Large pretrained language models (LLMs) have shown surprising In-Context Learning (ICL) ability. An important application in deploying large language models is to augment LLMs with a private database for some specific task. The main problem with this promising commercial use is that LLMs have been shown to memorize their training data and their prompt data are vulnerable to membership inference attacks (MIA) and prompt leaking attacks. In order to deal with this problem, we treat LLMs as untrusted in privacy and propose a locally differentially private framework of in-context learning (LDP-ICL) in the settings where labels are sensitive. Considering the mechanisms of in-context learning in Transformers by gradient descent, we provide an analysis of the trade-off between privacy and utility in such LDP-ICL for classification. Moreover, we apply LDP-ICL to the discrete distribution estimation problem. In the end, we perform several experiments to demonstrate our analysis results.

In the field of computer vision, self-supervised learning has emerged as a method to extract robust features from unlabeled data, where models derive labels autonomously from the data itself, without the need for manual annotation. This paper provides a comprehensive review of discriminative approaches of self-supervised learning within the domain of computer vision, examining their evolution and current status. Through an exploration of various methods including contrastive, self-distillation, knowledge distillation, feature decorrelation, and clustering techniques, we investigate how these approaches leverage the abundance of unlabeled data. Finally, we have comparison of self-supervised learning methods on the standard ImageNet classification benchmark.

Long text understanding is important yet challenging for natural language processing. A long article or document usually contains many redundant words that are not pertinent to its gist and sometimes can be regarded as noise. With recent advances of abstractive summarization, we propose our \emph{Gist Detector} to leverage the gist detection ability of a summarization model and integrate the extracted gist into downstream models to enhance their long text understanding ability. Specifically, Gist Detector first learns the gist detection knowledge distilled from a summarization model, and then produces gist-aware representations to augment downstream models. We evaluate our method on three different tasks: long document classification, distantly supervised open-domain question answering, and non-parallel text style transfer. The experimental results show that our method can significantly improve the performance of baseline models on all tasks.

Temporal information plays a pivotal role in Bird's-Eye-View (BEV) driving scene understanding, which can alleviate the visual information sparsity. However, the indiscriminate temporal fusion method will cause the barrier of feature redundancy when constructing vectorized High-Definition (HD) maps. In this paper, we revisit the temporal fusion of vectorized HD maps, focusing on temporal instance consistency and temporal map consistency learning. To improve the representation of instances in single-frame maps, we introduce a novel method, DTCLMapper. This approach uses a dual-stream temporal consistency learning module that combines instance embedding with geometry maps. In the instance embedding component, our approach integrates temporal Instance Consistency Learning (ICL), ensuring consistency from vector points and instance features aggregated from points. A vectorized points pre-selection module is employed to enhance the regression efficiency of vector points from each instance. Then aggregated instance features obtained from the vectorized points preselection module are grounded in contrastive learning to realize temporal consistency, where positive and negative samples are selected based on position and semantic information. The geometry mapping component introduces Map Consistency Learning (MCL) designed with self-supervised learning. The MCL enhances the generalization capability of our consistent learning approach by concentrating on the global location and distribution constraints of the instances. Extensive experiments on well-recognized benchmarks indicate that the proposed DTCLMapper achieves state-of-the-art performance in vectorized mapping tasks, reaching 61.9% and 65.1% mAP scores on the nuScenes and Argoverse datasets, respectively. The source code will be made publicly available at https://github.com/lynn-yu/DTCLMapper.

Table summarization is a crucial task aimed at condensing information from tabular data into concise and comprehensible textual summaries. However, existing approaches often fall short of adequately meeting users' information and quality requirements and tend to overlook the complexities of real-world queries. In this paper, we propose a novel method to address these limitations by introducing query-focused multi-table summarization. Our approach, which comprises a table serialization module, a summarization controller, and a large language model (LLM), utilizes textual queries and multiple tables to generate query-dependent table summaries tailored to users' information needs. To facilitate research in this area, we present a comprehensive dataset specifically tailored for this task, consisting of 4909 query-summary pairs, each associated with multiple tables. Through extensive experiments using our curated dataset, we demonstrate the effectiveness of our proposed method compared to baseline approaches. Our findings offer insights into the challenges of complex table reasoning for precise summarization, contributing to the advancement of research in query-focused multi-table summarization.

