We study an algorithmic equivalence technique between non-convex gradient descent and convex mirror descent. We start by looking at a harder problem of regret minimization in online non-convex optimization. We show that under certain geometric and smoothness conditions, online gradient descent applied to non-convex functions is an approximation of online mirror descent applied to convex functions under reparameterization. In continuous time, the gradient flow with this reparameterization was shown to be \emph{exactly} equivalent to continuous-time mirror descent by Amid and Warmuth, but theory for the analogous discrete time algorithms is left as an open problem. We prove an O(T {\frac{2}{3}}) regret bound for non-convex online gradient descent in this setting, answering this open problem.

Cross-language learning allows us to use training data from one language to build models for a different language. Many approaches to bilingual learning require that we have word-level alignment of sentences from parallel corpora. In this work we explore the use of autoencoder-based methods for cross-language learning of vectorial word representations that are aligned between two languages, while not relying on word-level alignments. We show that by simply learning to reconstruct the bag-of-words representations of aligned sentences, within and between languages, we can in fact learn high-quality representations and do without word alignments. We empirically investigate the success of our approach on the problem of cross-language text classification, where a classifier trained on a given language (e.g., English) must learn to generalize to a different language (e.g., German).

We consider online learning problems under a a partial observability model capturing situations where the information conveyed to the learner is between full information and bandit feedback. In the simplest variant, we assume that in addition to its own loss, the learner also gets to observe losses of some other actions. The revealed losses depend on the learner's action and a directed observation system chosen by the environment. For this setting, we propose the first algorithm that enjoys near-optimal regret guarantees without having to know the observation system before selecting its actions. Along similar lines, we also define a new partial information setting that models online combinatorial optimization problems where the feedback received by the learner is between semi-bandit and full feedback.

This paper describes a third-generation parameter server framework for distributed machine learning. This framework offers two relaxations to balance system performance and algorithm efficiency. We propose a new algorithm that takes advantage of this framework to solve non-convex non-smooth problems with convergence guarantees. We present an in-depth analysis of two large scale machine learning problems ranging from \ell_1 -regularized logistic regression on CPUs to reconstruction ICA on GPUs, using 636TB of real data with hundreds of billions of samples and dimensions. We demonstrate using these examples that the parameter server framework is an effective and straightforward way to scale machine learning to larger problems and systems than have been previously achieved.

In this paper, we prove state-of-the-art Bayesian regret bounds for Thompson Sampling in reinforcement learning in a multitude of settings. We present a refined analysis of the information ratio, and show an upper bound of order \widetilde{O}(H\sqrt{d_{l_1}T}) in the time inhomogeneous reinforcement learning problem where H is the episode length and d_{l_1} is the Kolmogorov l_1- dimension of the space of environments. We then find concrete bounds of d_{l_1} in a variety of settings, such as tabular, linear and finite mixtures, and discuss how our results improve the state-of-the-art.

This research introduces LegalScore, a specialized index for assessing how generative artificial intelligence models perform in a selected range of career exams that require a legal background in Brazil. The index evaluates fourteen different types of artificial intelligence models' performance, from proprietary to open-source models, in answering objective questions applied to these exams. The research uncovers the response of the models when applying English-trained large language models to Brazilian legal contexts, leading us to reflect on the importance and the need for Brazil-specific training data in generative artificial intelligence models. Performance analysis shows that while proprietary and most known models achieved better results overall, local and smaller models indicated promising performances due to their Brazilian context alignment in training. By establishing an evaluation framework with metrics including accuracy, confidence intervals, and normalized scoring, LegalScore enables systematic assessment of artificial intelligence performance in legal examinations in Brazil. While the study demonstrates artificial intelligence's potential value for exam preparation and question development, it concludes that significant improvements are needed before AI can match human performance in advanced legal assessments. The benchmark creates a foundation for continued research, highlighting the importance of local adaptation in artificial intelligence development.

