Can large multimodal models have a human-like ability for emotional and social reasoning, and if so, how does it work? Recent research has discovered emergent theory-of-mind (ToM) reasoning capabilities in large language models (LLMs). LLMs can reason about people's mental states by solving various text-based ToM tasks that ask questions about the actors' ToM (e.g., human belief, desire, intention). However, human reasoning in the wild is often grounded in dynamic scenes across time. Thus, we consider videos a new medium for examining spatio-temporal ToM reasoning ability. Specifically, we ask explicit probing questions about videos with abundant social and emotional reasoning content. We develop a pipeline for multimodal LLM for ToM reasoning using video and text. We also enable explicit ToM reasoning by retrieving key frames for answering a ToM question, which reveals how multimodal LLMs reason about ToM.

Large language models (LLMs) have transformed natural language processing. Yet, their predominantly English-centric training has led to biases and performance disparities across languages. This imbalance marginalizes minoritized languages, making equitable access to NLP technologies more difficult for languages with lower resources, such as Galician. We present the first two generative LLMs focused on Galician to bridge this gap. These models, freely available as open-source resources, were trained using a GPT architecture with 1.3B parameters on a corpus of 2.1B words. Leveraging continual pretraining, we adapt to Galician two existing LLMs trained on larger corpora, thus mitigating the data constraints that would arise if the training were performed from scratch. The models were evaluated using human judgments and task-based datasets from standardized benchmarks. These evaluations reveal a promising performance, underscoring the importance of linguistic diversity in generative models.

Given the rise of multimedia content, human translators increasingly focus on culturally adapting not only words but also other modalities such as images to convey the same meaning. While several applications stand to benefit from this, machine translation systems remain confined to dealing with language in speech and text. In this work, we take a first step towards translating images to make them culturally relevant. First, we build three pipelines comprising state-of-the-art generative models to do the task. Next, we build a two-part evaluation dataset: i) concept: comprising 600 images that are cross-culturally coherent, focusing on a single concept per image, and ii) application: comprising 100 images curated from real-world applications. We conduct a multi-faceted human evaluation of translated images to assess for cultural relevance and meaning preservation. We find that as of today, image-editing models fail at this task, but can be improved by leveraging LLMs and retrievers in the loop. Best pipelines can only translate 5% of images for some countries in the easier concept dataset and no translation is successful for some countries in the application dataset, highlighting the challenging nature of the task. Our code and data is released here: https://github.com/simran-khanuja/image-transcreation.

Productive interactions between diverse users and language technologies require outputs from the latter to be culturally relevant and sensitive. Prior works have evaluated models' knowledge of cultural norms, values, and artifacts, without considering how this knowledge manifests in downstream applications. In this work, we focus on extrinsic evaluation of cultural competence in two text generation tasks, open-ended question answering and story generation. We quantitatively and qualitatively evaluate model outputs when an explicit cue of culture, specifically nationality, is perturbed in the prompts. Although we find that model outputs do vary when varying nationalities and feature culturally relevant words, we also find weak correlations between text similarity of outputs for different countries and the cultural values of these countries. Finally, we discuss important considerations in designing comprehensive evaluation of cultural competence in user-facing tasks.

Commonsense reasoning is fundamentally based on multimodal knowledge. However, existing large language models (LLMs) are primarily trained using textual data only, limiting their ability to incorporate essential visual information. In contrast, Visual Language Models, which excel at visually-oriented tasks, often fail at non-visual tasks such as basic commonsense reasoning. This divergence highlights a critical challenge - the integration of robust visual understanding with foundational text-based language reasoning. To this end, we introduce a method aimed at enhancing LLMs' visual commonsense. Specifically, our method generates multiple images based on the input text prompt and integrates these into the model's decision-making process by mixing their prediction probabilities. To facilitate multimodal grounded language modeling, we employ a late-fusion layer that combines the projected visual features with the output of a pre-trained LLM conditioned on text only. This late-fusion layer enables predictions based on comprehensive image-text knowledge as well as text only when this is required. We evaluate our approach using several visual commonsense reasoning tasks together with traditional NLP tasks, including common sense reasoning and reading comprehension. Our experimental results demonstrate significant superiority over existing baselines. When applied to recent state-of-the-art LLMs (e.g., Llama3), we observe improvements not only in visual common sense but also in traditional NLP benchmarks. Code and models are available under https://github.com/guyyariv/vLMIG.