In feedback generation for logical errors in programming assignments, large language model (LLM)-based methods have shown great promise. These methods ask the LLM to generate feedback given the problem statement and a student's (buggy) submission. There are several issues with these types of methods. First, the generated feedback messages are often too direct in revealing the error in the submission and thus diminish valuable opportunities for the student to learn. Second, they do not consider the student's learning context, i.e., their previous submissions, current knowledge, etc. Third, they are not layered since existing methods use a single, shared prompt for all student submissions. In this paper, we explore using LLMs to generate a "feedback-ladder", i.e., multiple levels of feedback for the same problem-submission pair. We evaluate the quality of the generated feedback-ladder via a user study with students, educators, and researchers. We have observed diminishing effectiveness for higher-level feedback and higher-scoring submissions overall in the study. In practice, our method enables teachers to select an appropriate level of feedback to show to a student based on their personal learning context, or in a progressive manner to go more detailed if a higher-level feedback fails to correct the student's error.

This paper introduces a novel uncertainty quantification framework for regression models where the response takes values in a separable metric space, and the predictors are in a Euclidean space. The proposed algorithms can efficiently handle large datasets and are agnostic to the predictive base model used. Furthermore, the algorithms possess asymptotic consistency guarantees and, in some special homoscedastic cases, we provide non-asymptotic guarantees. To illustrate the effectiveness of the proposed uncertainty quantification framework, we use a linear regression model for metric responses (known as the global Fr\'echet model) in various clinical applications related to precision and digital medicine. The different clinical outcomes analyzed are represented as complex statistical objects, including multivariate Euclidean data, Laplacian graphs, and probability distributions.

Most work in the area of learning theory has focused on designing effective Probably Approximately Correct (PAC) learners. Recently, other models of learning such as transductive error have seen more scrutiny. We move toward showing that these problems are equivalent by reducing agnostic learning with a PAC guarantee to agnostic learning with a transductive guarantee by adding a small number of samples to the dataset. We first rederive the result of Aden-Ali et al. arXiv:2304.09167 reducing PAC learning to transductive learning in the realizable setting using simpler techniques and at more generality as background for our main positive result. Our agnostic transductive to PAC conversion technique extends the aforementioned argument to the agnostic case, showing that an agnostic transductive learner can be efficiently converted to an agnostic PAC learner. Finally, we characterize the performance of the agnostic one inclusion graph algorithm of Asilis et al. arXiv:2309.13692 for binary classification, and show that plugging it into our reduction leads to an agnostic PAC learner that is essentially optimal. Our results imply that transductive and PAC learning are essentially equivalent for supervised learning with pseudometric losses in the realizable setting, and for binary classification in the agnostic setting. We conjecture this is true more generally for the agnostic setting.

We explore the capabilities of an augmented democracy system built on off-the-shelf LLMs fine-tuned on data summarizing individual preferences across 67 policy proposals collected during the 2022 Brazilian presidential elections. We use a train-test cross-validation setup to estimate the accuracy with which the LLMs predict both: a subject's individual political choices and the aggregate preferences of the full sample of participants. At the individual level, the accuracy of the out of sample predictions lie in the range 69%-76% and are significantly better at predicting the preferences of liberal and college educated participants. At the population level, we aggregate preferences using an adaptation of the Borda score and compare the ranking of policy proposals obtained from a probabilistic sample of participants and from data augmented using LLMs. We find that the augmented data predicts the preferences of the full population of participants better than probabilistic samples alone when these represent less than 30% to 40% of the total population. These results indicate that LLMs are potentially useful for the construction of systems of augmented democracy.

Curriculum Analytics (CA) studies curriculum structure and student data to ensure the quality of educational programs. One desirable property of courses within curricula is that they are not unexpectedly more difficult for students of different backgrounds. While prior work points to likely variations in course difficulty across student groups, robust methodologies for capturing such variations are scarce, and existing approaches do not adequately decouple course-specific difficulty from students' general performance levels. The present study introduces Differential Course Functioning (DCF) as an Item Response Theory (IRT)-based CA methodology. DCF controls for student performance levels and examines whether significant differences exist in how distinct student groups succeed in a given course. Leveraging data from over 20,000 students at a large public university, we demonstrate DCF's ability to detect inequities in undergraduate course difficulty across student groups described by grade achievement. We compare major pairs with high co-enrollment and transfer students to their non-transfer peers. For the former, our findings suggest a link between DCF effect sizes and the alignment of course content to student home department motivating interventions targeted towards improving course preparedness. For the latter, results suggest minor variations in course-specific difficulty between transfer and non-transfer students. While this is desirable, it also suggests that interventions targeted toward mitigating grade achievement gaps in transfer students should encompass comprehensive support beyond enhancing preparedness for individual courses. By providing more nuanced and equitable assessments of academic performance and difficulties experienced by diverse student populations, DCF could support policymakers, course articulation officers, and student advisors.