Addressing the challenges of irregularity and concept drift in streaming time series is crucial in real-world predictive modelling. Previous studies in time series continual learning often propose models that require buffering of long sequences, potentially restricting the responsiveness of the inference system. Moreover, these models are typically designed for regularly sampled data, an unrealistic assumption in real-world scenarios. This paper introduces ODEStream, a novel buffer-free continual learning framework that incorporates a temporal isolation layer that integrates temporal dependencies within the data. Simultaneously, it leverages the capability of neural ordinary differential equations to process irregular sequences and generate a continuous data representation, enabling seamless adaptation to changing dynamics in a data streaming scenario. Our approach focuses on learning how the dynamics and distribution of historical data change with time, facilitating direct processing of streaming sequences. Evaluations on benchmark real-world datasets demonstrate that ODEStream outperforms the state-of-the-art online learning and streaming analysis baselines, providing accurate predictions over extended periods while minimising performance degradation over time by learning how the sequence dynamics change. Our code is available at: https://anonymous.4open.science/r/ODEStream-2BAC.

Multi-source unsupervised domain adaptation aims to leverage labeled data from multiple source domains for training a machine learning model to generalize well on a target domain without labels. Source domain selection plays a crucial role in determining the model's performance. It relies on the similarities amongst source and target domains. Nonetheless, existing work for source domain selection often involves heavyweight computational procedures, especially when dealing with numerous source domains and the need to identify the best ones from them. In this paper, we introduce a framework for gradual fine tuning (GFT) of machine learning models on multiple source domains. We represent multiple source domains as an undirected weighted graph. We then give a new generalization error bound for GFT along any path within the graph, which is used to determine the optimal path corresponding to the optimal training order. With this formulation, we introduce three lightweight graph-routing strategies which tend to minimize the error bound. Our best strategy improves $2.3\%$ of accuracy over the state-of-the-art on Natural Language Inference (NLI) task and achieves competitive performance on Sentiment Analysis (SA) task, especially a $3.9\%$ improvement on a more diverse subset of data we use for SA.

To predict upcoming text, language models must in some cases retrieve in-context information verbatim. In this report, we investigated how the ability of language models to retrieve arbitrary in-context nouns developed during training (across time) and as language models trained on the same dataset increase in size (across scale). We then asked whether learning of in-context retrieval correlates with learning of more challenging zero-shot benchmarks. Furthermore, inspired by semantic effects in human short-term memory, we evaluated the retrieval with respect to a major semantic component of target nouns, namely whether they denote a concrete or abstract entity, as rated by humans. We show that verbatim in-context retrieval developed in a sudden transition early in the training process, after about 1% of the training tokens. This was observed across model sizes (from 14M and up to 12B parameters), and the transition occurred slightly later for the two smallest models. We further found that the development of verbatim in-context retrieval is positively correlated with the learning of zero-shot benchmarks. Around the transition point, all models showed the advantage of retrieving concrete nouns as opposed to abstract nouns. In all but two smallest models, the advantage dissipated away toward the end of training.

Homophones present a significant challenge to authors in any languages due to their similarities of pronunciations but different meanings and spellings. This issue is particularly pronounced in the Khmer language, rich in homophones due to its complex structure and extensive character set. This research aims to address the difficulties faced by Khmer authors when using homophones in their writing and proposes potential solutions based on an extensive literature review and survey analysis. A survey of 108 Khmer native speakers, including students, employees, and professionals, revealed that many frequently encounter challenges with homophones in their writing, often struggling to choose the correct word based on context. The survey also highlighted the absence of effective tools to address homophone errors in Khmer, which complicates the writing process. Additionally, a review of existing studies on spelling correction in other languages, such as English, Azerbaijani, and Bangla, identified a lack of research focused specifically on homophones, particularly in the Khmer language. In summary, this research highlights the necessity for a specialized tool to address Khmer homophone errors. By bridging current gaps in research and available resources, such a tool would enhance the confidence and accuracy of Khmer authors in their writing, thereby contributing to the enrichment and preservation of the language. Continued efforts in this domain are essential for ensuring that Khmer can leverage advancements in technology and linguistics effectively.

