The quality of finetuning data is crucial for aligning large language models (LLMs) with human values. Current methods to improve data quality are either labor-intensive or prone to factual errors caused by LLM hallucinations. This paper explores elevating the quality of existing instruction data to better align with human values, introducing a simple and effective approach named ReAlign, which reformats the responses of instruction data into a format that better aligns with pre-established criteria and the collated evidence. This approach minimizes human annotation, hallucination, and the difficulty in scaling, remaining orthogonal to existing alignment techniques. Experimentally, ReAlign significantly boosts the general alignment ability, math reasoning, factuality, and readability of the LLMs. Encouragingly, without introducing any additional data or advanced training techniques, and merely by reformatting the response, LLaMA-2-13B's mathematical reasoning ability on GSM8K can be improved from 46.77% to 56.63% in accuracy. Additionally, a mere 5% of ReAlign data yields a 67% boost in general alignment ability measured by the Alpaca dataset. This work highlights the need for further research into the science and mechanistic interpretability of LLMs. We have made the associated code and data publicly accessible to support future studies at https://github.com/GAIR-NLP/ReAlign.

With the rapid advancement of large language models (LLMs), information retrieval (IR) systems, such as search engines and recommender systems, have undergone a significant paradigm shift. This evolution, while heralding new opportunities, introduces emerging challenges, particularly in terms of biases and unfairness, which may threaten the information ecosystem. In this paper, we present a comprehensive survey of existing works on emerging and pressing bias and unfairness issues in IR systems when the integration of LLMs. We first unify bias and unfairness issues as distribution mismatch problems, providing a groundwork for categorizing various mitigation strategies through distribution alignment. Subsequently, we systematically delve into the specific bias and unfairness issues arising from three critical stages of LLMs integration into IR systems: data collection, model development, and result evaluation. In doing so, we meticulously review and analyze recent literature, focusing on the definitions, characteristics, and corresponding mitigation strategies associated with these issues. Finally, we identify and highlight some open problems and challenges for future work, aiming to inspire researchers and stakeholders in the IR field and beyond to better understand and mitigate bias and unfairness issues of IR in this LLM era. We also consistently maintain a GitHub repository for the relevant papers and resources in this rising direction at https://github.com/KID-22/LLM-IR-Bias-Fairness-Survey.

Cognitive diagnosis aims to gauge students' mastery levels based on their response logs. Serving as a pivotal module in web-based online intelligent education systems (WOIESs), it plays an upstream and fundamental role in downstream tasks like learning item recommendation and computerized adaptive testing. WOIESs are open learning environment where numerous new students constantly register and complete exercises. In WOIESs, efficient cognitive diagnosis is crucial to fast feedback and accelerating student learning. However, the existing cognitive diagnosis methods always employ intrinsically transductive student-specific embeddings, which become slow and costly due to retraining when dealing with new students who are unseen during training. To this end, this paper proposes an inductive cognitive diagnosis model (ICDM) for fast new students' mastery levels inference in WOIESs. Specifically, in ICDM, we propose a novel student-centered graph (SCG). Rather than inferring mastery levels through updating student-specific embedding, we derive the inductive mastery levels as the aggregated outcomes of students' neighbors in SCG. Namely, SCG enables to shift the task from finding the most suitable student-specific embedding that fits the response logs to finding the most suitable representations for different node types in SCG, and the latter is more efficient since it no longer requires retraining. To obtain this representation, ICDM consists of a construction-aggregation-generation-transformation process to learn the final representation of students, exercises and concepts. Extensive experiments across real-world datasets show that, compared with the existing cognitive diagnosis methods that are always transductive, ICDM is much more faster while maintains the competitive inference performance for new students.

Online learning has soared in popularity in the educational landscape of COVID-19 and carries the benefits of increased flexibility and access to far-away training resources. However, it also restricts communication between peers and teachers, limits physical interactions and confines learning to the computer screen and keyboard. In this project, we designed a novel way to engage students in collaborative online learning by using haptic-enabled tangible robots, Cellulo. We built a library which connects two robots remotely for a learning activity based around the structure of a biological cell. To discover how separate modes of haptic feedback might differentially affect collaboration, two modes of haptic force-feedback were implemented (haptic co-location and haptic consensus). With a case study, we found that the haptic co-location mode seemed to stimulate collectivist behaviour to a greater extent than the haptic consensus mode, which was associated with individualism and less interaction. While the haptic co-location mode seemed to encourage information pooling, participants using the haptic consensus mode tended to focus more on technical co-ordination. This work introduces a novel system that can provide interesting insights on how to integrate haptic feedback into collaborative remote learning activities in future.

