Large language models can solve new tasks without task-specific fine-tuning. This ability, also known as in-context learning (ICL), is considered an emergent ability and is primarily seen in large language models with billions of parameters. This study investigates if such emergent properties are strictly tied to model size or can be demonstrated by smaller models trained on reduced-scale data. To explore this, we simplify pre-training data and pre-train 36 causal language models with parameters varying from 1 million to 165 million parameters. We show that models trained on this simplified pre-training data demonstrate enhanced zero-shot capabilities across various tasks in simplified language, achieving performance comparable to that of pre-trained models six times larger on unrestricted language. This suggests that downscaling the language allows zero-shot learning capabilities to emerge in models with limited size. Additionally, we find that these smaller models pre-trained on simplified data demonstrate a power law relationship between the evaluation loss and the three scaling factors: compute, dataset size, and model size.

Recent studies have integrated large language models (LLMs) into diverse educational contexts, including providing adaptive programming hints, a type of feedback focuses on helping students move forward during problem-solving. However, most existing LLM-based hint systems are limited to one single hint type. To investigate whether and how different levels of hints can support students' problem-solving and learning, we conducted a think-aloud study with 12 novices using the LLM Hint Factory, a system providing four levels of hints from general natural language guidance to concrete code assistance, varying in format and granularity. We discovered that high-level natural language hints alone can be helpless or even misleading, especially when addressing next-step or syntax-related help requests. Adding lower-level hints, like code examples with in-line comments, can better support students. The findings open up future work on customizing help responses from content, format, and granularity levels to accurately identify and meet students' learning needs.

Lifelong Person Re-Identification (LReID) aims to continuously learn from successive data streams, matching individuals across multiple cameras. The key challenge for LReID is how to effectively preserve old knowledge while incrementally learning new information, which is caused by task-level domain gaps and limited old task datasets. Existing methods based on CNN backbone are insufficient to explore the representation of each instance from different perspectives, limiting model performance on limited old task datasets and new task datasets. Unlike these methods, we propose a Diverse Representations Embedding (DRE) framework that first explores a pure transformer for LReID. The proposed DRE preserves old knowledge while adapting to new information based on instance-level and task-level layout. Concretely, an Adaptive Constraint Module (ACM) is proposed to implement integration and push away operations between multiple overlapping representations generated by transformer-based backbone, obtaining rich and discriminative representations for each instance to improve adaptive ability of LReID. Based on the processed diverse representations, we propose Knowledge Update (KU) and Knowledge Preservation (KP) strategies at the task-level layout by introducing the adjustment model and the learner model. KU strategy enhances the adaptive learning ability of learner models for new information under the adjustment model prior, and KP strategy preserves old knowledge operated by representation-level alignment and logit-level supervision in limited old task datasets while guaranteeing the adaptive learning information capacity of the LReID model. Compared to state-of-the-art methods, our method achieves significantly improved performance in holistic, large-scale, and occluded datasets.

We study the problem of adversarial combinatorial bandit with a switching cost $\lambda$ for a switch of each selected arm in each round, considering both the bandit feedback and semi-bandit feedback settings. In the oblivious adversarial case with $K$ base arms and time horizon $T$, we derive lower bounds for the minimax regret and design algorithms to approach them. To prove these lower bounds, we design stochastic loss sequences for both feedback settings, building on an idea from previous work in Dekel et al. (2014). The lower bound for bandit feedback is $ \tilde{\Omega}\big( (\lambda K)^{\frac{1}{3}} (TI)^{\frac{2}{3}}\big)$ while that for semi-bandit feedback is $ \tilde{\Omega}\big( (\lambda K I)^{\frac{1}{3}} T^{\frac{2}{3}}\big)$ where $I$ is the number of base arms in the combinatorial arm played in each round. To approach these lower bounds, we design algorithms that operate in batches by dividing the time horizon into batches to restrict the number of switches between actions. For the bandit feedback setting, where only the total loss of the combinatorial arm is observed, we introduce the Batched-Exp2 algorithm which achieves a regret upper bound of $\tilde{O}\big((\lambda K)^{\frac{1}{3}}T^{\frac{2}{3}}I^{\frac{4}{3}}\big)$ as $T$ tends to infinity. In the semi-bandit feedback setting, where all losses for the combinatorial arm are observed, we propose the Batched-BROAD algorithm which achieves a regret upper bound of $\tilde{O}\big( (\lambda K)^{\frac{1}{3}} (TI)^{\frac{2}{3}}\big)$.

Andrew Marantz's appraisal of two Silicon Valley camps that hold conflicting ideas about A.I.'s development--"doomers," who think it may spell disaster, and "effective accelerationists," who believe it will bring unprecedented abundance--offers a fascinating look at the factions that have dominated the recent discourse ("O.K., Doomer," March 18th). But readers should know that these two vocal cliques do not speak for the entire industry. Many in the A.I. and machine-learning worlds are working to advance technological progress safely, and do not suggest (or, for that matter, believe) that A.I. is going to lead society to either utopia or apocalypse. These people include A.I. ethicists, who seek to mitigate harm that A.I. has caused or is poised to inflict. Ethicists focus on concrete technical problems, such as trying to create metrics to better define and evaluate fairness in a broad range of machine-learning tasks.