Knowledge tagging for questions plays a crucial role in contemporary intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations are always conducted by pedagogical experts, as the task requires not only a strong semantic understanding of both question stems and knowledge definitions but also deep insights into connecting question-solving logic with corresponding knowledge concepts. With the recent emergence of advanced text encoding algorithms, such as pre-trained language models, many researchers have developed automatic knowledge tagging systems based on calculating the semantic similarity between the knowledge and question embeddings. In this paper, we explore automating the task using Large Language Models (LLMs), in response to the inability of prior encoding-based methods to deal with the hard cases which involve strong domain knowledge and complicated concept definitions. By showing the strong performance of zero- and few-shot results over math questions knowledge tagging tasks, we demonstrate LLMs' great potential in conquering the challenges faced by prior methods. Furthermore, by proposing a reinforcement learning-based demonstration retriever, we successfully exploit the great potential of different-sized LLMs in achieving better performance results while keeping the in-context demonstration usage efficiency high.

In this paper, we propose an intelligent embedded system for monitoring class attendance and sending the attendance list to a remote computer. The proposed system consists of two parts : an embedded device (Raspberry with PI camera) for facial recognition and a web application for attendance management. The proposed solution take into account the different challenges: the limited resources of the Raspberry Pi, the need to adapt the facial recognition model and achieving acceptable performance using images provided by the Raspberry Pi camera.

Recent advancements in machine learning, networked intelligent systems, and wireless connectivity have paved the way for various innovative applications and use cases across various sectors, including the Internet of Things (IoT), consumer robotics, autonomous transportation, and edge computing. These systems increasingly rely on decentralized learning architectures for processing data where generated, minimizing latency and bandwidth usage while enhancing privacy . However, these benefits come with significant challenges, particularly in terms of ensuring efficient and reliable communication and processing within inherently unstable and diverse network environments. Addressing these challenges requires novel approaches that adapt to the unique demands of decentralized architectures, fostering robust and expandable solutions for real-time data processing and learning. In this work, we consider the problem of communication efficiency in federated learning (FL) [1] and in particular in serverless (fully decentralized) learning settings that operate without a central coordinating server [2-6]. Asynchronous learning, empowering each participant to conduct local training and data transmission at their own pace, is a standard and relevant design choice in decentralized network schemes [7-12]. Asynchronous and decentralized learning have an advantage when used separately from each other, manifesting as adaptability to limited resources and downsized communication overhead. Y et unfortunately, when these two paradigms are combined, their integration poses a greater challenge in achieving a unanimous global consensus, as required for instance in the development of sophisticated navigation algorithms [13]. Decentralized optimization studies in the literature often involve high "synchronization costs" due to the complexity of ensuring consensus.

This study investigates how LLMs, specifically GPT-3.5 and GPT-4, can develop tailored questions for Grade 9 math, aligning with active learning principles. By utilizing an iterative method, these models adjust questions based on difficulty and content, responding to feedback from a simulated 'student' model. A novel aspect of the research involved using GPT-4 as a 'teacher' to create complex questions, with GPT-3.5 as the 'student' responding to these challenges. This setup mirrors active learning, promoting deeper engagement. The findings demonstrate GPT-4's superior ability to generate precise, challenging questions and notable improvements in GPT-3.5's ability to handle more complex problems after receiving instruction from GPT-4. These results underscore the potential of LLMs to mimic and enhance active learning scenarios, offering a promising path for AI in customized education. This research contributes to understanding how AI can support personalized learning experiences, highlighting the need for further exploration in various educational contexts

In this paper, we tackle the task of distractor generation (DG) for multiple-choice questions. Our study introduces two key designs. First, we propose \textit{retrieval augmented pretraining}, which involves refining the language model pretraining to align it more closely with the downstream task of DG. Second, we explore the integration of knowledge graphs to enhance the performance of DG. Through experiments with benchmarking datasets, we show that our models significantly outperform the state-of-the-art results. Our best-performing model advances the F1@3 score from 14.80 to 16.47 in MCQ dataset and from 15.92 to 16.50 in Sciq dataset.