This paper shows how an uncertainty-aware, deep neural network can be trained to detect, recognise and localise objects in 2D RGB images, in applications lacking annotated train-ng datasets. We propose a self-supervising teacher-student pipeline, in which a relatively simple teacher classifier, trained with only a few labelled 2D thumbnails, automatically processes a larger body of unlabelled RGB-D data to teach a student network based on a modified YOLOv3 architecture. Firstly, 3D object detection with back projection is used to automatically extract and teach 2D detection and localisation information to the student network. Secondly, a weakly supervised 2D thumbnail classifier, with minimal training on a small number of hand-labelled images, is used to teach object category recognition. Thirdly, we use a Gaussian Process GP to encode and teach a robust uncertainty estimation functionality, so that the student can output confidence scores with each categorization. The resulting student significantly outperforms the same YOLO architecture trained directly on the same amount of labelled data. Our GP-based approach yields robust and meaningful uncertainty estimations for complex industrial object classifications. The end-to-end network is also capable of real-time processing, needed for robotics applications. Our method can be applied to many important industrial tasks, where labelled datasets are typically unavailable. In this paper, we demonstrate an example of detection, localisation, and object category recognition of nuclear mixed-waste materials in highly cluttered and unstructured scenes. This is critical for robotic sorting and handling of legacy nuclear waste, which poses complex environmental remediation challenges in many nuclearised nations.

Worst-case fairness with off-the-shelf demographics achieves group parity by maximizing the model utility of the worst-off group. Nevertheless, demographic information is often unavailable in practical scenarios, which impedes the use of such a direct max-min formulation. Recent advances have reframed this learning problem by introducing the lower bound of minimal partition ratio, denoted as $\alpha$, as side information, referred to as ``$\alpha$-sized worst-case fairness'' in this paper. We first justify the practical significance of this setting by presenting noteworthy evidence from the data privacy perspective, which has been overlooked by existing research. Without imposing specific requirements on loss functions, we propose reweighting the training samples based on their intrinsic importance to fairness. Given the global nature of the worst-case formulation, we further develop a stochastic learning scheme to simplify the training process without compromising model performance. Additionally, we address the issue of outliers and provide a robust variant to handle potential outliers during model training. Our theoretical analysis and experimental observations reveal the connections between the proposed approaches and existing ``fairness-through-reweighting'' studies, with extensive experimental results on fairness benchmarks demonstrating the superiority of our methods.

Metric-based methods rely on the analysis of certain statistical properties of a target model's output, such as confidence scores, prediction probabilities, or loss values, to distinguish between training data and non-training data. Specifically, Metric-loss (Yeom et al., 2018) is the first metricbased detection method, predicting that data points with a loss below a certain threshold are part of the training data for the target model. Similarly, other works have proposed using the maximum confidence of the target model output (denoted as Metric-conf (Song et al., 2019)), the correctness of the target model output (denoted as Metric-corr (Leino & Fredrikson, 2020)), the entropy of prediction probability distributions (denoted as Metric-ent (Shokri et al., 2017; Song & Mittal, 2021)), and modified entropy of the prediction (denoted as Metric-ment (Song & Mittal, 2021)). Learning-based methods involve training an auxiliary classifier (meta-classifier) to distinguish between training data and non-training data. In the literature, neural networks (NNs) are often employed as the auxiliary classifier. The primary differences between learning-based TDD methods lie in the choice of input features for the auxiliary classifier. Earlier work (Shokri et al., 2017) has proposed using the original prediction vector of the target model (denoted as Learn-original). Other works have suggested using the top-3 prediction confidences (denoted as Learn-top3 (Salem et al., 2019)), the sorted prediction vector (denoted as Learn-sorted (Salem et al., 2019)), the true label of the example combined with the prediction vector (denoted as Learn-label

Fun acts as a catalyst for learning by enhancing motivation, active engagement and knowledge retention. As social robots gain traction as educational tools, understanding how their unique affordances can be leveraged to cultivate fun becomes crucial. This research investigates the concept of fun in educational games involving social robots to support the design of REMind:a robot-mediated role-play game aimed at encouraging bystander intervention against peer bullying among children. To incorporate fun elements into design of REMind, we conducted a user-centered Research through Design (RtD) study with focus groups of children to gain a deeper understanding of their perceptions of fun. We analyzed children's ideas by using Framework Analysis and leveraging LeBlanc's Taxonomy of Game Pleasures and identified 28 elements of fun that can be incorporated into robot-mediated games. We present our observations, discuss their impact on REMind's design, and offer recommendations for designing fun educational games using social robots.

