Distillation-based self-supervised learning typically leads to more compressed representations due to its radical clustering process and the implementation of a sharper target distribution. To overcome this limitation and preserve more information from input, we introduce UDI, conceptualized as Unsqueezed Distillation-based self-supervised learning (SSL). UDI enriches the learned representation by encouraging multimodal prediction distilled from a consolidated profile of local predictions that are derived via stratified sampling. Our evaluations show that UDI not only promotes semantically meaningful representations at instance level, delivering superior or competitive results to state-of-the-art SSL methods in image classification, but also effectively preserves the nuisance of input, which yields significant improvement in dense prediction tasks, including object detection and segmentation. Additionally, UDI performs competitively in low-shot image classification, improving the scalability of joint-embedding pipelines. Various visualizations and ablation studies are presented to further elucidate the mechanisms behind UDI. Our source code is available at https://github.com/ISL-CV/udi.

This study investigates how learners organize perceptual space in early phonetic acquisition by advancing previous studies in two key aspects. Firstly, it examines the shape of the learned hidden representation as well as its ability to categorize phonetic categories. Secondly, it explores the impact of training models on context-free acoustic information, without involving contextual cues, on phonetic acquisition, closely mimicking the early language learning stage. Using a cross-linguistic modeling approach, autoencoder models are trained on English and Mandarin and evaluated in both native and non-native conditions, following experimental conditions used in infant language perception studies. The results demonstrate that unsupervised bottom-up training on context-free acoustic information leads to comparable learned representations of perceptual space between native and non-native conditions for both English and Mandarin, resembling the early stage of universal listening in infants. These findings provide insights into the organization of perceptual space during early phonetic acquisition and contribute to our understanding of the formation and representation of phonetic categories.

Online Class-Incremental continual Learning (OCIL) addresses the challenge of continuously learning from a single-channel data stream, adapting to new tasks while mitigating catastrophic forgetting. Recently, Mutual Information (MI)-based methods have shown promising performance in OCIL. However, existing MI-based methods treat various knowledge components in isolation, ignoring the knowledge confusion across tasks. This narrow focus on simple MI knowledge alignment may lead to old tasks being easily forgotten with the introduction of new tasks, risking the loss of common parts between past and present knowledge.To address this, we analyze the MI relationships from the perspectives of diversity, representativeness, and separability, and propose an Enhanced Mutual Information (EMI) method based on knwoledge decoupling. EMI consists of Diversity Mutual Information (DMI), Representativeness Mutual Information (RMI) and Separability Mutual Information (SMI). DMI diversifies intra-class sample features by considering the similarity relationships among inter-class sample features to enable the network to learn more general knowledge. RMI summarizes representative features for each category and aligns sample features with these representative features, making the intra-class sample distribution more compact. SMI establishes MI relationships for inter-class representative features, enhancing the stability of representative features while increasing the distinction between inter-class representative features, thus creating clear boundaries between class. Extensive experimental results on widely used benchmark datasets demonstrate the superior performance of EMI over state-of-the-art baseline methods.

The integration of Artificial Intelligence (AI) into education has transformative potential, providing tailored learning experiences and creative instructional approaches. However, the inherent biases in AI algorithms hinder this improvement by unintentionally perpetuating prejudice against specific demographics, especially in human-centered applications like education. This survey delves deeply into the developing topic of algorithmic fairness in educational contexts, providing a comprehensive evaluation of the diverse literature on fairness, bias, and ethics in AI-driven educational applications. It identifies the common forms of biases, such as data-related, algorithmic, and user-interaction, that fundamentally undermine the accomplishment of fairness in AI teaching aids. By outlining existing techniques for mitigating these biases, ranging from varied data gathering to algorithmic fairness interventions, the survey emphasizes the critical role of ethical considerations and legal frameworks in shaping a more equitable educational environment. Furthermore, it guides readers through the complexities of fairness measurements, methods, and datasets, shedding light on the way to bias reduction. Despite these gains, this survey highlights long-standing issues, such as achieving a balance between fairness and accuracy, as well as the need for diverse datasets. Overcoming these challenges and ensuring the ethical and fair use of AI's promise in education call for a collaborative, interdisciplinary approach.

Simulated virtual environments have been widely used to learn robotic agents that perform daily household tasks. These environments encourage research progress by far, but often provide limited object interactability, visual appearance different from real-world environments, or relatively smaller environment sizes. This prevents the learned models in the virtual scenes from being readily deployable. To bridge the gap between these learning environments and deploying (i.e., real) environments, we propose the ReALFRED benchmark that employs real-world scenes, objects, and room layouts to learn agents to complete household tasks by understanding free-form language instructions and interacting with objects in large, multi-room and 3D-captured scenes. Specifically, we extend the ALFRED benchmark with updates for larger environmental spaces with smaller visual domain gaps. With ReALFRED, we analyze previously crafted methods for the ALFRED benchmark and observe that they consistently yield lower performance in all metrics, encouraging the community to develop methods in more realistic environments. Our code and data are publicly available.

