In recent years, the increasing use of Artificial Intelligence based text generation tools has posed new challenges in document provenance, authentication, and authorship detection. However, advancements in stylometry have provided opportunities for automatic authorship and author change detection in multi-authored documents using style analysis techniques. Style analysis can serve as a primary step toward document provenance and authentication through authorship detection. This paper investigates three key tasks of style analysis: (i) classification of single and multi-authored documents, (ii) single change detection, which involves identifying the point where the author switches, and (iii) multiple author-switching detection in multi-authored documents. We formulate all three tasks as classification problems and propose a merit-based fusion framework that integrates several state-of-the-art natural language processing (NLP) algorithms and weight optimization techniques. We also explore the potential of special characters, which are typically removed during pre-processing in NLP applications, on the performance of the proposed methods for these tasks by conducting extensive experiments on both cleaned and raw datasets. Experimental results demonstrate significant improvements over existing solutions for all three tasks on a benchmark dataset.

How can we train models to perform well on hard test data when hard training data is by definition difficult to label correctly? This question has been termed the scalable oversight problem and has drawn increasing attention as language models have continually improved. In this paper, we present the surprising conclusion that current language models often generalize relatively well from easy to hard data, even performing as well as "oracle" models trained on hard data. We demonstrate this kind of easy-to-hard generalization using simple training methods like in-context learning, linear classifier heads, and QLoRA for seven different measures of datapoint hardness, including six empirically diverse human hardness measures (like grade level) and one model-based measure (loss-based). Furthermore, we show that even if one cares most about model performance on hard data, it can be better to collect and train on easy data rather than hard data, since hard data is generally noisier and costlier to collect. Our experiments use open models up to 70b in size and four publicly available question-answering datasets with questions ranging in difficulty from 3rd grade science questions to college level STEM questions and general-knowledge trivia. We conclude that easy-to-hard generalization in LMs is surprisingly strong for the tasks studied, suggesting the scalable oversight problem may be easier than previously thought. Our code is available at https://github.com/allenai/easy-to-hard-generalization

As natural language becomes the default interface for human-AI interaction, there is a critical need for LMs to appropriately communicate uncertainties in downstream applications. In this work, we investigate how LMs incorporate confidence about their responses via natural language and how downstream users behave in response to LM-articulated uncertainties. We examine publicly deployed models and find that LMs are unable to express uncertainties when answering questions even when they produce incorrect responses. LMs can be explicitly prompted to express confidences, but tend to be overconfident, resulting in high error rates (on average 47%) among confident responses. We test the risks of LM overconfidence by running human experiments and show that users rely heavily on LM generations, whether or not they are marked by certainty. Lastly, we investigate the preference-annotated datasets used in RLHF alignment and find that humans have a bias against texts with uncertainty. Our work highlights a new set of safety harms facing human-LM interactions and proposes design recommendations and mitigating strategies moving forward.

Large Language Models (LLMs) have demonstrated remarkable capabilities for reinforcement learning (RL) models, such as planning and reasoning capabilities. However, the problems of LLMs and RL model collaboration still need to be solved. In this study, we employ a teacher-student learning framework to tackle these problems, specifically by offering feedback for LLMs using RL models and providing high-level information for RL models with LLMs in a cooperative multi-agent setting. Within this framework, the LLM acts as a teacher, while the RL model acts as a student. The two agents cooperatively assist each other through a process of recursive help, such as "I help you help I help." The LLM agent supplies abstract information to the RL agent, enabling efficient exploration and policy improvement. In turn, the RL agent offers feedback to the LLM agent, providing valuable, real-time information that helps generate more useful tokens. This bi-directional feedback loop promotes optimization, exploration, and mutual improvement for both agents, enabling them to accomplish increasingly challenging tasks. Remarkably, we propose a practical algorithm to address the problem and conduct empirical experiments to evaluate the effectiveness of our method.

Small oriented objects that represent tiny pixel-area in large-scale aerial images are difficult to detect due to their size and orientation. Existing oriented aerial detectors have shown promising results but are mainly focused on orientation modeling with less regard to the size of the objects. In this work, we proposed a method to accurately detect small oriented objects in aerial images by enhancing the classification and regression tasks of the oriented object detection model. We designed the Attention-Points Network consisting of two losses: Guided-Attention Loss (GALoss) and Box-Points Loss (BPLoss). GALoss uses an instance segmentation mask as ground-truth to learn the attention features needed to improve the detection of small objects. These attention features are then used to predict box points for BPLoss, which determines the points' position relative to the target oriented bounding box. Experimental results show the effectiveness of our Attention-Points Network on a standard oriented aerial dataset with small object instances (DOTA-v1.5) and on a maritime-related dataset (HRSC2016). The code is publicly available.

