With rapid advances in machine learning, many people in the field have been discussing the rise of digital minds and the possibility of artificial sentience. Future developments in AI capabilities and safety will depend on public opinion and human-AI interaction. To begin to fill this research gap, we present the first nationally representative survey data on the topic of sentient AI: initial results from the Artificial Intelligence, Morality, and Sentience (AIMS) survey, a preregistered and longitudinal study of U.S. public opinion that began in 2021. Across one wave of data collection in 2021 and two in 2023 (total N = 3,500), we found mind perception and moral concern for AI well-being in 2021 were higher than predicted and significantly increased in 2023: for example, 71% agree sentient AI deserve to be treated with respect, and 38% support legal rights. People have become more threatened by AI, and there is widespread opposition to new technologies: 63% support a ban on smarter-than-human AI, and 69% support a ban on sentient AI. Expected timelines are surprisingly short and shortening with a median forecast of sentient AI in only five years and artificial general intelligence in only two years. We argue that, whether or not AIs become sentient, the discussion itself may overhaul human-computer interaction and shape the future trajectory of AI technologies, including existential risks and opportunities.

Algorithmic bias is a major issue in machine learning models in educational contexts. However, it has not yet been studied thoroughly in Asian learning contexts, and only limited work has considered algorithmic bias based on regional (sub-national) background. As a step towards addressing this gap, this paper examines the population of 5,986 students at a large university in the Philippines, investigating algorithmic bias based on students' regional background. The university used the Canvas learning management system (LMS) in its online courses across a broad range of domains. Over the period of three semesters, we collected 48.7 million log records of the students' activity in Canvas. We used these logs to train binary classification models that predict student grades from the LMS activity. The best-performing model reached AUC of 0.75 and weighted F1-score of 0.79. Subsequently, we examined the data for bias based on students' region. Evaluation using three metrics: AUC, weighted F1-score, and MADD showed consistent results across all demographic groups. Thus, no unfairness was observed against a particular student group in the grade predictions.

Large Language Models (LLMs) have emerged as a new paradigm for embodied reasoning and control, most recently by generating robot policy code that utilizes a custom library of vision and control primitive skills. However, prior arts fix their skills library and steer the LLM with carefully hand-crafted prompt engineering, limiting the agent to a stationary range of addressable tasks. In this work, we introduce LRLL, an LLM-based lifelong learning agent that continuously grows the robot skill library to tackle manipulation tasks of ever-growing complexity. LRLL achieves this with four novel contributions: 1) a soft memory module that allows dynamic storage and retrieval of past experiences to serve as context, 2) a self-guided exploration policy that proposes new tasks in simulation, 3) a skill abstractor that distills recent experiences into new library skills, and 4) a lifelong learning algorithm for enabling human users to bootstrap new skills with minimal online interaction. LRLL continuously transfers knowledge from the memory to the library, building composable, general and interpretable policies, while bypassing gradient-based optimization, thus relieving the learner from catastrophic forgetting. Empirical evaluation in a simulated tabletop environment shows that LRLL outperforms end-to-end and vanilla LLM approaches in the lifelong setup while learning skills that are transferable to the real world. Project material will become available at the webpage https://gtziafas.github.io/LRLL_project.

Accurate drug target affinity prediction can improve drug candidate selection, accelerate the drug discovery process, and reduce drug production costs. Previous work focused on traditional fingerprints or used features extracted based on the amino acid sequence in the protein, ignoring its 3D structure which affects its binding affinity. In this work, we propose GraphPrint: a framework for incorporating 3D protein structure features for drug target affinity prediction. We generate graph representations for protein 3D structures using amino acid residue location coordinates and combine them with drug graph representation and traditional features to jointly learn drug target affinity. Our model achieves a mean square error of 0.1378 and a concordance index of 0.8929 on the KIBA dataset and improves over using traditional protein features alone. Our ablation study shows that the 3D protein structure-based features provide information complementary to traditional features.