Programming students have a widespread access to powerful Generative AI tools like ChatGPT. While this can help understand the learning material and assist with exercises, educators are voicing more and more concerns about an over-reliance on generated outputs and lack of critical thinking skills. It is thus important to understand how students actually use generative AI and what impact this could have on their learning behavior. To this end, we conducted a study including an exploratory experiment with 37 programming students, giving them monitored access to ChatGPT while solving a code understanding and improving exercise. While only 23 of the students actually opted to use the chatbot, the majority of those eventually prompted it to simply generate a full solution. We observed two prevalent usage strategies: to seek knowledge about general concepts and to directly generate solutions. Instead of using the bot to comprehend the code and their own mistakes, students often got trapped in a vicious cycle of submitting wrong generated code and then asking the bot for a fix. Those who self-reported using generative AI regularly were more likely to prompt the bot to generate a solution. Our findings indicate that concerns about potential decrease in programmers' agency and productivity with Generative AI are justified. We discuss how researchers and educators can respond to the potential risk of students uncritically over-relying on generative AI. We also discuss potential modifications to our study design for large-scale replications.

In this report, we present DNA 1.0 8B Instruct, a state-of-the-art bilingual language model optimized for Korean and English language tasks. By applying continual pre-training (CPT) with high-quality Korean datasets to Llama 3.1 8B and subsequent supervised fine-tuning (SFT), we create an instruction-following model with enhanced Korean language capabilities. This model is then merged with Llama 3.1 8B Instruct via spherical linear interpolation (SLERP) and undergoes further optimization through direct preference optimization (DPO) and knowledge distillation (KD). DNA 1.0 8B Instruct achieves state-of-the-art results on Korean-specific tasks, including KMMLU (53.26%), KoBEST (83.40%), and BELEBELE (57.99%), while maintaining strong English capabilities on MMLU (66.64%), MMLU-Pro (43.05%) and GSM8K (80.52%). As an open model, DNA 1.0 8B Instruct represents a significant advancement in bilingual language modeling. As an open model, DNA 1.0 8B Instruct is freely available through https://huggingface.co/dnotitia/Llama-DNA-1.0-8B-Instruct . For commercial licensing inquiries or feedback, please contact us at https://www.dnotitia.com/contact/post-form

Personalized learning represents a promising educational strategy within intelligent educational systems, aiming to enhance learners' practice efficiency. However, the discrepancy between offline metrics and online performance significantly impedes their progress. To address this challenge, we introduce Agent4Edu, a novel personalized learning simulator leveraging recent advancements in human intelligence through large language models (LLMs). Agent4Edu features LLM-powered generative agents equipped with learner profile, memory, and action modules tailored to personalized learning algorithms. The learner profiles are initialized using real-world response data, capturing practice styles and cognitive factors. Inspired by human psychology theory, the memory module records practice facts and high-level summaries, integrating reflection mechanisms. The action module supports various behaviors, including exercise understanding, analysis, and response generation. Each agent can interact with personalized learning algorithms, such as computerized adaptive testing, enabling a multifaceted evaluation and enhancement of customized services. Through a comprehensive assessment, we explore the strengths and weaknesses of Agent4Edu, emphasizing the consistency and discrepancies in responses between agents and human learners. The code, data, and appendix are publicly available at https://github.com/bigdata-ustc/Agent4Edu.

The accelerating pace of developments in Artificial Intelligence~(AI) and the increasing role that technology plays in society necessitates substantial changes in the structure of the workforce. Besides scientists and engineers, there is a need for a very large workforce of competent AI technicians (i.e., maintainers, integrators) and users~(i.e., operators). As traditional 4-year and 2-year degree-based education cannot fill this quickly opening gap, alternative training methods have to be developed. We present the results of the first four years of the AI Technicians program which is a unique collaboration between the U.S. Army's Artificial Intelligence Integration Center (AI2C) and Carnegie Mellon University to design, implement and evaluate novel rapid occupational training methods to create a competitive AI workforce at the technicians level. Through this multi-year effort we have already trained 59 AI Technicians. A key observation is that ongoing frequent updates to the training are necessary as the adoption of AI in the U.S. Army and within the society at large is evolving rapidly. A tight collaboration among the stakeholders from the army and the university is essential for successful development and maintenance of the training for the evolving role. Our findings can be leveraged by large organizations that face the challenge of developing a competent AI workforce as well as educators and researchers engaged in solving the challenge.