In August 2023, Scott Aaronson and I reported the results of testing GPT4 with the Wolfram Alpha and Code Interpreter plug-ins over a collection of 105 original high-school level and college-level science and math problems (Davis and Aaronson, 2023). In September 2024, I tested the recently released model GPT-4o1-preview on the same collection. Overall I found that performance had significantly improved, but was still considerably short of perfect. In particular, problems that involve spatial reasoning are often stumbling blocks. On September 12, OpenAI (2024) released two preliminary versions, "ChatGPT-o1-preview" and "ChatGPT-o1-mini" of a forthcoming product "ChatGPT-o1".

Sparse reward environments in reinforcement learning (RL) pose significant challenges for exploration, often leading to inefficient or incomplete learning processes. To tackle this issue, this work proposes a teacher-student RL framework that leverages Large Language Models (LLMs) as "teachers" to guide the agent's learning process by decomposing complex tasks into subgoals. Due to their inherent capability to understand RL environments based on a textual description of structure and purpose, LLMs can provide subgoals to accomplish the task defined for the environment in a similar fashion to how a human would do. In doing so, three types of subgoals are proposed: positional targets relative to the agent, object representations, and language-based instructions generated directly by the LLM. More importantly, we show that it is possible to query the LLM only during the training phase, enabling agents to operate within the environment without any LLM intervention. We assess the performance of this proposed framework by evaluating three state-of-the-art open-source LLMs (Llama, DeepSeek, Qwen) eliciting subgoals across various procedurally generated environment of the MiniGrid benchmark. Experimental results demonstrate that this curriculum-based approach accelerates learning and enhances exploration in complex tasks, achieving up to 30 to 200 times faster convergence in training steps compared to recent baselines designed for sparse reward environments.

Recent advancements in edge computing have significantly enhanced the AI capabilities of Internet of Things (IoT) devices. However, these advancements introduce new challenges in knowledge exchange and resource management, particularly addressing the spatiotemporal data locality in edge computing environments. This study examines algorithms and methods for deploying distributed machine learning within autonomous, network-capable, AI-enabled edge devices. We focus on determining confidence levels in learning outcomes considering the spatial variability of data encountered by independent agents. Using collaborative mapping as a case study, we explore the application of the Distributed Neural Network Optimization (DiNNO) algorithm extended with Bayesian neural networks (BNNs) for uncertainty estimation. We implement a 3D environment simulation using the Webots platform to simulate collaborative mapping tasks, decouple the DiNNO algorithm into independent processes for asynchronous network communication in distributed learning, and integrate distributed uncertainty estimation using BNNs. Our experiments demonstrate that BNNs can effectively support uncertainty estimation in a distributed learning context, with precise tuning of learning hyperparameters crucial for effective uncertainty assessment. Notably, applying Kullback-Leibler divergence for parameter regularization resulted in a 12-30% reduction in validation loss during distributed BNN training compared to other regularization strategies.

UniGlyph is a constructed language (conlang) designed to create a universal transliteration system using a script derived from seven-segment characters. The goal of UniGlyph is to facilitate cross-language communication by offering a flexible and consistent script that can represent a wide range of phonetic sounds. This paper explores the design of UniGlyph, detailing its script structure, phonetic mapping, and transliteration rules. The system addresses imperfections in the International Phonetic Alphabet (IPA) and traditional character sets by providing a compact, versatile method to represent phonetic diversity across languages. With pitch and length markers, UniGlyph ensures accurate phonetic representation while maintaining a small character set. Applications of UniGlyph include artificial intelligence integrations, such as natural language processing and multilingual speech recognition, enhancing communication across different languages. Future expansions are discussed, including the addition of animal phonetic sounds, where unique scripts are assigned to different species, broadening the scope of UniGlyph beyond human communication. This study presents the challenges and solutions in developing such a universal script, demonstrating the potential of UniGlyph to bridge linguistic gaps in cross-language communication, educational phonetics, and AI-driven applications.

Large language models (LLMs) present an exciting opportunity for generating synthetic classroom data. Such data could include code containing a typical distribution of errors, simulated student behaviour to address the cold start problem when developing education tools, and synthetic user data when access to authentic data is restricted due to privacy reasons. In this research paper, we conduct a comparative study examining the distribution of bugs generated by LLMs in contrast to those produced by computing students. Leveraging data from two previous large-scale analyses of student-generated bugs, we investigate whether LLMs can be coaxed to exhibit bug patterns that are similar to authentic student bugs when prompted to inject errors into code. The results suggest that unguided, LLMs do not generate plausible error distributions, and many of the generated errors are unlikely to be generated by real students. However, with guidance including descriptions of common errors and typical frequencies, LLMs can be shepherded to generate realistic distributions of errors in synthetic code.