Natural language processing (NLP) has grown significantly since the advent of the Transformer architecture. Transformers have given birth to pre-trained large language models (PLMs). There has been tremendous improvement in the performance of NLP systems across several tasks. NLP systems are on par or, in some cases, better than humans at accomplishing specific tasks. However, it remains the norm that \emph{better quality datasets at the time of pretraining enable PLMs to achieve better performance, regardless of the task.} The need to have quality datasets has prompted NLP researchers to continue creating new datasets to satisfy particular needs. For example, the two top NLP conferences, ACL and EMNLP, accepted ninety-two papers in 2022, introducing new datasets. This work aims to uncover the trends and insights mined within these datasets. Moreover, we provide valuable suggestions to researchers interested in curating datasets in the future.

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Direct Preference Optimization (DPO) has proven effective at improving the performance of large language models (LLMs) on downstream tasks such as reasoning and alignment. In this work, we propose Step-Controlled DPO (SCDPO), a method for automatically providing stepwise error supervision by creating negative samples of mathematical reasoning rationales that start making errors at a specified step. By applying these samples in DPO training, SCDPO can better align the model to understand reasoning errors and output accurate reasoning steps. We apply SCDPO to both code-integrated and chain-of-thought solutions, empirically showing that it consistently improves the performance compared to naive DPO on three different SFT models, including one existing SFT model and two models we finetuned. Qualitative analysis of the credit assignment of SCDPO and DPO demonstrates the effectiveness of SCDPO at identifying errors in mathematical solutions. We then apply SCDPO to an InternLM2-20B model, resulting in a 20B model that achieves high scores of 88.5% on GSM8K and 58.1% on MATH, rivaling all other open-source LLMs, showing the great potential of our method.

Contemporary robots have become exceptionally skilled at achieving specific tasks in structured environments. However, they often fail when faced with the limitless permutations of real-world unstructured environments. This motivates robotics methods which learn from experience, rather than follow a pre-defined set of rules. In this thesis, we present a range of learning-based methods aimed at enabling robots, operating in dynamic and unstructured environments, to better understand their surroundings, anticipate the actions of others, and take informed actions accordingly. In the first part of the thesis, we investigate methods which leverage learning to represent the structure and motion in a robot's operating environment, in a continuous manner.

Self-models have been a topic of great interest for decades in studies of human cognition and more recently in machine learning. Yet what benefits do self-models confer? Here we show that when artificial networks learn to predict their internal states as an auxiliary task, they change in a fundamental way. To better perform the self-model task, the network learns to make itself simpler, more regularized, more parameter-efficient, and therefore more amenable to being predictively modeled. To test the hypothesis of self-regularizing through self-modeling, we used a range of network architectures performing three classification tasks across two modalities. In all cases, adding self-modeling caused a significant reduction in network complexity. The reduction was observed in two ways. First, the distribution of weights was narrower when self-modeling was present. Second, a measure of network complexity, the real log canonical threshold (RLCT), was smaller when self-modeling was present. Not only were measures of complexity reduced, but the reduction became more pronounced as greater training weight was placed on the auxiliary task of self-modeling. These results strongly support the hypothesis that self-modeling is more than simply a network learning to predict itself. The learning has a restructuring effect, reducing complexity and increasing parameter efficiency. This self-regularization may help explain some of the benefits of self-models reported in recent machine learning literature, as well as the adaptive value of self-models to biological systems. In particular, these findings may shed light on the possible interaction between the ability to model oneself and the ability to be more easily modeled by others in a social or cooperative context.

In the search for more effective education, there is a widespread effort to develop better approaches to personalize student education. Unassisted, educators often do not have time or resources to personally support every student in a given classroom. Motivated by this issue, and by recent advancements in artificial intelligence, this paper presents a general-purpose framework for personalized student support, applicable to any virtual educational system such as a serious game or an intelligent tutoring system. To fit any educational situation, we apply ontologies for their semantic organization, combining them with data collection considerations and multi-agent reinforcement learning. The result is a modular system that can be adapted to any virtual educational software to provide useful personalized assistance to students.