As large language models (LLMs) become increasingly commonplace, concern about distinguishing between human and AI text increases as well. The growing power of these models is of particular concern to teachers, who may worry that students will use LLMs to write school assignments. Facing a technology with which they are unfamiliar, teachers may turn to publicly-available AI text detectors. Yet the accuracy of many of these detectors has not been thoroughly verified, posing potential harm to students who are falsely accused of academic dishonesty. In this paper, we evaluate three different AI text detectors--Kirchenbauer et al. watermarks, ZeroGPT, and GPTZero--against human and AI-generated essays. We find that watermarking results in a high false positive rate, and that ZeroGPT has both high false positive and false negative rates. Further, we are able to significantly increase the false negative rate of all detectors by using ChatGPT 3.5 to paraphrase the original AI-generated texts, thereby effectively bypassing the detectors.

Building embodied AI systems that can follow arbitrary language instructions in any 3D environment is a key challenge for creating general AI. Accomplishing this goal requires learning to ground language in perception and embodied actions, in order to accomplish complex tasks. The Scalable, Instructable, Multiworld Agent (SIMA) project tackles this by training agents to follow free-form instructions across a diverse range of virtual 3D environments, including curated research environments as well as open-ended, commercial video games. Our goal is to develop an instructable agent that can accomplish anything a human can do in any simulated 3D environment. Our approach focuses on language-driven generality while imposing minimal assumptions. Our agents interact with environments in real-time using a generic, human-like interface: the inputs are image observations and language instructions and the outputs are keyboard-and-mouse actions. This general approach is challenging, but it allows agents to ground language across many visually complex and semantically rich environments while also allowing us to readily run agents in new environments. In this paper we describe our motivation and goal, the initial progress we have made, and promising preliminary results on several diverse research environments and a variety of commercial video games.

This paper introduces Select and Reorder (S&R), a novel approach that addresses data scarcity by breaking down the translation process into two distinct steps: Gloss Selection (GS) and Gloss Reordering (GR). Our method leverages large spoken language models and the substantial lexical overlap between source spoken languages and target sign languages to establish an initial alignment. Both steps make use of Non-AutoRegressive (NAR) decoding for reduced computation and faster inference speeds. Through this disentanglement of tasks, we achieve state-of-the-art BLEU and Rouge scores on the Meine DGS Annotated (mDGS) dataset, demonstrating a substantial BLUE-1 improvement of 37.88% in Text to Gloss (T2G) Translation. This innovative approach paves the way for more effective translation models for sign languages, even in resource-constrained settings.

Aligning large language models (LLMs) with human expectations requires high-quality instructional dialogues, which can be achieved by raising diverse, in-depth, and insightful instructions that deepen interactions. Existing methods target instructions from real instruction dialogues as a learning goal and fine-tune a user simulator for posing instructions. However, the user simulator struggles to implicitly model complex dialogue flows and pose high-quality instructions. In this paper, we take inspiration from the cognitive abilities inherent in human learning and propose the explicit modeling of complex dialogue flows through instructional strategy reuse. Specifically, we first induce high-level strategies from various real instruction dialogues. These strategies are applied to new dialogue scenarios deductively, where the instructional strategies facilitate high-quality instructions. Experimental results show that our method can generate diverse, in-depth, and insightful instructions for a given dialogue history. The constructed multi-turn instructional dialogues can outperform competitive baselines on the downstream chat model.

Metal Sintering is a necessary step for Metal Injection Molded parts and binder jet such as HP's metal 3D printer. The metal sintering process introduces large deformation varying from 25 to 50% depending on the green part porosity. In this paper, we use a graph-based deep learning approach to predict the part deformation, which can speed up the deformation simulation substantially at the voxel level. Running a well-trained Metal Sintering inferencing engine only takes a range of seconds to obtain the final sintering deformation value. The tested accuracy on example complex geometry achieves 0.7um mean deviation for a 63mm testing part.

Advances in computational power and AI have increased interest in reinforcement learning approaches to inventory management. This paper provides a theoretical foundation for these approaches and investigates the benefits of restricting to policy structures that are well-established by decades of inventory theory. In particular, we prove generalization guarantees for learning several well-known classes of inventory policies, including base-stock and (s, S) policies, by leveraging the celebrated Vapnik-Chervonenkis (VC) theory. We apply the concepts of the Pseudo-dimension and Fat-shattering dimension from VC theory to determine the generalizability of inventory policies, that is, the difference between an inventory policy's performance on training data and its expected performance on unseen data. We focus on a classical setting without contexts, but allow for an arbitrary distribution over demand sequences and do not make any assumptions such as independence over time. We corroborate our supervised learning results using numerical simulations. Managerially, our theory and simulations translate to the following insights. First, there is a principle of "learning less is more" in inventory management: depending on the amount of data available, it may be beneficial to restrict oneself to a simpler, albeit suboptimal, class of inventory policies to minimize overfitting errors. Second, the number of parameters in a policy class may not be the correct measure of overfitting error: in fact, the class of policies defined by T time-varying base-stock levels exhibits a generalization error comparable to that of the two-parameter (s, S) policy class. Finally, our research suggests situations in which it could be beneficial to incorporate the concepts of base-stock and inventory position into black-box learning machines, instead of having these machines directly learn the order quantity actions.