Large Language Models~(LLMs) demonstrate remarkable translation capabilities in high-resource language tasks, yet their performance in low-resource languages is hindered by insufficient multilingual data during pre-training. To address this, we dedicate 35,000 A100-SXM4-80GB GPU hours in conducting extensive multilingual continual pre-training on the LLaMA series models, enabling translation support across more than 100 languages. Through a comprehensive analysis of training strategies, such as vocabulary expansion and data augmentation, we develop LLaMAX. Remarkably, without sacrificing its generalization ability, LLaMAX achieves significantly higher translation performance compared to existing open-source LLMs~(by more than 10 spBLEU points) and performs on-par with specialized translation model~(M2M-100-12B) on the Flores-101 benchmark. Extensive experiments indicate that LLaMAX can serve as a robust multilingual foundation model. The code~\footnote{\url{https://github.com/CONE-MT/LLaMAX/.}} and models~\footnote{\url{https://huggingface.co/LLaMAX/.}} are publicly available.

Many real-world robot learning problems, such as pick-and-place or arriving at a destination, can be seen as a problem of reaching a goal state as soon as possible. These problems, when formulated as episodic reinforcement learning tasks, can easily be specified to align well with our intended goal: 1 reward every time step with termination upon reaching the goal state, called minimum-time tasks. Despite this simplicity, such formulations are often overlooked in favor of dense rewards due to their perceived difficulty and lack of informativeness. Our studies contrast the two reward paradigms, revealing that the minimum-time task specification not only facilitates learning higher-quality policies but can also surpass dense-reward-based policies on their own performance metrics. Crucially, we also identify the goal-hit rate of the initial policy as a robust early indicator for learning success in such sparse feedback settings. Finally, using four distinct real-robotic platforms, we show that it is possible to learn pixel-based policies from scratch within two to three hours using constant negative rewards. Our video demo can be found here.

Large language models (LLMs) often exhibit undesirable behaviors, such as hallucinations and sequence repetitions. We propose to view these behaviors as fallbacks that models exhibit under uncertainty, and investigate the connection between them. We categorize fallback behaviors -- sequence repetitions, degenerate text, and hallucinations -- and extensively analyze them in models from the same family that differ by the amount of pretraining tokens, parameter count, or the inclusion of instruction-following training. Our experiments reveal a clear and consistent ordering of fallback behaviors, across all these axes: the more advanced an LLM is (i.e., trained on more tokens, has more parameters, or instruction-tuned), its fallback behavior shifts from sequence repetitions, to degenerate text, and then to hallucinations. Moreover, the same ordering is observed throughout a single generation, even for the best-performing models; as uncertainty increases, models shift from generating hallucinations to producing degenerate text and then sequence repetitions. Lastly, we demonstrate that while common decoding techniques, such as random sampling, might alleviate some unwanted behaviors like sequence repetitions, they increase harder-to-detect hallucinations.

Southeast Asia (SEA) is a region rich in linguistic diversity and cultural variety, with over 1,300 indigenous languages and a population of 671 million people. However, prevailing AI models suffer from a significant lack of representation of texts, images, and audio datasets from SEA, compromising the quality of AI models for SEA languages. Evaluating models for SEA languages is challenging due to the scarcity of high-quality datasets, compounded by the dominance of English training data, raising concerns about potential cultural misrepresentation. To address these challenges, we introduce SEACrowd, a collaborative initiative that consolidates a comprehensive resource hub that fills the resource gap by providing standardized corpora in nearly 1,000 SEA languages across three modalities. Through our SEACrowd benchmarks, we assess the quality of AI models on 36 indigenous languages across 13 tasks, offering valuable insights into the current AI landscape in SEA. Furthermore, we propose strategies to facilitate greater AI advancements, maximizing potential utility and resource equity for the future of AI in SEA.

This paper presents a multi-dimensional view of AI's role in learning and education, emphasizing the intricate interplay between AI, analytics, and the learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools, as exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human-AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human-AI systems to extend human cognition, and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalization of human cognition, the internalization of AI models to influence human mental models, and the extension of human cognition via tightly coupled human-AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for education, as well as the perils of overemphasis on externalising human cognition. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI, but also includes educating people about AI and innovating educational systems to remain relevant in an AI-ubiquitous world.