The automatic generation of hints by Large Language Models (LLMs) within Intelligent Tutoring Systems (ITSs) has shown potential to enhance student learning. However, generating pedagogically sound hints that address student misconceptions and adhere to specific educational objectives remains challenging. This work explores using LLMs (GPT-4o and Llama-3-8B-instruct) as teachers to generate effective hints for students simulated through LLMs (GPT-3.5-turbo, Llama-3-8B-Instruct, or Mistral-7B-instruct-v0.3) tackling math exercises designed for human high-school students, and designed using cognitive science principles. We present here the study of several dimensions: 1) identifying error patterns made by simulated students on secondary-level math exercises; 2) developing various prompts for GPT-4o as a teacher and evaluating their effectiveness in generating hints that enable simulated students to self-correct; and 3) testing the best-performing prompts, based on their ability to produce relevant hints and facilitate error correction, with Llama-3-8B-Instruct as the teacher, allowing for a performance comparison with GPT-4o. The results show that model errors increase with higher temperature settings. Notably, when hints are generated by GPT-4o, the most effective prompts include prompts tailored to specific errors as well as prompts providing general hints based on common mathematical errors. Interestingly, Llama-3-8B-Instruct as a teacher showed better overall performance than GPT-4o. Also the problem-solving and response revision capabilities of the LLMs as students, particularly GPT-3.5-turbo, improved significantly after receiving hints, especially at lower temperature settings. However, models like Mistral-7B-Instruct demonstrated a decline in performance as the temperature increased.

As Artificial Intelligence (AI) systems increasingly influence decision-making across various fields, the need to attribute responsibility for undesirable outcomes has become essential, though complicated by the complex interplay between humans and AI. Existing attribution methods based on actual causality and Shapley values tend to disproportionately blame agents who contribute more to an outcome and rely on real-world measures of blameworthiness that may misalign with responsible AI standards. This paper presents a causal framework using Structural Causal Models (SCMs) to systematically attribute responsibility in human-AI systems, measuring overall blameworthiness while employing counterfactual reasoning to account for agents' expected epistemic levels. Two case studies illustrate the framework's adaptability in diverse human-AI collaboration scenarios.

Efficient learning from demonstration for long-horizon tasks remains an open challenge in robotics. While significant effort has been directed toward learning trajectories, a recent resurgence of object-centric approaches has demonstrated improved sample efficiency, enabling transferable robotic skills. Such approaches model tasks as a sequence of object poses over time. In this work, we propose a scheme for transferring observed object arrangements to novel object instances by learning these arrangements on canonical class frames. We then employ this scheme to enable a simple yet effective approach for training models from as few as five demonstrations to predict arrangements of a wide range of objects including tableware, cutlery, furniture, and desk spaces. We propose a method for optimizing the learned models to enables efficient learning of tasks such as setting a table or tidying up an office with intra-category transfer, even in the presence of distractors. We present extensive experimental results in simulation and on a real robotic system for table setting which, based on human evaluations, scored 73.3% compared to a human baseline. We make the code and trained models publicly available at http://oplict.cs.uni-freiburg.de.

Language models for American Sign Language (ASL) could make language technologies substantially more accessible to those who sign. To train models on tasks such as isolated sign recognition (ISR) and ASL-to-English translation, datasets provide annotated video examples of ASL signs. To facilitate the generalizability and explainability of these models, we introduce the American Sign Language Knowledge Graph (ASLKG), compiled from twelve sources of expert linguistic knowledge. We use the ASLKG to train neuro-symbolic models for 3 ASL understanding tasks, achieving accuracies of 91% on ISR, 14% for predicting the semantic features of unseen signs, and 36% for classifying the topic of Youtube-ASL videos.

Federated learning is a distributed machine learning paradigm designed to protect data privacy. However, data heterogeneity across various clients results in catastrophic forgetting, where the model rapidly forgets previous knowledge while acquiring new knowledge. To address this challenge, personalized federated learning has emerged to customize a personalized model for each client. However, the inherent limitation of this mechanism is its excessive focus on personalization, potentially hindering the generalization of those models. In this paper, we present a novel personalized federated learning method that uses global and historical models as teachers and the local model as the student to facilitate comprehensive knowledge distillation. The historical model represents the local model from the last round of client training, containing historical personalized knowledge, while the global model represents the aggregated model from the last round of server aggregation, containing global generalized knowledge. By applying knowledge distillation, we effectively transfer global generalized knowledge and historical personalized knowledge to the local model, thus mitigating catastrophic forgetting and enhancing the general performance of personalized models. Extensive experimental results demonstrate the significant advantages of our method.

People tend to distribute information evenly in language production for better and clearer communication. In this study, we compared essays written by second language learners with various native language (L1) backgrounds to investigate how they distribute information in their non-native language (L2) production. Analyses of surprisal and constancy of entropy rate indicated that writers with higher L2 proficiency can reduce the expected uncertainty of language production while still conveying informative content. However, the uniformity of information distribution showed less variability among different groups of L2 speakers, suggesting that this feature may be universal in L2 essay writing and less affected by L2 writers' variability in L1 background and L2 proficiency.