Classroom observation protocols standardize the assessment of teaching effectiveness and facilitate comprehension of classroom interactions. Whereas these protocols offer teachers specific feedback on their teaching practices, the manual coding by human raters is resource-intensive and often unreliable. This has sparked interest in developing AI-driven, cost-effective methods for automating such holistic coding. Our work explores a multimodal approach to automatically estimating encouragement and warmth in classrooms, a key component of the Global Teaching Insights (GTI) study's observation protocol. To this end, we employed facial and speech emotion recognition with sentiment analysis to extract interpretable features from video, audio, and transcript data. The prediction task involved both classification and regression methods. Additionally, in light of recent large language models' remarkable text annotation capabilities, we evaluated ChatGPT's zero-shot performance on this scoring task based on transcripts. We demonstrated our approach on the GTI dataset, comprising 367 16-minute video segments from 92 authentic lesson recordings. The inferences of GPT-4 and the best-trained model yielded correlations of r = .341 and r = .441 with human ratings, respectively. Combining estimates from both models through averaging, an ensemble approach achieved a correlation of r = .513, comparable to human inter-rater reliability. Our model explanation analysis indicated that text sentiment features were the primary contributors to the trained model's decisions. Moreover, GPT-4 could deliver logical and concrete reasoning as potential teacher guidelines. Our findings provide insights into using advanced, multimodal techniques for automated classroom observation, aiming to foster teacher training through frequent and valuable feedback.

This paper addresses the ethical challenges of Artificial Intelligence in Neural Machine Translation (NMT) systems, emphasizing the imperative for developers to ensure fairness and cultural sensitivity. We investigate the ethical competence of AI models in NMT, examining the Ethical considerations at each stage of NMT development, including data handling, privacy, data ownership, and consent. We identify and address ethical issues through empirical studies. These include employing Transformer models for Luganda-English translations and enhancing efficiency with sentence mini-batching. And complementary studies that refine data labeling techniques and fine-tune BERT and Longformer models for analyzing Luganda and English social media content. Our second approach is a literature review from databases such as Google Scholar and platforms like GitHub. Additionally, the paper probes the distribution of responsibility between AI systems and humans, underscoring the essential role of human oversight in upholding NMT ethical standards. Incorporating a biblical perspective, we discuss the societal impact of NMT and the broader ethical responsibilities of developers, positing them as stewards accountable for the societal repercussions of their creations.

Federated Learning (FL) seeks to train a model collaboratively without sharing private training data from individual clients. Despite its promise, FL encounters challenges such as high communication costs for large-scale models and the necessity for uniform model architectures across all clients and the server. These challenges severely restrict the practical applications of FL. To address these limitations, the integration of knowledge distillation (KD) into FL has been proposed, forming what is known as Federated Distillation (FD). FD enables more flexible knowledge transfer between clients and the server, surpassing the mere sharing of model parameters. By eliminating the need for identical model architectures across clients and the server, FD mitigates the communication costs associated with training large-scale models. This paper aims to offer a comprehensive overview of FD, highlighting its latest advancements. It delves into the fundamental principles underlying the design of FD frameworks, delineates FD approaches for tackling various challenges, and provides insights into the diverse applications of FD across different scenarios.

The ability to interact with machines using natural human language is becoming not just commonplace, but expected. The next step is not just text interfaces, but speech interfaces and not just with computers, but with all machines including robots. In this paper, we chronicle the recent history of this growing field of spoken dialogue with robots and offer the community three proposals, the first focused on education, the second on benchmarks, and the third on the modeling of language when it comes to spoken interaction with robots. The three proposals should act as white papers for any researcher to take and build upon.

Large language models (LLMs) have gained widespread interest due to their ability to process human language and perform tasks on which they have not been explicitly trained. This is relevant for the chemical sciences, which face the problem of small and diverse datasets that are frequently in the form of text. LLMs have shown promise in addressing these issues and are increasingly being harnessed to predict chemical properties, optimize reactions, and even design and conduct experiments autonomously. However, we still have only a very limited systematic understanding of the chemical reasoning capabilities of LLMs, which would be required to improve models and mitigate potential harms. Here, we introduce "ChemBench," an automated framework designed to rigorously evaluate the chemical knowledge and reasoning abilities of state-of-the-art LLMs against the expertise of human chemists. We curated more than 7,000 question-answer pairs for a wide array of subfields of the chemical sciences, evaluated leading open and closed-source LLMs, and found that the best models outperformed the best human chemists in our study on average. The models, however, struggle with some chemical reasoning tasks that are easy for human experts and provide overconfident, misleading predictions, such as about chemicals' safety profiles. These findings underscore the dual reality that, although LLMs demonstrate remarkable proficiency in chemical tasks, further research is critical to enhancing their safety and utility in chemical sciences. Our findings also indicate a need for adaptations to chemistry curricula and highlight the importance of continuing to develop evaluation frameworks to improve safe and useful LLMs.