Continual learning (CL) aims to empower machine learning models to learn continually from new data, while building upon previously acquired knowledge without forgetting. As machine learning models have evolved from small to large pre-trained architectures, and from supporting unimodal to multimodal data, multimodal continual learning (MMCL) methods have recently emerged. The primary challenge of MMCL is that it goes beyond a simple stacking of unimodal CL methods, as such straightforward approaches often yield unsatisfactory performance. In this work, we present the first comprehensive survey on MMCL. We provide essential background knowledge and MMCL settings, as well as a structured taxonomy of MMCL methods. We categorize existing MMCL methods into four categories, i.e., regularization-based, architecture-based, replay-based, and prompt-based methods, explaining their methodologies and highlighting their key innovations. Additionally, to prompt further research in this field, we summarize open MMCL datasets and benchmarks, and discuss several promising future directions for investigation and development. We have also created a GitHub repository for indexing relevant MMCL papers and open resources available at https://github.com/LucyDYu/Awesome-Multimodal-Continual-Learning.

In recent times, a considerable number of research studies have been carried out to address the issue of Missing Value Imputation (MVI). MVI aims to provide a primary solution for datasets that have one or more missing attribute values. The advancements in Artificial Intelligence (AI) drive the development of new and improved machine learning (ML) algorithms and methods. The advancements in ML have opened up significant opportunities for effectively imputing these missing values. The main objective of this article is to conduct a comprehensive and rigorous review, as well as analysis, of the state-of-the-art ML applications in MVI methods. This analysis seeks to enhance researchers' understanding of the subject and facilitate the development of robust and impactful interventions in data preprocessing for Data Analytics. The review is performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) technique. More than 100 articles published between 2014 and 2023 are critically reviewed, considering the methods and findings. Furthermore, the latest literature is examined to scrutinize the trends in MVI methods and their evaluation. The accomplishments and limitations of the existing literature are discussed in detail. The survey concludes by identifying the current gaps in research and providing suggestions for future research directions and emerging trends in related fields of interest.

Safety-critical scenarios are infrequent in natural driving environments but hold significant importance for the training and testing of autonomous driving systems. The prevailing approach involves generating safety-critical scenarios automatically in simulation by introducing adversarial adjustments to natural environments. These adjustments are often tailored to specific tested systems, thereby disregarding their transferability across different systems. In this paper, we propose AdvDiffuser, an adversarial framework for generating safety-critical driving scenarios through guided diffusion. By incorporating a diffusion model to capture plausible collective behaviors of background vehicles and a lightweight guide model to effectively handle adversarial scenarios, AdvDiffuser facilitates transferability. Experimental results on the nuScenes dataset demonstrate that AdvDiffuser, trained on offline driving logs, can be applied to various tested systems with minimal warm-up episode data and outperform other existing methods in terms of realism, diversity, and adversarial performance.

Knowledge Distillation is a commonly used Deep Neural Network compression method, which often maintains overall generalization performance. However, we show that even for balanced image classification datasets, such as CIFAR-100, Tiny ImageNet and ImageNet, as many as 41% of the classes are statistically significantly affected by distillation when comparing class-wise accuracy (i.e. class bias) between a teacher/distilled student or distilled student/non-distilled student model. Changes in class bias are not necessarily an undesirable outcome when considered outside of the context of a model's usage. Using two common fairness metrics, Demographic Parity Difference (DPD) and Equalized Odds Difference (EOD) on models trained with the CelebA, Trifeature, and HateXplain datasets, our results suggest that increasing the distillation temperature improves the distilled student model's fairness -- for DPD, the distilled student even surpasses the fairness of the teacher model at high temperatures. This study highlights the uneven effects of Knowledge Distillation on certain classes and its potentially significant role in fairness, emphasizing that caution is warranted when using distilled models for sensitive application domains.

Language models (LMs) are known to suffer from hallucinations and misinformation. Retrieval augmented generation (RAG) that retrieves verifiable information from an external knowledge corpus to complement the parametric knowledge in LMs provides a tangible solution to these problems. However, the generation quality of RAG is highly dependent on the relevance between a user's query and the retrieved documents. Inaccurate responses may be generated when the query is outside of the scope of knowledge represented in the external knowledge corpus or if the information in the corpus is out-of-date. In this work, we establish a statistical framework that assesses how well a query can be answered by an RAG system by capturing the relevance of knowledge. We introduce an online testing procedure that employs goodness-of-fit (GoF) tests to inspect the relevance of each user query to detect out-of-knowledge queries with low knowledge relevance. Additionally, we develop an offline testing framework that examines a collection of user queries, aiming to detect significant shifts in the query distribution which indicates the knowledge corpus is no longer sufficiently capable of supporting the interests of the users. We demonstrate the capabilities of these strategies through a systematic evaluation on eight question-answering (QA) datasets, the results of which indicate that the new testing framework is an efficient solution to enhance the reliability of existing RAG systems.

