We reformulate the problem of supervised learning as learning to learn with two nested loops (i.e. The inner loop learns on each individual instance with self-supervision before final prediction. The outer loop learns the self-supervised task used by the inner loop, such that its final prediction improves. Our inner loop turns out to be equivalent to linear attention when the inner-loop learner is only a linear model, and to self-attention when it is a kernel estimator. For practical comparison with linear or self-attention layers, we replace each of them in a transformer with an inner loop, so our outer loop is equivalent to training the architecture. When each inner-loop learner is a neural network, our approach vastly outperforms transformers with linear attention on ImageNet from 224 224 raw pixels in both accuracy and FLOPs, while (regular) transformers cannot run. Test-time training (TTT) is an algorithmic framework for machine learning. The core idea is that each test instance defines its own learning problem, with its own target of generalization (Sun et al., 2020). Since the test instance comes without its label, TTT is performed with a self-supervised task such as reconstruction. Performance should improve on this particular instance for the selfsupervised task, because that is the objective optimized by TTT. But will such a process lead to better performance for the main task we actually care about? If improvement for a self-supervised task transfers to a given main task, we say the two tasks are aligned (Sun et al., 2020). In prior work, task alignment has been an art, combining ingenuity with trial and error (Gandelsman et al., 2022; Wang et al., 2023). Crucially, the amount of ingenuity in task design does not scale with more data and compute.

With the aim to provide teachers with more specific, frequent, and actionable feedback about their teaching, we explore how Large Language Models (LLMs) can be used to estimate ``Instructional Support'' domain scores of the CLassroom Assessment Scoring System (CLASS), a widely used observation protocol. We design a machine learning architecture that uses either zero-shot prompting of Meta's Llama2, and/or a classic Bag of Words (BoW) model, to classify individual utterances of teachers' speech (transcribed automatically using OpenAI's Whisper) for the presence of Instructional Support. Then, these utterance-level judgments are aggregated over an entire 15-min observation session to estimate a global CLASS score. Experiments on two CLASS-coded datasets of toddler and pre-kindergarten classrooms indicate that (1) automatic CLASS Instructional Support estimation accuracy using the proposed method (Pearson $R$ up to $0.47$) approaches human inter-rater reliability (up to $R=0.55$); (2) LLMs yield slightly greater accuracy than BoW for this task, though the best models often combined features extracted from both LLM and BoW; and (3) for classifying individual utterances, there is still room for improvement of automated methods compared to human-level judgments. Finally, (4) we illustrate how the model's outputs can be visualized at the utterance level to provide teachers with explainable feedback on which utterances were most positively or negatively correlated with specific CLASS dimensions.

We study monotone submodular maximization under general matroid constraints in the online setting. We prove that online optimization of a large class of submodular functions, namely, weighted threshold potential functions, reduces to online convex optimization (OCO). This is precisely because functions in this class admit a concave relaxation; as a result, OCO policies, coupled with an appropriate rounding scheme, can be used to achieve sublinear regret in the combinatorial setting. We show that our reduction extends to many different versions of the online learning problem, including the dynamic regret, bandit, and optimistic-learning settings.

Large Language Models (LLMs) have made significant strides in both scientific research and practical applications. Existing studies have demonstrated the state-of-the-art (SOTA) performance of LLMs in various natural language processing tasks. However, the question of how to further enhance LLMs' performance in specific task using prompting strategies remains a pivotal concern. This paper explores the enhancement of LLMs' performance in sentiment analysis through the application of prompting strategies. We formulate the process of prompting for sentiment analysis tasks and introduce two novel strategies tailored for sentiment analysis: RolePlaying (RP) prompting and Chain-of-thought (CoT) prompting. Specifically, we also propose the RP-CoT prompting strategy which is a combination of RP prompting and CoT prompting. We conduct comparative experiments on three distinct domain datasets to evaluate the effectiveness of the proposed sentiment analysis strategies. The results demonstrate that the adoption of the proposed prompting strategies leads to a increasing enhancement in sentiment analysis accuracy. Further, the CoT prompting strategy exhibits a notable impact on implicit sentiment analysis, with the RP-CoT prompting strategy delivering the most superior performance among all strategies.

