Reinforcement learning (RL) agents are commonly trained and evaluated in the same environment. In contrast, humans often train in a specialized environment before being evaluated, such as studying a book before taking an exam. The potential of such specialized training environments is still vastly underexplored, despite their capacity to dramatically speed up training. The framework of synthetic environments takes a first step in this direction by meta-learning neural network-based Markov decision processes (MDPs). The initial approach was limited to toy problems and produced environments that did not transfer to unseen RL algorithms. We extend this approach in three ways: Firstly, we modify the meta-learning algorithm to discover environments invariant towards hyperparameter configurations and learning algorithms. Secondly, by leveraging hardware parallelism and introducing a curriculum on an agent's evaluation episode horizon, we can achieve competitive results on several challenging continuous control problems. Thirdly, we surprisingly find that contextual bandits enable training RL agents that transfer well to their evaluation environment, even if it is a complex MDP. Hence, we set up our experiments to train synthetic contextual bandits, which perform on par with synthetic MDPs, yield additional insights into the evaluation environment, and can speed up downstream applications.

Relational concepts are indeed foundational to the structure of knowledge representation, as they facilitate the association between various entity concepts, allowing us to express and comprehend complex world knowledge. By expressing relational concepts in natural language prompts, people can effortlessly interact with large language models (LLMs) and recall desired factual knowledge. However, the process of knowledge recall lacks interpretability, and representations of relational concepts within LLMs remain unknown to us. In this paper, we identify hidden states that can express entity and relational concepts through causal mediation analysis in fact recall processes. Our finding reveals that at the last token position of the input prompt, there are hidden states that solely express the causal effects of relational concepts. Based on this finding, we assume that these hidden states can be treated as relational representations and we can successfully extract them from LLMs. The experimental results demonstrate high credibility of the relational representations: they can be flexibly transplanted into other fact recall processes, and can also be used as robust entity connectors. Moreover, we also show that the relational representations exhibit significant potential for controllable fact recall through relation rewriting.

We introduce latent intuitive physics, a transfer learning framework for physics simulation that can infer hidden properties of fluids from a single 3D video and simulate the observed fluid in novel scenes. Our key insight is to use latent features drawn from a learnable prior distribution conditioned on the underlying particle states to capture the invisible and complex physical properties. To achieve this, we train a parametrized prior learner given visual observations to approximate the visual posterior of inverse graphics, and both the particle states and the visual posterior are obtained from a learned neural renderer. The converged prior learner is embedded in our probabilistic physics engine, allowing us to perform novel simulations on unseen geometries, boundaries, and dynamics without knowledge of the true physical parameters. We validate our model in three ways: (i) novel scene simulation with the learned visual-world physics, (ii) future prediction of the observed fluid dynamics, and (iii) supervised particle simulation. Our model demonstrates strong performance in all three tasks.

Video language continual learning involves continuously adapting to information from video and text inputs, enhancing a model's ability to handle new tasks while retaining prior knowledge. This field is a relatively under-explored area, and establishing appropriate datasets is crucial for facilitating communication and research in this field. In this study, we present the first dedicated benchmark, ViLCo-Bench, designed to evaluate continual learning models across a range of video-text tasks. The dataset comprises ten-minute-long videos and corresponding language queries collected from publicly available datasets. Additionally, we introduce a novel memory-efficient framework that incorporates self-supervised learning and mimics long-term and short-term memory effects. This framework addresses challenges including memory complexity from long video clips, natural language complexity from open queries, and text-video misalignment. We posit that ViLCo-Bench, with greater complexity compared to existing continual learning benchmarks, would serve as a critical tool for exploring the video-language domain, extending beyond conventional class-incremental tasks, and addressing complex and limited annotation issues.

Graph neural networks (GNNs) have emerged as a powerful tool for solving combinatorial optimization problems (COPs), exhibiting state-of-the-art performance in both graph-structured and non-graph-structured domains. However, existing approaches lack a unified framework capable of addressing a wide range of COPs. After presenting a summary of representative COPs and a brief review of recent advancements in GNNs for solving COPs, this paper proposes a unified framework for solving COPs based on GNNs, including graph representation of COPs, equivalent conversion of non-graph structured COPs to graph-structured COPs, graph decomposition, and graph simplification. The proposed framework leverages the ability of GNNs to effectively capture the relational information and extract features from the graph representation of COPs, offering a generic solution to COPs that can address the limitations of state-of-the-art in solving non-graph-structured and highly complex graph-structured COPs.

Large language model behavior is shaped by the language of those with whom they interact. This capacity and their increasing prevalence online portend that they will intentionally or unintentionally "program" one another and form emergent AI subjectivities, relationships, and collectives. Here, we call upon the research community to investigate these "societies" of interacting artificial intelligences to increase their rewards and reduce their risks for human society and the health of online environments. We use a small "community" of models and their evolving outputs to illustrate how such emergent, decentralized AI collectives can spontaneously expand the bounds of human diversity and reduce the risk of toxic, anti-social behavior online. Finally, we discuss opportunities for AI cross-moderation and address ethical issues and design challenges associated with creating and maintaining free-formed AI collectives.