As the cultural heritage sector increasingly adopts technologies like Retrieval-Augmented Generation (RAG) to provide more personalised search experiences and enable conversations with collections data, the demand for specialised evaluation datasets has grown. While end-to-end system testing is essential, it's equally important to assess individual components. We target the final, answering task, which is well-suited to Machine Reading Comprehension (MRC). Although existing MRC datasets address general domains, they lack the specificity needed for cultural heritage information. Unfortunately, the manual creation of such datasets is prohibitively expensive for most heritage institutions. This paper presents a cost-effective approach for generating domain-specific MRC datasets with increased difficulty using Reinforcement Learning from Human Feedback (RLHF) from synthetic preference data. Our method leverages the performance of existing question-answering models on a subset of SQuAD to create a difficulty metric, assuming that more challenging questions are answered correctly less frequently. This research contributes: (1) A methodology for increasing question difficulty using PPO and synthetic data; (2) Empirical evidence of the method's effectiveness, including human evaluation; (3) An in-depth error analysis and study of emergent phenomena; and (4) An open-source codebase and set of three llama-2-chat adapters for reproducibility and adaptation.

Large Language Models (LLMs) exhibit impressive performance across various domains but still struggle with arithmetic reasoning tasks. Recent work shows the effectiveness of prompt design methods in enhancing reasoning capabilities. However, these approaches overlook crucial requirements for prior knowledge of specific concepts, theorems, and tricks to tackle most arithmetic reasoning problems successfully. To address this issue, we propose a novel and effective Teaching-Inspired Integrated Framework, which emulates the instructional process of a teacher guiding students. This method equips LLMs with essential concepts, relevant theorems, and similar problems with analogous solution approaches, facilitating the enhancement of reasoning abilities. Additionally, we introduce two new Chinese datasets, MathMC and MathToF, both with detailed explanations and answers. Experiments are conducted on nine benchmarks which demonstrates that our approach improves the reasoning accuracy of LLMs. With GPT-4 and our framework, we achieve new state-of-the-art performance on four math benchmarks (AddSub, SVAMP, Math23K and AQuA) with accuracies of 98.2% (+3.3%), 93.9% (+0.2%), 94.3% (+7.2%) and 81.1% (+1.2%). Our data and code are available at https://github.com/SallyTan13/Teaching-Inspired-Prompting.

3D Gaussian splatting (3DGS), known for its groundbreaking performance and efficiency, has become a dominant 3D representation and brought progress to many 3D vision tasks. However, in this work, we reveal a significant security vulnerability that has been largely overlooked in 3DGS: the computation cost of training 3DGS could be maliciously tampered by poisoning the input data. By developing an attack named Poison-splat, we reveal a novel attack surface where the adversary can poison the input images to drastically increase the computation memory and time needed for 3DGS training, pushing the algorithm towards its worst computation complexity. In extreme cases, the attack can even consume all allocable memory, leading to a Denial-of-Service (DoS) that disrupts servers, resulting in practical damages to real-world 3DGS service vendors. Such a computation cost attack is achieved by addressing a bi-level optimization problem through three tailored strategies: attack objective approximation, proxy model rendering, and optional constrained optimization. These strategies not only ensure the effectiveness of our attack but also make it difficult to defend with simple defensive measures. We hope the revelation of this novel attack surface can spark attention to this crucial yet overlooked vulnerability of 3DGS systems.

The effect of surprisal on processing difficulty has been a central topic of investigation in psycholinguistics. Here, we use eyetracking data to examine three language processing regimes that are common in daily life but have not been addressed with respect to this question: information seeking, repeated processing, and the combination of the two. Using standard regime-agnostic surprisal estimates we find that the prediction of surprisal theory regarding the presence of a linear effect of surprisal on processing times, extends to these regimes. However, when using surprisal estimates from regime-specific contexts that match the contexts and tasks given to humans, we find that in information seeking, such estimates do not improve the predictive power of processing times compared to standard surprisals. Further, regime-specific contexts yield near zero surprisal estimates with no predictive power for processing times in repeated reading. These findings point to misalignments of task and memory representations between humans and current language models, and question the extent to which such models can be used for estimating cognitively relevant quantities. We further discuss theoretical challenges posed by these results.

Providing feedback is widely recognized as crucial for refining students' writing skills. Recent advances in language models (LMs) have made it possible to automatically generate feedback that is actionable and well-aligned with human-specified attributes. However, it remains unclear whether the feedback generated by these models is truly effective in enhancing the quality of student revisions. Moreover, prompting LMs with a precise set of instructions to generate feedback is nontrivial due to the lack of consensus regarding the specific attributes that can lead to improved revising performance. To address these challenges, we propose PROF that PROduces Feedback via learning from LM simulated student revisions. PROF aims to iteratively optimize the feedback generator by directly maximizing the effectiveness of students' overall revising performance as simulated by LMs. Focusing on an economic essay assignment, we empirically test the efficacy of PROF and observe that our approach not only surpasses a variety of baseline methods in effectiveness of improving students' writing but also demonstrates enhanced pedagogical values, even though it was not explicitly trained for this aspect.