This research introduces an innovative artificial intelligence-driven educational concept designed to optimize self-directed learning through personalized course delivery and automated teaching assistance. The system leverages fine-tuned AI models to create an adaptive learning environment that encompasses customized roadmaps, automated presentation generation, and three-dimensional modeling for complex concept visualization. By integrating real-time virtual assistance for doubt resolution, the platform addresses the immediate educational needs of learners while promoting autonomous learning practices. This study explores the psychological advantages of self-directed learning and demonstrates how AI automation can enhance educational outcomes through personalized content delivery and interactive support mechanisms. The research contributes to the growing field of educational technology by presenting a comprehensive framework that combines automated content generation, visual learning aids, and intelligent tutoring to create an efficient, scalable solution for modern educational needs. Preliminary findings suggest that this approach not only accommodates diverse learning styles but also strengthens student engagement and knowledge retention through its emphasis on self-paced, independent learning methodologies.

Understanding how individual agents make strategic decisions within collectives is important for advancing fields as diverse as economics, neuroscience, and multi-agent systems. Two complementary approaches can be integrated to this end. The Active Inference framework (AIF) describes how agents employ a generative model to adapt their beliefs about and behaviour within their environment. Game theory formalises strategic interactions between agents with potentially competing objectives. To bridge the gap between the two, we propose a factorisation of the generative model whereby each agent maintains explicit, individual-level beliefs about the internal states of other agents, and uses them for strategic planning in a joint context. We apply our model to iterated general-sum games with 2 and 3 players, and study the ensemble effects of game transitions, where the agents' preferences (game payoffs) change over time. This non-stationarity, beyond that caused by reciprocal adaptation, reflects a more naturalistic environment in which agents need to adapt to changing social contexts. Finally, we present a dynamical analysis of key AIF quantities: the variational free energy (VFE) and the expected free energy (EFE) from numerical simulation data. The ensemble-level EFE allows us to characterise the basins of attraction of games with multiple Nash Equilibria under different conditions, and we find that it is not necessarily minimised at the aggregate level. By integrating AIF and game theory, we can gain deeper insights into how intelligent collectives emerge, learn, and optimise their actions in dynamic environments, both cooperative and non-cooperative.

The adaptation to users' preferences and the ability to infer and interpret humans' beliefs and intents, which is known as the Theory of Mind (ToM), are two crucial aspects for achieving effective human-robot collaboration. Despite its importance, very few studies have investigated the impact of adaptive robots with ToM abilities. In this work, we present an exploratory comparative study to investigate how social robots equipped with ToM abilities impact users' performance and perception. We design a two-layer architecture. The Q-learning agent on the first layer learns the robot's higher-level behaviour. On the second layer, a heuristic-based ToM infers the user's intended strategy and is responsible for implementing the robot's assistance, as well as providing the motivation behind its choice. We conducted a user study in a real-world setting, involving 56 participants who interacted with either an adaptive robot capable of ToM, or with a robot lacking such abilities. Our findings suggest that participants in the ToM condition performed better, accepted the robot's assistance more often, and perceived its ability to adapt, predict and recognise their intents to a higher degree. Our preliminary insights could inform future research and pave the way for designing more complex computation architectures for adaptive behaviour with ToM capabilities.