Prior research in computational argumentation has mainly focused on scoring the quality of arguments, with less attention on explicating logical errors. In this work, we introduce four sets of explainable templates for common informal logical fallacies designed to explicate a fallacy's implicit logic. Using our templates, we conduct an annotation study on top of 400 fallacious arguments taken from LOGIC dataset and achieve a high agreement score (Krippendorf's alpha of 0.54) and reasonable coverage (0.83). Finally, we conduct an experiment for detecting the structure of fallacies and discover that state-of-the-art language models struggle with detecting fallacy templates (0.47 accuracy). To facilitate research on fallacies, we make our dataset and guidelines publicly available.

The evolution of Artificial Intelligence (AI) has been significantly accelerated by advancements in Large Language Models (LLMs) and Large Multimodal Models (LMMs), gradually showcasing potential cognitive reasoning abilities in problemsolving and scientific discovery (i.e., AI4Science) once exclusive to human intellect. To comprehensively evaluate current models' performance in cognitive reasoning abilities, we introduce OlympicArena, which includes 11,163 bilingual problems across both text-only and interleaved text-image modalities. These challenges encompass a wide range of disciplines spanning seven fields and 62 international Olympic competitions, rigorously examined for data leakage. We argue that the challenges in Olympic competition problems are ideal for evaluating AI's cognitive reasoning due to their complexity and interdisciplinary nature, which are essential for tackling complex scientific challenges and facilitating discoveries. Beyond evaluating performance across various disciplines using answer-only criteria, we conduct detailed experiments and analyses from multiple perspectives. We delve into the models' cognitive reasoning abilities, their performance across different modalities, and their outcomes in process-level evaluations, which are vital for tasks requiring complex reasoning with lengthy solutions. Our extensive evaluations reveal that even advanced models like GPT-4o only achieve a 39.97% overall accuracy (28.67% for mathematics and 29.71% for physics), illustrating current AI limitations in complex reasoning and multimodal integration. Through the OlympicArena, we aim to advance AI towards superintelligence, equipping it to address more complex challenges in science and beyond. We also provide a comprehensive set of resources to support AI research, including a benchmark dataset, an open-source annotation platform, a detailed evaluation tool, and a leaderboard with automatic submission features.

Mental illness remains one of the most critical public health issues. Despite its importance, many mental health professionals highlight a disconnect between their training and actual real-world patient practice. To help bridge this gap, we propose PATIENT-{\Psi}, a novel patient simulation framework for cognitive behavior therapy (CBT) training. To build PATIENT-{\Psi}, we construct diverse patient cognitive models based on CBT principles and use large language models (LLMs) programmed with these cognitive models to act as a simulated therapy patient. We propose an interactive training scheme, PATIENT-{\Psi}-TRAINER, for mental health trainees to practice a key skill in CBT -- formulating the cognitive model of the patient -- through role-playing a therapy session with PATIENT-{\Psi}. To evaluate PATIENT-{\Psi}, we conducted a comprehensive user study of 13 mental health trainees and 20 experts. The results demonstrate that practice using PATIENT-{\Psi}-TRAINER enhances the perceived skill acquisition and confidence of the trainees beyond existing forms of training such as textbooks, videos, and role-play with non-patients. Based on the experts' perceptions, PATIENT-{\Psi} is perceived to be closer to real patient interactions than GPT-4, and PATIENT-{\Psi}-TRAINER holds strong promise to improve trainee competencies. Our code and data are released at \url{https://github.com/ruiyiw/patient-psi}.

In the realm of education, both independent learning and group learning are esteemed as the most classic paradigms. The former allows learners to self-direct their studies, while the latter is typically characterized by teacher-directed scenarios. Recent studies in the field of intelligent education have leveraged deep temporal models to trace the learning process, capturing the dynamics of students' knowledge states, and have achieved remarkable performance. However, existing approaches have primarily focused on modeling the independent learning process, with the group learning paradigm receiving less attention. Moreover, the reciprocal effect between the two learning processes, especially their combined potential to foster holistic student development, remains inadequately explored. To this end, in this paper, we propose RIGL, a unified Reciprocal model to trace knowledge states at both the individual and group levels, drawing from the Independent and Group Learning processes. Specifically, we first introduce a time frame-aware reciprocal embedding module to concurrently model both student and group response interactions across various time frames. Subsequently, we employ reciprocal enhanced learning modeling to fully exploit the comprehensive and complementary information between the two behaviors. Furthermore, we design a relation-guided temporal attentive network, comprised of dynamic graph modeling coupled with a temporal self-attention mechanism. It is used to delve into the dynamic influence of individual and group interactions throughout the learning processes. Conclusively, we introduce a bias-aware contrastive learning module to bolster the stability of the model's training. Extensive experiments on four real-world educational datasets clearly demonstrate the effectiveness of the proposed RIGL model.