Students often struggle with solving programming problems when learning to code, especially when they have to do it online, with one of the most common disadvantages of working online being the lack of personalized help. This help can be provided as next-step hint generation, i.e., showing a student what specific small step they need to do next to get to the correct solution. There are many ways to generate such hints, with large language models (LLMs) being among the most actively studied right now. While LLMs constitute a promising technology for providing personalized help, combining them with other techniques, such as static analysis, can significantly improve the output quality. In this work, we utilize this idea and propose a novel system to provide both textual and code hints for programming tasks. The pipeline of the proposed approach uses a chain-of-thought prompting technique and consists of three distinct steps: (1) generating subgoals - a list of actions to proceed with the task from the current student's solution, (2) generating the code to achieve the next subgoal, and (3) generating the text to describe this needed action. During the second step, we apply static analysis to the generated code to control its size and quality. The tool is implemented as a modification to the open-source JetBrains Academy plugin, supporting students in their in-IDE courses. To evaluate our approach, we propose a list of criteria for all steps in our pipeline and conduct two rounds of expert validation. Finally, we evaluate the next-step hints in a classroom with 14 students from two universities. Our results show that both forms of the hints - textual and code - were helpful for the students, and the proposed system helped them to proceed with the coding tasks.

Large Vision-Language Models (LVLMs) have demonstrated impressive capabilities for capturing and reasoning over multimodal inputs. However, these models are prone to parametric knowledge conflicts, which arise from inconsistencies of represented knowledge between their vision and language components. In this paper, we formally define the problem of cross-modality parametric knowledge conflict and present a systematic approach to detect, interpret, and mitigate them. We introduce a pipeline that identifies conflicts between visual and textual answers, showing a persistently high conflict rate across modalities in recent LVLMs regardless of the model size. We further investigate how these conflicts interfere with the inference process and propose a contrastive metric to discern the conflicting samples from the others. Building on these insights, we develop a novel dynamic contrastive decoding method that removes undesirable logits inferred from the less confident modality components based on answer confidence. For models that do not provide logits, we also introduce two prompt-based strategies to mitigate the conflicts. Our methods achieve promising improvements in accuracy on both the ViQuAE and InfoSeek datasets. Specifically, using LLaVA-34B, our proposed dynamic contrastive decoding improves an average accuracy of 2.24%. Large Vision-Language Models (LVLMs; OpenAI 2023; Anil et al. 2023; Liu et al. 2024) have demonstrated potent capabilities for perceiving and understanding information across different modalities. These models typically consist of a visual encoder and a large language model (LLM), aligned by a projection layer (Li et al., 2022a; Alayrac et al., 2022; Liu et al., 2024).

Grading Objective Structured Clinical Examinations (OSCEs) is a time-consuming and expensive process, traditionally requiring extensive manual effort from human experts. In this study, we explore the potential of Large Language Models (LLMs) to assess skills related to medical student communication. We analyzed 2,027 video-recorded OSCE examinations from the University of Texas Southwestern Medical Center (UTSW), spanning four years (2019-2022), and several different medical cases or "stations." Specifically, our focus was on evaluating students' ability to summarize patients' medical history: we targeted the rubric item 'did the student summarize the patients' medical history?' from the communication skills rubric. After transcribing speech audio captured by OSCE videos using Whisper-v3, we studied the performance of various LLM-based approaches for grading students on this summarization task based on their examination transcripts. Using various frontier-level open-source and proprietary LLMs, we evaluated different techniques such as zero-shot chain-of-thought prompting, retrieval augmented generation, and multi-model ensemble methods. Our results show that frontier LLM models like GPT-4 achieved remarkable alignment with human graders, demonstrating a Cohen's kappa agreement of 0.88 and indicating strong potential for LLM-based OSCE grading to augment the current grading process. Open-source models also showed promising results, suggesting potential for widespread, cost-effective deployment. Further, we present a failure analysis identifying conditions where LLM grading may be less reliable in this context and recommend best practices for deploying LLMs in medical education settings.

We present \llinstruct: An 8B instruction-tuned model that is designed to generate content for English Language Proficiency Assessments (ELPA) and related applications. Our work involves creating a new dataset of 70K instructions and explanations in the ELPA domain and using these to fine-tune Llama-3 8B models (SFT) of different sizes (e.g., SFT-17K, SFT-50K and SFT-70K). Human evaluations are conducted over unseen instructions to compare these SFT models against SOTA models (e.g., Dolly-2, Mistral, Llama-3 base version, and GPT-3.5). The findings show although all three SFT models perform comparably, the model trained on largest instruction dataset -- SFT-70K - leads to the most valid outputs ready for assessments. However, although the SFT models perform better than larger model, e.g., GPT 3.5 on the aspect of explanations of outputs, many outputs still need human interventions to make them actual ready for real world assessments.

Physics-informed deep learning often faces optimization challenges due to the complexity of solving partial differential equations (PDEs), which involve exploring large solution spaces, require numerous iterations, and can lead to unstable training. These challenges arise particularly from the ill-conditioning of the optimization problem, caused by the differential terms in the loss function. To address these issues, we propose learning a solver, i.e., solving PDEs using a physics-informed iterative algorithm trained on data. Our method learns to condition a gradient descent algorithm that automatically adapts to each PDE instance, significantly accelerating and stabilizing the optimization process and enabling faster convergence of physics-aware models. Furthermore, while traditional physics-informed methods solve for a single PDE instance, our approach addresses parametric PDEs. Specifically, our method integrates the physical loss gradient with the PDE parameters to solve over a distribution of PDE parameters, including coefficients, initial conditions, or boundary conditions. We demonstrate the effectiveness of our method through empirical experiments on multiple datasets, comparing training and test-time optimization performance.