Large language models (LLMs) such as ChatGPT have seen widespread adoption due to their strong instruction following abilities. Developing these LLMs involves a complex yet poorly understood workflow requiring training with human feedback. Replicating and understanding this instruction-following requires tackling three major challenges: the high cost of data collection, the lack of trustworthy evaluation, and the absence of reference method implementations. We address these challenges with AlpacaFarm, a simulator that enables research and development for learning from feedback at a low cost. First, we design LLM prompts to simulate human feedback that are 50x cheaper than crowdworkers and display high agreement with humans. Second, we propose an automatic evaluation and validate it against human instructions obtained on real-world interactions. Third, we contribute reference implementations for several methods (PPO, best-of-n, expert iteration, and more) that learn from pairwise feedback. Finally, as an end-to-end validation of AlpacaFarm, we train and evaluate eleven models on 10k pairs of real human feedback and show that the rankings of models trained in AlpacaFarm match the rankings of models trained on human data. As a demonstration of the research possible in AlpacaFarm, we find that methods that use a reward model can substantially improve over supervised fine-tuning and that our reference PPO implementation leads to a +10% improvement in win-rate against Davinci003.

This paper introduces a non-native speech corpus consisting of narratives from fifty 5- to 6-year-old Chinese-English children. Transcripts totaling 6.5 hours of children taking a narrative comprehension test in English (L2) are presented, along with human-rated scores and annotations of grammatical and pronunciation errors. The children also completed the parallel MAIN tests in Chinese (L1) for reference purposes. For all tests we recorded audio and video with our innovative self-developed remote collection methods. The video recordings serve to mitigate the challenge of low intelligibility in L2 narratives produced by young children during the transcription process. This corpus offers valuable resources for second language teaching and has the potential to enhance the overall performance of automatic speech recognition (ASR).

Task semantics can be expressed by a set of input-output examples or a piece of textual instruction. Conventional machine learning approaches for natural language processing (NLP) mainly rely on the availability of large-scale sets of task-specific examples. Two issues arise: first, collecting task-specific labeled examples does not apply to scenarios where tasks may be too complicated or costly to annotate, or the system is required to handle a new task immediately; second, this is not user-friendly since end-users are probably more willing to provide task description rather than a set of examples before using the system. Therefore, the community is paying increasing interest in a new supervision-seeking paradigm for NLP: learning to follow task instructions, i.e., instruction following. Despite its impressive progress, there are some common issues that the community struggles with. This survey paper tries to summarize and provide insights to the current research on instruction following, particularly, by answering the following questions: (i) What is task instruction, and what instruction types exist? (ii) How to model instructions? (iii) What are popular instruction following datasets and evaluation metrics? (iv) What factors influence and explain the instructions' performance? (v) What challenges remain in instruction following? To our knowledge, this is the first comprehensive survey about instruction following.

This manuscript is technical memoir about my work at Stanford and Microsoft Research. Included are fundamental concepts central to machine learning and artificial intelligence, applications of these concepts, and stories behind their creation.

Alon Yamin, co-founder and CEO of the AI-based text analysis platform Copyleaks, is helping to combat plagiarism in education, especially in light of the recent Harvard scandal. Following the controversial accusations against the school's former president Claudine Gay, Yamin emphasized that tackling the issue of plagiarism is more important now than ever, especially with the rise in AI. "A year ago, many people considered plagiarism a moot point following the expansion of AI. What was there to worry about if AI was writing everything? But as we've seen in the news over the last few months, plagiarism hasn't gone anywhere. It seems to be as prevalent as ever," Yamin said to Fox News Digital.

As artificial intelligence (AI) is playing an increasingly important role in our society and global economy, AI education and literacy have become necessary components in college and K-12 education to prepare students for an AI-powered society. However, current AI curricula have not yet been made accessible and engaging enough for students and schools from all socio-economic backgrounds with different educational goals. In this work, we developed an open-source learning module for college and high school students, which allows students to build their own robot companion from the ground up. This open platform can be used to provide hands-on experience and introductory knowledge about various aspects of AI, including robotics, machine learning (ML), software engineering, and mechanical engineering. Because of the social and personal nature of a socially assistive robot companion, this module also puts a special emphasis on human-centered AI, enabling students to develop a better understanding of human-AI interaction and AI ethics through hands-on learning activities. With open-source documentation, assembling manuals and affordable materials, students from different socio-economic backgrounds can personalize their learning experience based on their individual educational goals. To evaluate the student-perceived quality of our module, we conducted a usability testing workshop with 15 college students recruited from a minority-serving institution. Our results indicate that our AI module is effective, easy-to-follow, and engaging, and it increases student interest in studying AI/ML and robotics in the future. We hope that this work will contribute toward accessible and engaging AI education in human-AI interaction for college and high school students.