Recent studies of large-scale contrastive pretraining in the text embedding domain show that using single-source minibatches, rather than mixed-source minibatches, can substantially improve overall model accuracy. In this work, we explore extending training data stratification beyond source granularity by leveraging a pretrained text embedding model and the classic k-means clustering algorithm to further split training data apart by the semantic clusters within each source. Experimentally, we observe a notable increase in NDCG@10 when pretraining a BERT-based text embedding model on query-passage pairs from the MSMARCO passage retrieval dataset. Additionally, we conceptually connect our clustering approach to both the Topic Aware Sampling (TAS) aspect of the TAS-B methodology and the nearest-neighbor-based hard-negative mining aspect of the ANCE methodology and discuss how this unified view motivates future lines of research on the organization of contrastive pretraining data.

Learning performance data, such as correct or incorrect responses to questions in Intelligent Tutoring Systems (ITSs) is crucial for tracking and assessing the learners' progress and mastery of knowledge. However, the issue of data sparsity, characterized by unexplored questions and missing attempts, hampers accurate assessment and the provision of tailored, personalized instruction within ITSs. This paper proposes using the Generative Adversarial Imputation Networks (GAIN) framework to impute sparse learning performance data, reconstructed into a three-dimensional (3D) tensor representation across the dimensions of learners, questions and attempts. Our customized GAIN-based method computational process imputes sparse data in a 3D tensor space, significantly enhanced by convolutional neural networks for its input and output layers. This adaptation also includes the use of a least squares loss function for optimization and aligns the shapes of the input and output with the dimensions of the questions-attempts matrices along the learners' dimension. Through extensive experiments on six datasets from various ITSs, including AutoTutor, ASSISTments and MATHia, we demonstrate that the GAIN approach generally outperforms existing methods such as tensor factorization and other generative adversarial network (GAN) based approaches in terms of imputation accuracy. This finding enhances comprehensive learning data modeling and analytics in AI-based education.

Even though computers were made to do maths faster than any human could manage, the top level of formal mathematics remains an exclusively human domain. But a breakthrough by researchers at Google DeepMind has brought AI systems closer than ever to beating the best human mathematicians at their own game. A pair of new systems, called AlphaProof and AlphaGeometry 2, worked together to tackle questions from the International Mathematical Olympiad, a global maths competition for secondary-school students that has been running since 1959. The Olympiad takes the form of six mind-bogglingly hard questions each year, covering fields including algebra, geometry and number theory. The combined efforts of DeepMind's two systems weren't quite in that league.

Several years before ChatGPT began jibber-jabbering away, Google developed a very different kind of artificial intelligence program called AlphaGo that learned to play the board game Go with superhuman skill through tireless practice. Researchers at the company have now published research that combines the abilities of a large language model (the AI behind today's chatbots) with those of AlphaZero, a successor to AlphaGo also capable of playing chess, to solve very tricky mathematical proofs. Their new Frankensteinian creation, dubbed AlphaProof, has demonstrated its prowess by tackling several problems from the 2024 International Math Olympiad (IMO), a prestigious competition for high school students. AlphaProof uses the Gemini large language model to convert naturally phrased math questions into a programming language called Lean. This provides the training fodder for a second algorithm to learn, through trial and error, how to find proofs that can be confirmed as correct.

Almost two-thirds of British jobs could be "enhanced" with AI, Google has claimed, with only a tiny proportion at risk of being "phased out" entirely. Instead of worrying about job losses caused by AI, the focus needed to be on making sure the millions of Britons who could work in smarter and faster ways with AI tech got the support to use it, the company said. "Fewer than 50% of people are actually taking advantage of these tools in their working life on a day to day basis," said Debbie Weinstein, managing director of Google UK. "The uptake of these tools is very low, and I think the only way we're going to unlock the potential of what AI can do is actually by getting people to use them, and to feel confident and capable about them." According to research from the thinktank Public First, commissioned by Google, 61% of British jobs will be "radically" transformed by AI, with just 31% "insulated" from the technology – defined as having fewer than a quarter of their workplace tasks with the potential to be automated. Those insulated jobs would overwhelmingly be in social care, transport, accommodation and food services, where complex and varied physical tasks were achievable only by human workers, Public First said.