT, Gemini, and Llama, allow students to query a wide range of topics, providing unprecedented flexibility. However, LLMs face challenges, such as handling varying content relevance and lack of personalization. To address these challenges, we propose TutorLLM, a personalized learning recommender LLM system based on Knowledge Tracing (KT) and Retrieval-Augmented Generation (RAG). The novelty of TutorLLM lies in its unique combination of KT and RAG techniques with LLMs, which enables dynamic retrieval of context-specific knowledge and provides personalized learning recommendations based on the student's personal learning state. Specifically, this integration allows TutorLLM to tailor responses based on individual learning states predicted by the Multi-Features with Latent Relations BERT-based KT (MLFBK) model and to enhance response accuracy with a Scraper model. The evaluation includes user assessment questionnaires and performance metrics, demonstrating a 10\% improvement in user satisfaction and a 5\% increase in quiz scores compared to using general LLMs alone.

Tokenization is a fundamental step in natural language processing, breaking text into units that computational models can process. While learned subword tokenizers have become the de-facto standard, they present challenges such as large vocabularies, limited adaptability to new domains or languages, and sensitivity to spelling errors and variations. To overcome these limitations, we investigate a hierarchical architecture for autoregressive language modelling that combines character-level and word-level processing. It employs a lightweight character-level encoder to convert character sequences into word embeddings, which are then processed by a word-level backbone model and decoded back into characters via a compact character-level decoder. This method retains the sequence compression benefits of word-level tokenization without relying on a rigid, predefined vocabulary. We demonstrate, at scales up to 7 billion parameters, that hierarchical transformers match the downstream task performance of subword-tokenizer-based models while exhibiting significantly greater robustness to input perturbations. Additionally, during continued pretraining on an out-of-domain language, our model trains almost twice as fast, achieves superior performance on the target language, and retains more of its previously learned knowledge. Hierarchical transformers pave the way for NLP systems that are more robust, flexible, and generalizable across languages and domains.

Recently, researchers have proposed many deep generative models, including generative adversarial networks(GANs) and denoising diffusion models. Although significant breakthroughs have been made and empirical success has been achieved with the GAN, its mathematical underpinnings remain relatively unknown. This paper focuses on a rigorous mathematical theoretical framework: the composite-functional-gradient GAN (CFG)[1]. Specifically, we reveal the theoretical connection between the CFG model and score-based models. We find that the training objective of the CFG discriminator is equivalent to finding an optimal D(x). The optimal gradient of D(x) differentiates the integral of the differences between the score functions of real and synthesized samples. Conversely, training the CFG generator involves finding an optimal G(x) that minimizes this difference. In this paper, we aim to derive an annealed weight preceding the weight of the CFG discriminator. This new explicit theoretical explanation model is called the annealed CFG method. To overcome the limitation of the annealed CFG method, as the method is not readily applicable to the SOTA GAN model, we propose a nested annealed training scheme (NATS). This scheme keeps the annealed weight from the CFG method and can be seamlessly adapted to various GAN models, no matter their structural, loss, or regularization differences. We conduct thorough experimental evaluations on various benchmark datasets for image generation. The results show that our annealed CFG and NATS methods significantly improve the quality and diversity of the synthesized samples. This improvement is clear when comparing the CFG method and the SOTA GAN models.

One of the open challenges in Reinforcement Learning is the hard exploration problem in sparse reward environments. Various types of intrinsic rewards have been proposed to address this challenge by pushing towards diversity. This diversity might be imposed at different levels, favouring the agent to explore different states, policies or behaviours (State, Policy and Skill level diversity, respectively). However, the impact of diversity on the agent's behaviour remains unclear. In this work, we aim to fill this gap by studying the effect of different levels of diversity imposed by intrinsic rewards on the exploration patterns of RL agents. We select four intrinsic rewards (State Count, Intrinsic Curiosity Module (ICM), Maximum Entropy, and Diversity is all you need (DIAYN)), each pushing for a different diversity level. We conduct an empirical study on MiniGrid environment to compare their impact on exploration considering various metrics related to the agent's exploration, namely: episodic return, observation coverage, agent's position coverage, policy entropy, and timeframes to reach the sparse reward. The main outcome of the study is that State Count leads to the best exploration performance in the case of low-dimensional observations. However, in the case of RGB observations, the performance of State Count is highly degraded mostly due to representation learning challenges. Conversely, Maximum Entropy is less impacted, resulting in a more robust exploration, despite being not always optimal. Lastly, our empirical study revealed that learning diverse skills with DIAYN, often linked to improved robustness and generalisation, does not promote exploration in MiniGrid environments. This is because: i) learning the skill space itself can be challenging, and ii) exploration within the skill space prioritises differentiating between behaviours rather than achieving uniform state visitation.