Self-consistency (Wang et al., 2023) suggests that the most consistent answer obtained through large language models (LLMs) is more likely to be correct. In this paper, we challenge this argument and propose a nuanced correction. Our observations indicate that consistent answers derived through more computation i.e. longer reasoning texts, rather than simply the most consistent answer across all outputs, are more likely to be correct. This is predominantly because we demonstrate that LLMs can autonomously produce chain-of-thought (CoT) style reasoning with no custom prompts merely while generating longer responses, which lead to consistent predictions that are more accurate. In the zero-shot setting, by sampling Mixtral-8x7B model multiple times and considering longer responses, we achieve 86% of its self-consistency performance obtained through zero-shot CoT prompting on the GSM8K and MultiArith datasets. Finally, we demonstrate that the probability of LLMs generating a longer response is quite low, highlighting the need for decoding strategies conditioned on output length.

Intelligent Tutoring Systems (ITSs) often contain an automated feedback component, which provides a predefined feedback message to students when they detect a predefined error. To such a feedback component, we often resort to template-based approaches. These approaches require significant effort from human experts to detect a limited number of possible student errors and provide corresponding feedback. This limitation is exemplified in open-ended math questions, where there can be a large number of different incorrect errors. In our work, we examine the capabilities of large language models (LLMs) to generate feedback for open-ended math questions, similar to that of an established ITS that uses a template-based approach. We fine-tune both open-source and proprietary LLMs on real student responses and corresponding ITS-provided feedback. We measure the quality of the generated feedback using text similarity metrics. We find that open-source and proprietary models both show promise in replicating the feedback they see during training, but do not generalize well to previously unseen student errors. These results suggest that despite being able to learn the formatting of feedback, LLMs are not able to fully understand mathematical errors made by students.

Visually impaired people are a large group who can only use braille for reading and writing. However, the lack of special educational resources is the bottleneck for educating them. Educational equity is a reflection of the level of social civilization, cultural equality, and individual dignity. Facilitating and improving lifelong learning channels for the visually impaired is of great significance. Their written braille homework or exam papers cannot be understood by sighted teachers, because of the lack of a highly accurate braille translation system, especially in Chinese which has tone marks. braille writers often omit tone marks to save space, leading to confusion when braille with the same consonants and vowels is translated into Chinese. Previous algorithms were insufficient in extracting contextual information, resulting in low accuracy of braille translations into Chinese. This project informatively fine-tuned the mT5 model with an Encoder-decoder architecture for braille to Chinese character conversion. This research created a training set of braille and corresponding Chinese text from the Leipzig Corpora. This project significantly reduced the confusion in braille, achieving $62.4$ and $62.3$ BLEU scores in the validation and test sets, with a curriculum learning fine-tuning method. By incorporating the braille recognition algorithm, this project is the first publicly available braille translation system and can benefit lots of visually impaired students and families who are preparing for the Chinese College Test and help to propel their college dreams in the future. There is a demo on our homepage\footnote{\url{https://vision-braille.com/}}.

Doubly robust learning offers a robust framework for causal inference from observational data by integrating propensity score and outcome modeling. Despite its theoretical appeal, practical adoption remains limited due to perceived complexity and inaccessible software. This tutorial aims to demystify doubly robust methods and demonstrate their application using the EconML package. We provide an introduction to causal inference, discuss the principles of outcome modeling and propensity scores, and illustrate the doubly robust approach through simulated case studies. By simplifying the methodology and offering practical coding examples, we intend to make doubly robust learning accessible to researchers and practitioners in data science and statistics.

We consider Kernelized Bandits (KBs) to optimize a function $f : \mathcal{X} \rightarrow [0,1]$ belonging to the Reproducing Kernel Hilbert Space (RKHS) $\mathcal{H}_k$. Mainstream works on kernelized bandits focus on a subgaussian noise model in which observations of the form $f(\mathbf{x}_t)+\epsilon_t$, being $\epsilon_t$ a subgaussian noise, are available (Chowdhury and Gopalan, 2017). Differently, we focus on the case in which we observe realizations $y_t \sim \text{Ber}(f(\mathbf{x}_t))$ sampled from a Bernoulli distribution with parameter $f(\mathbf{x}_t)$. While the Bernoulli model has been investigated successfully in multi-armed bandits (Garivier and Capp\'e, 2011), logistic bandits (Faury et al., 2022), bandits in metric spaces (Magureanu et al., 2014), it remains an open question whether tight results can be obtained for KBs. This paper aims to draw the attention of the online learning community to this open problem.