Large-scale administrative data is a common input in early warning systems for college dropout in higher education. Still, the terminology and methodology vary significantly across existing studies, and the implications of different modeling decisions are not fully understood. This study provides a systematic evaluation of contributing factors and predictive performance of machine learning models over time and across different student groups. Drawing on twelve years of administrative data at a large public university in the US, we find that dropout prediction at the end of the second year has a 20% higher AUC than at the time of enrollment in a Random Forest model. Also, most predictive factors at the time of enrollment, including demographics and high school performance, are quickly superseded in predictive importance by college performance and in later stages by enrollment behavior. Regarding variability across student groups, college GPA has more predictive value for students from traditionally disadvantaged backgrounds than their peers. These results can help researchers and administrators understand the comparative value of different data sources when building early warning systems and optimizing decisions under specific policy goals.

Large language models demonstrate remarkable proficiency in various linguistic tasks and have extensive knowledge across various domains. Although they perform best in English, their ability in other languages is notable too. In contrast, open-source models, such as LLaMa, are primarily trained on English datasets, resulting in poor performance in non-English languages. In this paper, we introduce PersianMind, an open-source bilingual large language model which demonstrates comparable performance to closed-source GPT-3.5-turbo in the Persian language. By expanding LLaMa2's vocabulary with 10,000 Persian tokens and training it on a dataset comprising nearly 2 billion Persian tokens, we show that our approach preserves the model's English knowledge and employs transfer learning to excel at transferring task knowledge from one language to another.

Positive-Unlabelled (PU) learning is a growing field of machine learning that aims to learn classifiers from data consisting of labelled positive and unlabelled instances, which can be in reality positive or negative, but whose label is unknown. An extensive number of methods have been proposed to address PU learning over the last two decades, so many so that selecting an optimal method for a given PU learning task presents a challenge. Our previous work has addressed this by proposing GA-Auto-PU, the first Automated Machine Learning (Auto-ML) system for PU learning. In this work, we propose two new Auto-ML systems for PU learning: BO-Auto-PU, based on a Bayesian Optimisation approach, and EBO-Auto-PU, based on a novel evolutionary/Bayesian optimisation approach. We also present an extensive evaluation of the three Auto-ML systems, comparing them to each other and to well-established PU learning methods across 60 datasets (20 real-world datasets, each with 3 versions in terms of PU learning characteristics).

Receiving immediate and personalized feedback is crucial for second-language learners, and Automated Essay Scoring (AES) systems are a vital resource when human instructors are unavailable. This study investigates the effectiveness of Large Language Models (LLMs), specifically GPT-4 and fine-tuned GPT-3.5, as tools for AES. Our comprehensive set of experiments, conducted on both public and private datasets, highlights the remarkable advantages of LLM-based AES systems. They include superior accuracy, consistency, generalizability, and interpretability, with fine-tuned GPT-3.5 surpassing traditional grading models. Additionally, we undertake LLM-assisted human evaluation experiments involving both novice and expert graders. One pivotal discovery is that LLMs not only automate the grading process but also enhance the performance of human graders. Novice graders when provided with feedback generated by LLMs, achieve a level of accuracy on par with experts, while experts become more efficient and maintain greater consistency in their assessments. These results underscore the potential of LLMs in educational technology, paving the way for effective collaboration between humans and AI, ultimately leading to transformative learning experiences through AI-generated feedback.

Over the past few years, one of the most notable advancements in AI research has been in foundation models (FMs), headlined by the rise of language models (LMs). As the models' size increases, LMs demonstrate enhancements in measurable aspects and the development of new qualitative features. However, despite researchers' attention and the rapid growth in LM application, the capabilities, limitations, and associated risks still need to be better understood. To address these issues, we introduce an open Multimodal Evaluation of Russian-language Architectures (MERA), a new instruction benchmark for evaluating foundation models oriented towards the Russian language. The benchmark encompasses 21 evaluation tasks for generative models in 11 skill domains and is designed as a black-box test to ensure the exclusion of data leakage. The paper introduces a methodology to evaluate FMs and LMs in zero- and few-shot fixed instruction settings that can be extended to other modalities. We propose an evaluation methodology, an open-source code base for the MERA assessment, and a leaderboard with a submission system. We evaluate open LMs as baselines and find that they are still far behind the human level. We publicly release MERA to guide forthcoming research, anticipate groundbreaking model features, standardize the evaluation procedure, and address potential societal drawbacks.