Language models (LMs) have demonstrated an improved capacity to handle long-context information, yet existing long-context benchmarks primarily measure LMs' retrieval abilities with extended inputs, e.g., pinpointing a short phrase from long-form text. Therefore, they may fall short when evaluating models' global context understanding capacity, such as synthesizing and reasoning over content across input to generate the response. In this paper, we study long-context language model (LCLM) evaluation through many-shot in-context learning (ICL). Concretely, we identify the skills each ICL task requires, and examine models' long-context capabilities on them. We first ask: What types of ICL tasks benefit from additional demonstrations, and are these tasks effective at evaluating LCLMs? We find that classification and summarization tasks show notable performance improvements with additional demonstrations, while translation and reasoning tasks do not exhibit clear trends. This suggests the classification tasks predominantly test models' retrieval skills. Next, we ask: To what extent does each task require retrieval skills versus global context understanding from LCLMs? We develop metrics to categorize ICL tasks into two groups: (i) retrieval tasks that require strong retrieval ability to pinpoint relevant examples, and (ii) global context understanding tasks that necessitate a deeper comprehension of the full input. We find that not all datasets can effectively evaluate these long-context capabilities. To address this gap, we introduce a new many-shot ICL benchmark, MANYICLBENCH, designed to characterize LCLMs' retrieval and global context understanding capabilities separately. Benchmarking 11 open-weight LCLMs with MANYICLBENCH, we find that while state-of-the-art models perform well in retrieval tasks up to 64k tokens, many show significant drops in global context tasks at just 16k tokens.

In this paper, we question if well pre-trained vision transformer (ViT) models could be used as teachers that exhibit scalable properties to advance cross architecture knowledge distillation (KD) research, in the context of using large-scale datasets for evaluation. To make this possible, our analysis underlines the importance of seeking effective strategies to align (1) feature computing paradigm differences, (2) model scale differences, and (3) knowledge density differences. By combining three coupled components namely cross attention projector, dual-view feature mimicking and teacher parameter perception tailored to address the above problems, we present a simple and effective KD method, called ScaleKD. Our method can train student backbones that span across a variety of convolutional neural network (CNN), multi-layer perceptron (MLP), and ViT architectures on image classification datasets, achieving state-of-the-art distillation performance. For instance, taking a well pre-trained Swin-L as the teacher model, our method gets 75.15%|82.03%|84.16%|78.63%|81.96%|83.93%|83.80%|85.53% top-1 accuracies for MobileNet-V1|ResNet-50|ConvNeXt-T|Mixer-S/16|Mixer-B/16|ViT-S/16|Swin-T|ViT-B/16 models trained on ImageNet-1K dataset from scratch, showing 3.05%|3.39%|2.02%|4.61%|5.52%|4.03%|2.62%|3.73% absolute gains to the individually trained counterparts. Intriguingly, when scaling up the size of teacher models or their pre-training datasets, our method showcases the desired scalable properties, bringing increasingly larger gains to student models. The student backbones trained by our method transfer well on downstream MS-COCO and ADE20K datasets. More importantly, our method could be used as a more efficient alternative to the time-intensive pre-training paradigm for any target student model if a strong pre-trained ViT is available, reducing the amount of viewed training samples up to 195x.

Visual Question Answering (VQA) research seeks to create AI systems to answer natural language questions in images, yet VQA methods often yield overly simplistic and short answers. This paper aims to advance the field by introducing Visual Question Explanation (VQE), which enhances the ability of VQA to provide detailed explanations rather than brief responses and address the need for more complex interaction with visual content. We first created an MLVQE dataset from a 14-week streamed video machine learning course, including 885 slide images, 110,407 words of transcripts, and 9,416 designed question-answer (QA) pairs. Next, we proposed a novel SparrowVQE, a small 3 billion parameters multimodal model. We trained our model with a three-stage training mechanism consisting of multimodal pre-training (slide images and transcripts feature alignment), instruction tuning (tuning the pre-trained model with transcripts and QA pairs), and domain fine-tuning (fine-tuning slide image and QA pairs). Eventually, our SparrowVQE can understand and connect visual information using the SigLIP model with transcripts using the Phi-2 language model with an MLP adapter. Experimental results demonstrate that our SparrowVQE achieves better performance in our developed MLVQE dataset and outperforms state-of-the-art methods in the other five benchmark VQA datasets. The source code is available at \url{https://github.com/YoushanZhang/SparrowVQE}.