Bluebottles (\textit{Physalia} spp.) are marine stingers resembling jellyfish, whose presence on Australian beaches poses a significant public risk due to their venomous nature. Understanding the environmental factors driving bluebottles ashore is crucial for mitigating their impact, and machine learning tools are to date relatively unexplored. We use bluebottle marine stinger presence/absence data from beaches in Eastern Sydney, Australia, and compare machine learning models (Multilayer Perceptron, Random Forest, and XGBoost) to identify factors influencing their presence. We address challenges such as class imbalance, class overlap, and unreliable absence data by employing data augmentation techniques, including the Synthetic Minority Oversampling Technique (SMOTE), Random Undersampling, and Synthetic Negative Approach that excludes the negative class. Our results show that SMOTE failed to resolve class overlap, but the presence-focused approach effectively handled imbalance, class overlap, and ambiguous absence data. The data attributes such as the wind direction, which is a circular variable, emerged as a key factor influencing bluebottle presence, confirming previous inference studies. However, in the absence of population dynamics, biological behaviours, and life cycles, the best predictive model appears to be Random Forests combined with Synthetic Negative Approach. This research contributes to mitigating the risks posed by bluebottles to beachgoers and provides insights into handling class overlap and unreliable negative class in environmental modelling.

Class imbalance (CI) is a longstanding problem in machine learning, slowing down training and reducing performances. Although empirical remedies exist, it is often unclear which ones work best and when, due to the lack of an overarching theory. We address a common case of imbalance, that of anomaly (or outlier) detection. We provide a theoretical framework to analyze, interpret and address CI. It is based on an exact solution of the teacher-student perceptron model, through replica theory. Within this framework, one can distinguish several sources of CI: either intrinsic, train or test imbalance. Our analysis reveals that the optimal train imbalance is generally different from 50%, with a non trivial dependence on the intrinsic imbalance, the abundance of data and on the noise in the learning. Moreover, there is a crossover between a small noise training regime where results are independent of the noise level to a high noise regime where performances quickly degrade with noise. Our results challenge some of the conventional wisdom on CI and offer practical guidelines to address it.

Procedural activity understanding requires perceiving human actions in terms of a broader task, where multiple keysteps are performed in sequence across a long video to reach a final goal state---such as the steps of a recipe or the steps of a DIY fix-it task. Prior work largely treats keystep recognition in isolation of this broader structure, or else rigidly confines keysteps to align with a particular sequential script. We propose discovering a task graph automatically from how-to videos to represent probabilistically how people tend to execute keysteps, then leverage this graph to regularize keystep recognition in novel videos. On multiple datasets of real-world instructional video, we show the impact: more reliable zero-shot keystep localization and improved video representation learning, exceeding the state of the art.

New NLP benchmarks are urgently needed to align with the rapid development of large language models (LLMs). We present C-Eval, the first comprehensive Chinese evaluation suite designed to assess advanced knowledge and reasoning abilities of foundation models in a Chinese context. C-Eval comprises multiple-choice questions across four difficulty levels: middle school, high school, college, and professional. The questions span 52 diverse disciplines, ranging from humanities to science and engineering. C-Eval is accompanied by C-Eval Hard, a subset of very challenging subjects in C-Eval that requires advanced reasoning abilities to solve.

A hallmark property of explainable AI models is the ability to teach other agents, communicating knowledge of how to perform a task. While Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions, it is unclear whether they also make good teachers for weaker agents. To address this, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time in- tervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data.